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

WEEK: __ LESSON: 50 (Reading 7) SCHEME OF WORK: TEXTBO TOPIC: Learning World MAIN SKILL FOCUS: Readin CROSS-CURRICULAR ELEM ICT CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Pupils answer question in Think! Follow in Reading Reading Lesson delivery 3.2 3.2.1 2. Pre-teach: exchange programme (when p and live with a family, then pupils from that s Understand a Understand the your family), medium-sized, compulsory (so variety of linear main idea of simple (something you can choose) woodwork (sub and non-linear texts of two print and digital paragraphs or more 3. Pupils do p.49 Activity 1. Follow instructio texts by using appropriate Complementary 4. Pupils do Activity 2 then compare with a p reading strategies Skill Explain that to put a photo of the class in an to the internet. When you send a class phot Complementary Speaking Skill 5. Pupils in pairs take turns to say Key Phra 2.1.1 Choose pupils to say their sentences to who Speaking 6. Write on board this sentence from text: I l Give detailed Spanish. Explain ‘so’ is a conjunction. It give 2.1 information about instructions in Teacher’s Book p.63 Exercise themselves exam, so I can …’; 2) ‘I love learning English Communicate starters orally in pairs. simple information intelligibly Note how well pupils understand the main id Post-lesson 7. See Post-lesson Task 1: Spot the Differen differences in sentences in the email. 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: exchange programme, centre, break, woodwork; Adjectives: medium- sized, compulsory, optional; Conjunction: so OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES nstructions in Teacher’s Book p.63. English Plus 1 Differentiate learning according to needs of pupils go to a school in another country Student’s Book your pupils. Please see school visit your school and live with Activities 1, 2 and the seven omething you have to do), optional 3 differentiation bject for making objects from wood). p.49 strategies at Section 4. ons in Teacher’s Book p.63 Exercise 1. partner. Check answers with class. Teacher’s Book See Strategy 5: n email, you upload it from your computer p.63 Learning preferences to to a friend’s phone, you’re uploading it. and needs ases 2, 3, 4 about their school to partner. ole class. Ask: Is the information correct? At Step 3: Some pupils like languages so I study French and will have difficulty es a reason. Pupils do Activity 3. Follow reading and e 3. Write on board: 1) ‘I haven’t got an understanding the h, so I…’ Pupils finish the two sentence email. Support them by reading it aloud to them when sitting in a group dea in the email without support. nces in Section 3. Pupils spot 87

WEEK: __ LESSON: 51 (Writing 10) SCHEME OF WORK: TEXTBO TOPIC: Learning World MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM ICT CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Brainstorm pupils’ ideas about what they school in Britain. Write ideas on board. Give Writing Writing family, hobbies. Lesson delivery 4.3 4.3.3 2. Pupils read email at top of p.49 again. As writing to? (Ela) What’s at the start and end Communicate Produce a plan or 3. Tell pupils they are going to write an ema with appropriate draft of one or two do Activity 4, Use It! Follow instructions in T language form paragraphs for a 4. In pairs, pupils read partner’s email and d and style for a familiar topic and A. writing name of visitor at start and name range of purposes modify this B. writing information about school – where in print and digital appropriately in C. Paragraph 1 I’m happy about…; Paragra media response to Paragraph 3 school subjects and timetable; feedback Find out who has 3–5 smiley faces and who Complementary Post-lesson Skill Complementary 5. Pupils think about their learning and perfo Skill assessment worksheet (see end of Unit 4). Reading Collect worksheets from pupils and review t Reading are any areas of concern, prepare a review 3.2 3.2.2 Understand a variety of linear Understand specific and non-linear information and print and digital details of simple texts by using longer texts appropriate reading strategies Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 4) g THEME: World of Self, Family and Friends MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present continuous and simple tenses; Conjunction: so; Such as, for example, like OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES would write in an email to a pupil in a e prompts e.g. subjects, school day, English Plus 1 Differentiate learning according to needs of sk: Who is the writer? (Danny) Who is he Student’s Book your pupils. Please see of the email? (Hi / Write soon.). Activities 3 and 4 the seven p.49 differentiation ail to a pupil from another country. They strategies at Section 4. Teacher’s Book p.63 Exercise 4. Teacher’s Book draw a smiley face for: p.63 See Strategy 1: Task of writer at end For pupils who will find it is, times of break, snack and lunch it hard to write a long aph 2 size of school, old or new; email, tell them they Paragraph 4 description of photo don’t need to write o has more than 5. Paragraph 4. ormance in this unit. They complete self- them to note pupils’ responses. If there of these in future lessons. 88

WEEK: LESSON: 52 (Project 1) SCHEME OF WORK: Proje __ TOPIC: Teacher to select MAIN SKILL FOCUS: Project CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Teachers to select Teachers to select Teachers will need to develop their own less an appropriate an appropriate main resources that they select. Ideas for projects main skill and skill and interests of the pupils. complementary complementary skill skill based on the based on the needs needs and and interest of the interest of the pupils. pupils. Primary Year 5 SJK Scheme of Work

ect-based Lesson (Unit 4) ct-Based Learning THEME: Teacher to select MENT: Teacher to select LANGUAGE/GRAMMAR FOCUS: Teacher to select OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES sons based on topic/themes and s should be based on the needs and Teacher to select For differentiation their own strategies, please refer materials to the provided list of differentiation strategies and select appropriate strategy/strategies based on the needs of the pupils. 89

How did I do in Unit 4? Put ✔ next to Great, OK, or A little. In English, I know how to… ������ …talk about school and school Great ____ OK ____ subjects …identify a writer’s opinion Great ____ OK ____ …talk about things happening now and Great ____ OK ____ what people are doing now …plan and write an email Great ____ OK ____  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. 90

WEEK: __ Unit 5 SCHEME OF WORK: TEXTBO LESSON: 53 (Listening 12) MAIN SKILL FOCUS: Listeni TOPIC: Food and health CROSS-CURRICULAR ELEM Science and Technology CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Pupils answer Think! question, top of Stu Listening Teacher’s Book p.66. 1.2 Listening Understand Lesson delivery meaning in a 1.2.1 variety of familiar 2. Activity 1, CD2.02: Explain meaning of: ve texts Understand with Follow instructions in Teacher’s Book p.66 E support the main understand the texts? (photos, key words in Complementary idea of longer Skill simple texts on a 3. Pupils do Activity 2. Follow instructions in Listening range of familiar Ask: Why is it helpful to organise topic voca 1.1 topics to understand how to group words, to make Recognise and CCE – Science and Technology – Draw the reproduce target Complementary to carbohydrates. Explain that food with carb language sounds Skill potatoes and bread. Pupils find how often ri times). Explain the importance of eating som Listening different amounts. Ask: Which food / drink is 4. Pupils do Activity 3, CD2.03. Follow the in 1.1.1 Exercise 3. Can they think of some more foo sounds? (milk, peach, peas). Ask: Where is Recognise and 5. Pupils do Optional Activity: Vocabulary. F reproduce with little Activity: Vocabulary in Teacher’s Book p.66 or no support a Note how well pupils understand the texts a wide range of target Post-lesson language See instructions in Post-lesson Task 6: Mak phonemes Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 5) ing THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: I like… I quite / really like... I don’t mind… I don’t like… I really don’t like… I hate… OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES udent’s Book p.52. Follow instructions in English Plus 1 Differentiate learning according to needs of egetarian, vending machine, fizzy drink. Student’s Book your pupils. Please see Exercise 1. Ask: What helps you to Activities 1, 2, 3 the seven n bold) p.52 and 53 differentiation strategies at Section 4. Teacher’s Book p.66 See Strategy 5: Learning preferences n Teacher’s Book p.66 Exercise 2. and needs abulary in a word web? (to remember it, e links between new vocabulary) At Step 2: Some pupils may need you to pause e word web on board but change snacks the CD after each text. bohydrates gives us energy e.g. They may also find it ice, pasta, chips are in the text (2, 3, 3 hard to concentrate on mething from each category of food but in listening to all 9 texts. s the heathiest? (fruit, vegetables, water). Note: At Step 3 draw nstructions in Teacher’s Book p.67 pupils’ attention to the od words with short /i/ and long /i:/ word ‘carbohydrates’. s the short /i/ in biscuit, olive and apricot? Ask: what is different about the spelling in Follow instructions for first Optional English and Malay? 6. (c in English, k in Malay; y in English, i in about food. Malay) ke a Word Ladder. Use the topic of food. 91

WEEK: __ LESSON: 54 (Speaking 11) SCHEME OF WORK: TEXTBO TOPIC: Food and health MAIN SKILL FOCUS: Speaki CROSS-CURRICULAR ELEM Science and Technology CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Brainstorm food items from previous less Speaking Speaking hand up if they like the food, two hands if th 2.2 2.2.1 Lesson delivery Use appropriate Keep interaction 2. Pupils do Activity 4, CD2.04. Hand out wo communication going in short Explain they write in the table the food that t strategies exchanges by in Teacher’s Book p.67 Exercise 4. asking suitable Complementary questions CCE – Science and Technology– Pupils loo Skill Which food is good for your health? (chicken Complementary food made from milk is called ‘dairy’. Ask: W Writing Skill 3. Pupils do Activity 5, CD2.04. Follow the in 4.3 Writing Exercise 5. Pupils read ‘School Food’ texts like vegetables; (girl from UK); who really lik Communicate 4.3.1 from Spain). with appropriate 4. Pupils in pairs do Activity 6, Use it!. Follow language form Use capital letters, Exercise 6. and style for a full stops, commas 5. Pupils do Finished? Divide class into two range of purposes in lists and question perfect school lunch; pupils in B write a horr in print and digital marks in find a partner from other half of class and co media independent writing different types of lunch. Ask: Which is the m at discourse level Note how fluently pupils speak when describ Post-lesson Do Post-lesson Task 9: What about Me? Ch your likes and dislikes. Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 5) king THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: I like… I quite / really like... I don’t mind… I don’t like… I really don’t like… I hate OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES son. Write on board and pupils put one English Plus 1 Differentiate learning hey really like it. according to needs of Student’s Book your pupils. Please see orksheet for each pupil to complete. Activities 4–6 the seven the four students like. Follow instructions p.52 and 53 differentiation strategies at Section 4. Teacher’s Book p.67 See Strategy 4: Time ok at list of food in table again. Ask: At Step 2: At Step 4: Some pupils n salad, fish, vegetable soup). Explain Worksheet with will take longer to Which food is made from milk? (cheese). table for each respond to questions nstructions in Teacher’s Book p.67 pupil. Draw table about food likes and again. They find the person who doesn’t with 4 rows and 2 dislikes especially kes pasta, chicken pieces and water (girl columns with when using the key headings: phrases: I quite like and w instructions in Teacher’s Book p.67 Names;. Food. I don’t mind. Write names in halves, A and B. Pupils in A write a three rows of first rible school lunch. When finished they column (1: Lydia ompare lunches. Choose pairs to read and Sophie; 2: most perfect and the most horrible? Ben, 3: Georgia). bing likes and dislikes to each other. In second column pupils write food these people like. hoose food items and pupils ask about 92

WEEK: __ LESSON: 55 (Writing 11) SCHEME OF WORK: TEXTBO TOPIC: Food and health MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM Values CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Write on board the gap-fill sentences in O Writing Writing Teacher’s Book p.68. Pupils complete with f 4.3 4.3.1 Lesson delivery 2. Pupils in pairs do Activity 4, Use it! They d Communicate Use capital letters, not then think of three reasons why it is or is with appropriate full stops, commas starting; ‘We think a wrestler’s life is…’; ‘Th language form in lists and question reasons. Find out how many pairs think it’s i and style for a marks in their texts aloud. range of purposes independent writing in print and digital at discourse level CCE – Values – Ask pupils what makes som media such as hobbies, family, things people colle Complementary Complementary Skill 3. Pupils do Activity 1. Follow instructions in Skill on p.52 and p.53 with the words: apple, juic Reading Africa; bread, pasta – India and Australia; N Reading water – USA, Spain, snack – USA) 3.2.4 3.2 4. Pupils do Activity 2. Tell pupils to look at t Use with support of words in the box. Follow instructions in Te Understand a familiar print and that the photo on the right is a famous paint variety of linear digital resources to and vegetables. and non-linear check meaning print and digital 5. Pupils do Activity 3. They compare words texts by using appropriate Note how well pupils wrote paragraph about reading strategies punctuation correctly. Post-lesson 6. Pupils draw a fruit and vegetable face the ‘There are many / some…’ Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 5) g THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Quantifiers: some, any, many, much, a lot of OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES Optional Activity: Vocabulary Plus – see English Plus 1 Differentiate learning five words from previous lesson. according to needs of Student’s Book your pupils. Please see decide if a wrestler’s life is interesting or Activity 4 the seven sn’t interesting. They write a paragraph p.54 differentiation hat’s because…’, and give their three Activities 1–3 strategies at Section 4. interesting. Choose some pairs to read p.55 (pupils also look at texts in See Strategy 3: meone’s life interesting. Give prompts p.52 and 53 Outcomes ect, how people help others. again) n Teacher’s Book p.69 Exercise 1 (texts At Step 2: Less ce – South Africa; egg – China and South Teacher’s Book proficient pupils can NB sweet isn’t in text, sweets in USA, p.68 and 69 think of then write two rather than three reasons for the text the food in the photos to check meaning eacher’s Book p.69 Exercise 2. Explain ting. The painter made faces using fruit s with a partner. Check answers. t the sumo wrestler and if they used en describe it using ‘There’s a/some…’, 93

SCHEME OF WORK: NON-TEXTBOOK-BA WEEK: __ LESSON: 56 (Language Arts 10) MAIN SKILL FOCUS: Langua TOPIC: Miss Antrobus CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Language Arts Language Arts 1. Teacher provides a letter and pupils h 5.2 5.2.1 with that letter related to a topic (sea c [Pre-Lesson Task 1 – ABCs] Express personal Explain in simple Lesson delivery language why they responses to like or dislike an 2. Teacher divides the class into two big event, description or the groups read each line alternately. literary texts character in a text 3. Pupils pair up and teacher prompts t Complementary Complementary Antrobus loves her octopus. Skill Skill 4. Each pair makes a mind map to list th Reading Reading to their preferences (hate, dislike, like, a 3.2 3.2.2 5. Pupils will have to come up with their ow Understand a Understand specific Post-lesson variety of linear information and and non-linear details of two 6. Pupils reflect whether they want the o print and digital paragraphs or more why. [Post-lesson Task 10: What abou texts by using appropriate reading strategies Primary Year 5 SJK Scheme of Work

ASED LESSON (Unit 5) Content from MoE age Arts THEME: World of Stories MENT: Language / LANGUAGE/GRAMMAR FOCUS: Verbs to display a degree of liking (hate, dislike, like and love) OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES have to come up with a word that starts Anthology of Differentiate learning creatures e.g. w – whale, …, o - octopus) Poems according to the needs Page 16 of your pupils and groups and conducts line reading where class. Please see the them to think of the reasons why Miss Contemporary seven differentiation he reasons and arranges them according Children’s strategies listed in the and love). Literature introduction. Please wn reasons why they say so. Teaching also consider the Guidebook (BPK) following: octopus as a pet like Miss Antrobus and – Poetry ut you] Teacher allows pupils love to form bigger group if like they cannot find the dislike reasons and form their hate own reasons. (Strategy 2) 94

WEEK: __ LESSON: 57 (Reading 8) SCHEME OF WORK: TEXTBO TOPIC: Food and health MAIN SKILL FOCUS: Readin CROSS-CURRICULAR ELEM Values CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. See instructions in Section 3 Pre-lesson T Reading Reading as the key topic word. 3.1 3.3.1 Lesson delivery 2. Ask pupils the Think! question on p.56. Th Read Read and enjoy A2 box. independently for fiction/non-fiction information and print and digital 3. Pre-teach: ‘active’, ‘fit’, ‘hungry’, ‘thirsty’, ‘ enjoyment texts of interest (adjectives). Pupils in pairs do Activity 1. As the sentences? e.g. 1) an – needs an adject Complementary Complementary good – healthy; 4) a – needs an adjective w Skill Skill 4. Pupils do Activity 2, CD2.06. Follow the in Exercise 2. Say: Two letters are the same a Speaking Speaking they? (un). Explain ‘un’ means not. Ask: Can with un? (unhappy, unpopular, untidy). 2.1 2.1.3 5. Pupils in pairs do Activity 3. Explain body Communicate Ask for, give and Bolt can run 100 metres in about 10 second p.70 Exercise 3. When checking 1, 2, 5 pup simple information respond to simple 6. Pupils look at the Health quiz again. They intelligibly advice the things a, b or c that they shouldn’t do e.g you can’t enjoy your meal. CCE – Values – Ask pupils why it’s importan many hours they sleep. Note pupils who enjoyed reading the quiz an Post-lesson: 7. Choose a post-lesson task from Section 3 Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 5) ng THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Adjectives: fit, unfit, tired, lazy, hungry; Imperative verbs: Eat, Don’t eat, Go, Don’t go OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES Task 7: Beat the Teacher. Use ‘healthy’ English Plus 1 Differentiate learning hey can choose from the six ideas in according to needs of ‘tired’, ‘lazy’. Elicit type of word Student’s Book your pupils. Please see sk: Which words helped you to complete Activities 1, 2 and the seven tive with a vowel; 2) eat – hungry; 3) 3 differentiation with a consonant; 5) don’t sleep – tired. p.56 strategies at Section 4. nstructions in Teacher’s Book p.70 at the start of two adjectives. What are Teacher’s Book See Strategy 4: Time n they think of other adjectives starting p.70 Some pupils will take y temperature is about 37 degrees. Usain longer to read quiz ds. Follow instructions in Teacher’s Book questions than others. pils say: It’s best to/healthiest to… Give them longer to finish. Fast finishers y give advice to a partner about one of can tell partners times g. It’s not good to eat snacks because when they’re really hungry, thirsty, tired, ill. NB at Step 6: It’s better to focus on positive rather than negative statements. nt to sleep well at night. Find out how nd those who found it hard. 3 to review health vocabulary. 95

WEEK: __ LESSON: 58 (Writing 12) SCHEME OF WORK: TEXTBO TOPIC: Food and health MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM Values CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. See instructions in Section 3 for Pre-lesso Writing Writing adjectives on p.56, e.g. ‘A lazy teacher does 4.2 4.2.1 Lesson delivery 2. Pupils in pairs do Activity 4 orally. Ask: W Communicate Give detailed for you and your partner? Choose pairs to s basic information information about intelligibly for a themselves 3. Pupils write letters a–h and answers to qu range of purposes examples: a) I think I’m… b) I usually sleep in print and digital Choose pairs to read a sentence to class. media CCE – Values – Ask pupils why it’s importan Complementary Complementary they do to keep fit. Skill Skill 4. Write on board: verb + -ing. Give example watching sport. I hate eating beans. Pupils d Speaking Speaking Teacher’s Book p.71 Exercise 1. 5. Write on board: love doing, don’t mind do 2.1 2.1.3 Follow instructions in Teacher’s Book p.71 E Communicate Ask for, give and 6. Pupils in pairs do Activity 4. Explain we ca simple information respond to simple Follow instructions in Teacher’s Book p.71 E intelligibly advice have ‘Don’t?’ (1 and 5) Are the ‘Don’t’ sente 7. Write on board ‘eat’, ‘go’, ‘drink’, ‘do’, ‘don give advice to each other using words on bo Note how well pupils give information about Post-lesson 8. Choose a post-lesson task from Section 3 Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 5) g THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Verbs + gerund: like -ing, prefer –ing, love -ing, don’t like -ing, hate –ing OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES on Task 5: Sit Down, Stand Up. Use the s a lot of work’. (false!) English Plus 1 Differentiate learning according to needs of Which questions have the same answers Student’s Book your pupils. Please see say quiz letters with the same answers. Activity 4 the seven uiz in sentences. Do a and b as p.56 differentiation p for… Pupils compare with a partner. strategies at Section 4. Teacher’s Book nt to be active and fit, and find out what p.70 See Strategy 2: Type and amount of support es such as: I like reading. I prefer Student’s Book do Activity 1. Follow instructions in Activities 1, 2, 4 At Step 3: Write all 8 p.57 sentence starters on a worksheet for less Teacher’s Book proficient pupils to copy p.71 At Step 5, some pupils oing, hate doing. Pupils do Activity 2. write only one example Exercise 2. of something they love, don’t mind and hate an use imperatives to give advice. doing. Exercise 4. Ask: Which quiz numbers ences giving advice? n’t’. Pupils in small groups take turns to oard. t themselves and give advice. 3 to review likes and dislikes. 96

WEEK: __ LESSON: 59 (Consolidation 1) SCHEME OF WORK: TEXTBO TOPIC: Food and health MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM Values CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Write on board: ‘I like…-ing’, ‘I love…-ing Writing Writing a true or false sentence about themselves. A if they think the sentence is true, left hand if 4.2 4.2.2 Lesson delivery Communicate Ask for, give and basic information respond to simple 2. Pupils do p.57, Activity 5. Follow instructio intelligibly for a advice Ask: What signs can you see in our town/cit range of purposes on board. in print and digital media 3. Pre-teach: ‘marathon’ and ‘boring’. Pupils Teacher’s Book p.71 Exercise 6. Tell pupils Complementary Complementary Remind them to use ‘some’, ‘a lot of’, when Skill Skill exercise. 4. Pupils do Activity 7, Use It!. Follow the in Speaking Speaking Exercise 7. 2.1 2.1.3 CCE – Values – ask pupils why it is importa you? Communicate Ask for, give and 5. Pupils in pairs do Finished?. They write 3 simple information respond to simple intelligibly advice CCE – Values – ask pupils what the differen Note pupils who are confident at asking for a slow to ask and respond. Post-lesson 6. Pupils look at pictures of signs in Activity symbols e.g. 1) a different date, 4) an arrow partner who says what they think the sign m Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 5) g THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Verb + gerund e.g. I like playing; Affirmative and negative imperatives e.g. Go, Don’t go OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES g’, ‘I prefer…-ing’. Explain pupils can say After each, pupils put up their right hand English Plus 1 Differentiate learning f they think it’s false. according to needs of Student’s Book your pupils. Please see ons in Teacher’s Book p.71 Exercise 5. Activities 5–7 the seven ty/village? Choose pupils to draw some p.57 differentiation strategies at Section 4. Teacher’s Book p.71 See Strategy 3: Outcomes s do Activity 6. Follow instructions in to use some verbs from Activity 5. At Step 3: Expect more giving advice e.g. Do some/a lot of proficient pupils to give more than one piece of nstructions in Teacher’s Book p.71 advice in the six situations ant to think about advice people give At Step 5: Accept two 3, 4 or 5 rules for the class. or three written rules nce is between rules and advice. from less proficient and giving advice and those who are pupils 5 then draw a sign but change words or w facing left. They exchange with a means. 97

WEEK: __ LESSON: 60 (Listening 13) SCHEME OF WORK: TEXTBO TOPIC: Food and health MAIN SKILL FOCUS: Listeni CROSS-CURRICULAR ELEM Financial Education CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Pupils do Think! question at top of p.58. S Listening Listening Lesson delivery 1.1 1.1.1 2. Pupils in pairs do Activity 1. Follow the ins Exercise 21. Recognise and Recognise and 3.Write on board ‘£10’, ‘£5’, ‘50p’, ‘25p’. Elic reproduce target reproduce with little pounds and pence from Lesson 95, p.96. Ex language sounds or no support a £10.50, we say ‘ten pounds fifty’. We don’t s wide range of target Pupils do Activity 2, CD2.08. Follow instruct Complementary language 4. Write on board ‘£, $, € ‘and say currencie Skill phonemes Pupils do Activity 3, CD2.09. Follow instruct Reading Complementary CCE – Financial education – Ask pupils whe Skill in different countries and how they can find 3.2 dollars, pounds and euros. Reading 5. Write on board: ‘Would you like…? I’ll ha Understand a ways of asking and responding in a café. Pu variety of linear 3.2.3 Teacher’s Book p.72 Exercise 4. Ask: Why i and non-linear of sugar in cola. Water is healthier. He does print and digital Guess the meaning texts by using of unfamiliar words Note how well pupils recognise and reprodu appropriate from clues provided reading strategies by title, topic and Post-lesson other known words 6. Write on board 9–10 prices in dollars, pou Teams take turns to say a price. If correct, t price on board. If a team says the wrong pri has the most points? Which prices did they Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 5) ing THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: dollars, euros, pounds, cents; Would you like…? I’ll have… Anything else? OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES See Teacher’s Book p.72 for instructions. English Plus 1 Differentiate learning structions in Teacher’s Book p.72 according to needs of Student’s Book your pupils. Please see Activities 1–4 the seven p.58 differentiation strategies at Section 4. cit the amounts. Pupils should remember Teacher’s Book xplain that for pounds and pence e.g. p.72 See Strategy 5: say ‘ten pounds fifty pence’. Learning preferences tions in Teacher’s Book p.72 Exercise 2. and needs es. Elicit countries where money is used. At Steps 3 and 4: Some tions in Teacher’s Book p.72 Exercise 3. pupils may need to hear the CD a third en they need to know about money used time to understand the out how much a Malaysian ringgit is in different amounts of money ave… please’. Explain these are polite upils do Activity 4. Follow instructions in is Aaron’s meal unhealthy? (There’s a lot sn’t eat any vegetables or fruit.) uce amounts of money unds, euros. Put pupils into 2 teams. they get a point and put a tick beside the ice, the other team can try. Which team get wrong? 98

WEEK: __ LESSON: 61 (Reading 9) SCHEME OF WORK: TEXTBO TOPIC: Food and health MAIN SKILL FOCUS: Readin CROSS-CURRICULAR ELEM ICT CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Pupils do Think! question at top of p.59. S Reading Reading Lesson delivery 3.3 3.3.1 2. Write on board: ‘Easy menu blog’, and ch Show real items or pictures of food in glossa Read Read and enjoy A2 understanding of: chop (v), serve, ingredien independently for fiction/non-fiction do Activity 1. Follow instructions in Teacher’ information and print and digital 3. Pupils do Activity 2. They read the text ag enjoyment texts of interest complete Key Phrases. Pupils compare with words are easy to find in the text and why? Complementary Complementary meal’ at start of a line). Skill Skill CCE – ICT – Ask pupils why they think blog Speaking Speaking anyone who writes a blog and what they wri 2.3 2.3.1 4. Pupils do Activity 3. Follow instructions in Communicate Narrate short basic 5. Pupils in pairs do Activity 4. Follow the ins appropriately to a stories and events Exercise 4. Once finished, in pairs, they try small or large their partner. Their partner checks and helps group Ask: Is this a healthy dessert? Why or why n Post-lesson 6. Choose a post-lesson task from Section 3 (imperatives, amounts, sequencing adverbs Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 5) ng THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Sequencing adverbs: first, after that, next, finally OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES See Teacher’s Book p.73 for instructions. English Plus 1 Differentiate learning according to needs of heck pupils understand what a blog is Student’s Book your pupils. Please see ary to teach names. Check Activities 1–4 the seven nts, starter, main course, dessert. Pupils p.59 differentiation ’s Book p.73 Exercise 1. strategies at Section 4. gain quickly and find the words to Teacher’s Book h a partner. Check answers. Ask: Which p.73 See Strategy 2: Type (e.g. ‘Mmm!’ At end of a line, ‘Enjoy your and amount of support At Step 2: Take in gs are popular. Find out if they know raisins, red At Step 2: Help pupils ite about in their blog. pepper, olives, tin who are slow readers n Teacher’s Book p.73 Exercise 3. of tuna or show to find answers to the structions in Teacher’s Book p.73 pictures of them two questions by to memorise the instructions, and tell saying which part of the s as necessary, then they swap roles. text they can find them not? – in ‘After that’ and ‘Finally’ At Step 3: repeat strategy in Step 2 3 to review language in a recipe s) 99

SCHEME OF WORK: NON-TEXTBOOK-BA WEEK: __ LESSON: 62 (Language Arts 11) MAIN SKILL FOCUS: Langua TOPIC: The Meal CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Language Arts Language Arts 1. Follow Step 1 until Step 4 (Activity 1) fr 5.2 5.2.1 Lesson delivery Express personal Explain in simple 2. Teacher asks pupils to do a pair readin language why they 3. Each pair underlines every food item responses to like or dislike an event, description or picture that accompanies the poem. literary texts character in a text 4. Teacher asks pupils “What are you goin 5. Teacher provides a short class survey Complementary Complementary Skill Skill of their favourite food items for breakfas 6. Pupils asks their pairs on the food items Speaking Speaking 7. Upon completion, their pairs will draw a 2.1 2.1.4 to eat … for breakfast.) Communicate Ask about and Post-lesson simple information describe future intelligibly plans 8. Teacher provides a sentence based on 9. The pupil starts a whisper chain and teacher. [Post-lesson Task 5: Whisper a Primary Year 5 SJK Scheme of Work

ASED LESSON (Unit 5) Content from MoE age Arts THEME: World of Stories MENT: Language / LANGUAGE/GRAMMAR FOCUS: be going to OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES rom the guidebook. Anthology of Differentiate learning Poems according to the needs ng which each pair read the poem silently. Page 20 of your pupils and m in the poem and matches it with the class. Please see the Contemporary seven differentiation ng to eat for breakfast tomorrow?”. Children’s strategies listed in the form where pupils will create a menu list Literature introduction. Please st. Teaching also consider the s and they have to draw the food items. Guidebook (BPK) following: and describe the food item (e.g. I’m going – Poetry Activity 1 Teacher provides support in terms of 113 individual instruction/assistance. (Strategy 2) n the poem to a pupil. d the last pupil will report back to the and write] 100

SCHEME OF WORK: TEXTBO WEEK: __ LESSON: 63 (Language Awareness 5) MAIN SKILL FOCUS: Speaki TOPIC: Food and health CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Language Language 1. Review language from Unit 5 with an acti Awareness Awareness lessons lessons should be should be Lesson delivery presented and presented and 2. Pupils do p.60, Activities 3, 5 and 6. They practised using a practised using a activity. After Activity 6, they say dialogue w Main Skill and a Main Skill and a 3. Pupils do Activity 6 on p.61. Follow instru Complementary Complementary 6. Skill (Listening, Skill (Listening, Speaking, Speaking, Reading Note: Reading or or Writing). Writing). Teachers Teachers can use  Plan further activities for this unit to dev can use Year 5 Year 5 Content and pupils’ needs. Content and Learning Standards Learning in DSKP curriculum  You can use information about your pup Standards in document. using formative assessment strategies DSKP curriculum document.  The information could include your obse classroom activities and their performan  Plan activities which focus on language communicative way. Post-lesson 4. *Pupils think about their learning and perf assessment worksheet. 5. Collect worksheets from pupils and review are any areas of concern, prepare a review Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 5) king and writing THEME: Teacher to complete MENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from Unit 5 OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ivity from list of pre-lesson tasks. English Plus 1 Differentiate learning y complete the sentences in each according to needs of with a partner. Student’s Book your pupils. Please see uctions in Teacher’s Book p.75 Exercise Activities 3, 5, 6 the seven p.60 differentiation velop language skills according to your strategies at Section 4. pils’ performance which you collected Teacher’s Book while teaching this unit. p.74 *Some pupils will need ervation of pupils interacting in support understanding nce in written activities. Student’s Book and completing the e practice in a meaningful, fun and Activity 6 self-assessment p.61 worksheet Teacher’s Book p.75 formance in this unit. They complete self- w them to note pupils’ responses. If there of these in future lessons. 101

How did I do in Unit 5? ������ Put ✔ next to Great, OK, or A little. In English, I know how to… Great ____ OK ____ …talk about food and order food and Great ____ OK ____ drink Great ____ OK ____ …talk about healthy habits Great ____ OK ____ …give advice …plan and write a food blog  I’m proud of myself because I can ____________________  In the next unit, I will _______________________________ Primary Year 5 SJK Scheme of Work

��� A little____ A little____ A little____ A little____ _________________ very well. ______ better/more. 102

WEEK: __ Unit 6 SCHEME OF WORK: TEXTBO LESSON: 64 (Listening 14) MAIN SKILL FOCUS: Listeni TOPIC: Sport CROSS-CURRICULAR ELEM Science and Technology CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill Listening 1. Draw a mind map on board with Sports in Listening know. Record in mind map. 1.3.1 1.3 Lesson delivery Guess the meaning 2. Pupils do p.62, Activity 1, CD2.12. Ask: H Use appropriate of unfamiliar words many sports end with -ing? (7) listening from clues provided strategies in a by other known 3. Pupils in pairs do Activity 2. Write on boa variety of contexts words Pupils guess using a sentence starter. Pupil Complementary Complementary 4. Pupils look at photos of sports on p.62 an Skill Skill questions about 1, 3, 4, 6, 9, 10 e.g. What s Reading the people doing in number 4? Write answe Reading See answers in Teacher’s Book p.76 Exerci 3.2.4 3.2 5. Check pupils understand: fans, competitio Use with support quiz and in pairs, they use the jumbled quiz Understand a familiar print and They can use dictionaries to check any word variety of linear digital resources to Ask: Which words in blue are the same in E and non-linear check meaning Olympic/Olympik) print and digital texts by using CCE – Science and Technology – Ask pupil appropriate to make video replays of matches, to make reading strategies time-keeping). Also ask if they think technol Note pupils who find it hard to follow a sequ Post-lesson 6. Choose a post-lesson task from Section 3 Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 6) ing THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Sports vocabulary: fan, competition, race, team, stadium, champion OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES n centre. Pupils brainstorm sports they English Plus 1 Differentiate learning How many sports end with -ball? (3) How Student’s Book according to needs of Activities 1-3 your pupils. Please see ard: ‘I think it’s ...’ ‘Is it…?’ Mime a sport. p.62–63 the seven ls in pairs mime and guess 3 or 4 sports. differentiation nd 63. They don’t read the texts yet. Ask Teacher’s Book strategies at Section 4. sport can you see in number 9? What are p.76–77 ers to quiz on board in a jumbled order. See Strategy 2: Type ise 3. and amount of support on, race, team. Pupils read the sports answers on board to answer the quiz. At Step 5: Put pupils in ds they are unsure of. Check answers. mixed ability pairs so they can support each English and Malay? (stadium, other to read and answer the quiz questions ls how we use technology in sports (e.g. special sports equipment, to help with logy helps sportsmen and women to win. uence of questions. 3 to review sport vocabulary. 103

WEEK: __ LESSON: 65 (Writing 13) SCHEME OF WORK: TEXTBO TOPIC: Sport MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Explain that pupils are going to write abou Writing Writing Pre-lesson Task 4: I’m Going To... Relate th vocabulary, spelling, punctuation. 4.2 4.2.3 Lesson delivery Communicate Narrate factual 2. Pupils in pairs do p.64, Activity 4, Use It!. basic information events and piece of information they thought was the m intelligibly for a experiences of had the same piece of information. range of purposes interest in print and digital 3. Write on board sentence starters e.g. ‘I re media Complementary watching…’, ‘I sometimes/usually like watch Skill sentences about sports they like watching. T Complementary compare sentences. Ask pairs: Are any spo Skill Reading their sentences aloud. Find out the sport mo do you not like watching and why? Reading 3.3.1 4. Pupils look at Rules p.65, Activity 1. Write 3.3 Read and enjoy A2 ‘weren’t’. Pupils look at years on the Olympi fiction/non-fiction verbs in them. (1896-were, 1900-weren’t, w Read print and digital wasn’t, 1924-were, 1936-was, 1960-was 19 independently for texts of interest information and 5. Explain pupils are going to read a story a enjoyment do Activity 2. Follow instructions in Teacher’ Note how well pupils wrote factual informatio Post-lesson: Creativity and Innovation 6. Write on board ‘Imagine!’ ‘In (date)… I wa were…’ Pupils in pairs use sentence starter Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 6) g THEME: World of Stories MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense of verb ‘to be’ affirmative and negative: there was / wasn’t, there were / weren’t OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ut sports they like watching. Pupils do English Plus 1 Differentiate learning he task to writing skills e.g. topic according to needs of Student’s Book your pupils. Please see Activity 4 the seven p.64 differentiation strategies at Section 4. . Pupils compare with partners which Teacher’s Book most interesting. Find out how many pairs p.78 Se Strategy 7: Feedback eally like watching…’, ‘I prefer Student’s Book hing…’. Pupils write two or three Activities 1 and 2 At Step 3: Provide They exchange with a partner and p.65 positive feedback about orts the same? Choose pupils to read pupils’ writing and for ost pupils like watching. Ask: Which sport Teacher’s Book less proficient pupils p.79 praise their effort and determination as well e on board: ‘was’, ‘wasn’t’, ‘were’, ics Timeline again and write down past were, 1912-was, 1916-weren’t, 1920- 988-wasn’t, 2012-was, 2016-were) about a race called the Marathon. They ’s Book p.79 Exercise 2. on about sports of interest. as in a …team. There was… There rs to make up an imaginary sport story. 104

WEEK: __ LESSON: 66 (Listening 16) SCHEME OF WORK: TEXTBO TOPIC: Sport MAIN SKILL FOCUS: Listeni CROSS-CURRICULAR ELEM Patriotism CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Listening Listening 1. Write on board: ‘difficult and dangerous s p.66. Follow instructions in Teacher’s Book 1.2 1.2.3 Lesson delivery Understand Understand with meaning in a support longer 2. Pupils do Activity 1, CD2.15. Follow the in variety of familiar simple narratives on Exercise 1. Ask: Which verb and past verb i contexts a range of familiar verb in the text and questions? (go – went) topics Complementary 3. Pre-teach ‘twist’ and ‘trick’. Pupils do Acti Skill Complementary Teacher’s Book p.80 Exercise 2. Skill Reading 4.Draw two columns on board. Write Alana Reading do Activity 3, CD2.16. Follow instructions in 3.2 checking answers, choose pupils to write a, 3.2.4 Check with class. Do they agree? Understand a 5. Pupils in pairs look at the photos. Ask: Do variety of linear Use with support dangerous or difficult and dangerous? Find and non-linear familiar print and difficult, dangerous, difficult and dangerous. print and digital digital resources to dangerous about skateboarding? (difficult e. texts by using check meaning dangerous e.g. can break bones, can crash appropriate reading strategies CCE – Patriotism – Tell pupils about the Pa important that everyone can try to do sport f Note how well pupils can understand the inf to CD once, twice, three times. Post-lesson 6. Choose a post-lesson task from Section 3 tense verbs. Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 6) ing THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense: regular and irregular verbs OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES sports’. Pupils do Think! question at top of English Plus 1 Differentiate learning p.80. according to needs of Student’s Book your pupils. Please see nstructions in Teacher’s Book p.80 Activities 1–3 the seven in 1–10 is very different from the blue p.66 differentiation strategies at Section 4. ivity 2 CD2.16. Follow instructions in Teacher’s Book p.80 See Strategy 6: Types of question as heading on left, Tom on right. Pupils Teacher’s Book p.80 Exercise 3. Before At Step 2: Help less , b or c in Alana or Tom column on board. proficient pupils to understand the general o you think skateboarding is difficult, meaning of the task by out with a show of hands who thinks it’s asking closed, binary . Also ask: What is difficult and questions e.g. Is it .g. high jumps, landing, tricks, balance; Alana’s and Tom’s h into walls). parents or sports fans who are talking? Do aralympics and ask why they think it’s you think they’re at for their country. school or at the X- Games? formation in the interviews after listening 3 to review and consolidate forms of past 105

WEEK: __ LESSON: 67 (Reading 10) SCHEME OF WORK: TEXTBO TOPIC: Sport MAIN SKILL FOCUS: Readin CROSS-CURRICULAR ELEM Patriotism CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill Reading 1. Pupils close their books and do Warm-up Reading 3.2.3 Guess the meaning Lesson delivery 3.2 of unfamiliar words from clues provided 2. Pupils do p.67, Activity 1. Follow instructio Understand a by title, topic and Write on board verbs from previous lesson – variety of linear other known words verbs are regular? What is the past form of and non-linear and do? print and digital Complementary texts by using Skill 3. Write on board ‘Young Talent Superstars appropriate Listening verbs to each pupil. Pre-teach: dive, profess reading strategies 1.1.1. Follow instructions in Teacher’s Book p.81 E Recognise and Complementary reproduce with little 4. Pupils in pairs write Abdul on one piece o Skill or no support a Explain you are going to read out some que wide range of target answer is Abdul, one pupil holds up Abdul, i Listening language some questions, e.g. Who is the long jumpe phonemes pairs get most answers correct. 1.1 CCE – Patriotism – Ask pupils if they think it Recognise and team sport and why. Find out if they would l reproduce target or a team sports completion. language sounds 5. Pupils do Activity 3, CD2.17. Follow the in Exercise 3. Ask: Can you think of another pa liked). Repeat with /d/ (scored, tried) and /id Note pupils who can guess meaning of word words e.g. practise, goal, score, train. Post-lesson 6. Pupils in pairs decide if they would like to They think of two questions to ask. Choose Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 6) ng THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense: regular and irregular verbs OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES p in Teacher’s Book p.81. English Plus 1 Differentiate learning according to needs of ons in Teacher’s Book p.81 Exercise 1. Student’s Book your pupils. Please see – ‘learn’, ‘go’, ‘start’, ‘do’. Ask: Which two Activities 1–3 the seven the verbs? What is the past form of go p.67 differentiation strategies at Section 4. s’. Give the handout with 11 irregular Teacher’s Book sional, contract. Pupils do Activity 2. p.81 See Strategy 5: Exercise 2. Learning preferences of paper, Martin on another piece. At Step 3: and needs estions about the two superstars. If the Handout with if Martin, partner holds up Martin. Ask alphabetical list of At Step 3: Encourage er? Who is from Norway? See which 13 irregular past pupils to ask politely verbs for Activity 2 the meaning of words t’s better to do an individual sport or a and in next they don’t know by like to represent Malaysia in an individual lesson: writing on board: ‘Excuse me, what nstructions in Teacher’s Book p.81 be: was, were; does…mean?’ ast verb with /t/ sound at end? (talked, become: became; d/ (competed, wanted) come: came; ds provided by topic and other known do: did; drink: drank; o interview Fu or Martin and say why. eat: ate; pairs to say their questions. give: gave; go: went; have: had; run: ran; see: saw; spend: spent; swim: swam 106

WEEK: __ LESSON: 68 (Writing 14) SCHEME OF WORK: TEXTBO TOPIC: Sport MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. See Pre-lesson Task 7: Beat the Teacher Writing Writing Lesson delivery 4.3 4.3.2 2. Do a quick oral review of names of days a Communicate Spell a range of Remind pupils how to say years. Pupils do p with appropriate high-frequency Teacher’s Book p.81 Exercise 4. Ask: Are a language form words accurately in and style for a independent writing 3. Write on board: ‘Last weekend I…’,’ In (pa range of purposes ‘When I was (age) I…’. Complete the senten in print and digital Ask: Am I talking about the past or now? Pu media themselves. In pairs, they take turns to com three sentences to write. Check work. Complementary Complementary 4. Pupils do Activity 5, Use It!. Follow the ins Skill Skill Exercise 5. 5. Pupils do Finished?. They use different se Speaking Speaking false statements from those they used in Ste statement and partner says if it’s true or fals 2.1 2.1.1 6. Pupils in small groups think of three ques Communicate Give detailed favourite sports star in an interview and writ simple information information about group to be in the ‘hot seat’ at front of class. intelligibly themselves they chose. He/She gives you their three qu question and pupil in hot seat answers them Note pupils who make mistakes when spelli sentences. Post-lesson 7. Choose a post-lesson task from Section 3 verbs. Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 6) g THEME: World of Knowledge MENT: Language LANGUAGE/GRAMMAR FOCUS: Past time expressions: last (day/month/year), in (month/year), on (day), ago OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES r. Choose ‘compete’ to review verbs. English Plus 1 Differentiate learning according to needs of and months. Elicit: week, minute. Student’s Book your pupils. Please see p.67, Activity 4. Follow instructions in Activities 4 and 5 the seven any of the blue words the same in Malay? p.67 differentiation ast month) I…’, ‘On (day before) I…’ strategies at Section 4. nce starters with examples from your life. Teacher’s Book upils then give examples about p.81 See Strategy 1: Task mplete each sentence orally then choose At Step 4: At Step 5: More structions in Teacher’s Book p.81 Handout of past proficient pupils can irregular verb write 4 or 5 true/false entence starters to write the true and forms to each sentences, less ep 3. Pupils in pairs take turns to say a pupil from proficient pupils can se. previous lesson write 2 or 3. It would be stions they would like to ask their better to pair pupils te them down. Choose a pupil from a who are not close . Explain they role-play the sports star friends and therefore uestions. Choose three pupils to ask a less likely to know if the m. Repeat with other groups. statements are true or ing past verb forms in gap-fills and in not. 3 to review pronunciation of past tense 107

SCHEME OF WORK: NON-TEXTBOOK-BA WEEK: __ LESSON: 69 (Language Arts 12) MAIN SKILL FOCUS: Langua TOPIC: Seaside CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Language Arts Language Arts 5.2 5.2.1 1. Teacher draws a simple beach scen possible activity that can be carried o Guess the answer] Express personal Explain in simple Lesson delivery language why they responses to like or dislike an 2. Pupils form a small group and teacher event, description or the poem. literary texts character in a text 3. They rearrange the line strip to form a p Complementary Complementary 4. Each group has to come up with the de Skill Skill of hate to love. Speaking Speaking 5. In groups, each pupil chooses a line s 2.1 2.1.1 so (e.g. sand in the sandwiches – This 6. Teacher encourages pupils to provide Communicate Give detailed simple information information about can (e.g. sand in the sandwiches – intelligibly themselves health). 7. Pupils form two lines where they face e strip as well as their reason(s). Post-lesson Pupils discuss and list the item if they are go Primary Year 5 SJK Scheme of Work

ASED LESSON (Unit 6) Content from MoE age Arts THEME: World of Stories MENT: Language / LANGUAGE/GRAMMAR FOCUS: Reasoning (because) OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ne and every pupil has to contribute a Anthology of Differentiate learning out at the beach. [Pre-Lesson Task 2 – Poems according to the needs Page 19 of your pupils and provides each group with a line strip from class. Please see the Contemporary seven differentiation poem. Children’s strategies listed in the ecision to place the line strip to the scale Literature introduction. Please Teaching also consider the strip to provide the reasons why they say Guidebook (BPK) following: is because it’s dirty). – Poetry e more details about their reasons if they Teacher allows pupils This is because it’s dirty – bad for my love to have as many lines like and reasons as each other to say about their chosen line dislike possible. Accept any hate reason given as long as it is logical. (Strategy 3) oing for a camping in the jungle. 108

WEEK: __ LESSON: 70 (Listening 16) SCHEME OF WORK: TEXTBO TOPIC: Sport MAIN SKILL FOCUS: Listeni CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill Listening 1. Write on board: ‘Last weekend’. Pupils an Listening instructions in Teacher’s Book p.82. 1.3.1 1.3 Lesson delivery Guess the meaning 2. Pupils do Activity 1, CD2.18. Ask: Which Use appropriate of unfamiliar words Saturday? (great, brilliant). Do you think Loi listening from clues provided she says ‘Good thanks.’) strategies in a by other known variety of contexts words 3. Pupils do Activity 2, CD2.18. Follow the in Exercise 2. After listening and checking, ask Complementary Complementary 4, 5). Which number has ‘when’ but isn’t a q Skill Skill exclamation. It has an exclamation mark at Reading an exclamation mark? (when surprised, whe Reading 3.2.1 4. Pupils do Optional Activity: Speaking usin 3.2 instructions in Teacher’s Book p.82. Understand the Understand a main idea of simple 5. Write ‘Peter’, ‘Kathy’, ‘Rachel’ on board. P variety of linear texts of two instructions in Teacher’s Book p.82 Exercise and non-linear paragraphs or more notebook. Explain you are going to read 3 s print and digital the name: 1) This person went to a tennis m texts by using restaurant; 3) This person went to the cinem appropriate reading strategies Note progress pupils are making when using words; Post-lesson 6. Choose a post-lesson task to review topic Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 6) ing THEME: World of Knowledge MENT: Language LANGUAGE/GRAMMAR FOCUS: Simple past tense: was, wasn’t, were, weren’t, went OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES nswer Think! question p.68. See English Plus 1 Differentiate learning words tell you Alfie was happy on according to needs of is was happy? How do you know? (Yes, Student’s Book your pupils. Please see nstructions in Teacher’s Book p.82 Activities 1–3 the seven k: Which numbers are questions? (1, 3, p.68 differentiation question? (6). Explain number 2 is an strategies at Section 4. the end. Ask: When do you think we use Teacher’s Book en very happy e.g. ‘Mmm!’ in a recipe). p.82 See Strategy 4: Time ng the same dialogue in Step 3. Follow At Step 4: Pause audio Pupils do Activity 3, CD2.19. Follow after each dialogue to e 3. Pupils write the three names in allow slower pupils time statements. They write a number beside to write notes. If match. 2.) This person went to a necessary, repeat CD ma. Listen again to check. track before moving on to next dialogue. g clues to guess meaning of unfamiliar Encourage pupils to write one or two words rather than a complete sentence e.g. wasn’t great, cinema, Saturday, boring. c vocabulary and language. 109

WEEK: __ LESSON: 71 (Speaking 12) SCHEME OF WORK: TEXTBO TOPIC: Sport MAIN SKILL FOCUS: Speaki CROSS-CURRICULAR ELEM Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill Speaking 1. Write on board: ‘How are you?’ ‘How old Speaking 2.3.1 have you got?’ ‘How was your last birthday Narrate short basic you two or three responses to each question 2.3 stories and events respond? Communicate Complementary Lesson delivery appropriately to a Skill small or large Writing 2. Pupils look at photo of Lois and Alfie on p group 4.3.1 about their dialogue at top of page. Prompt Use capital letters, football match, brilliant, goals, brother, text m Complementary full stops, commas Skill in lists and question 3. Pupils in pairs do Activity 4. Follow the ins marks in Exercise 4. Writing independent writing at discourse level 4. Pupils with a different partner do Activity 5 4.3 called posters and read words on them alou They imagine they went to the rock concert Communicate Follow instructions p.82 Exercise 5 in Teach with appropriate dialogues. Ask the class: Was the rock band language form for the American Diner. and style for a range of purposes 5. Pupils do Optional activity: Speaking. See in print and digital media CCE – Creativity and Innovation - Ask pupils and why. Also ask if they think it’s important Note how well pupils can imagine and descr Post-lesson 6. Pupils look at the posters of the concert a poster to advertise the event they imagined Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 6) king THEME: World of Knowledge MENT: Creativity and LANGUAGE/GRAMMAR FOCUS: Simple past tense: was, were, went OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES are you?’ ‘How many brothers/sisters party?’ Point to a question. Pupils give English Plus 1 Differentiate learning n. How quickly and accurately did they according to needs of Student’s Book your pupils. Please see p.68. Elicit language pupils remember Activities 4 and 5 the seven with key words they said e.g. weekend, p.68 differentiation me. strategies at Section 4. structions in Teacher’s Book p.82 Teacher’s Book p.82 See Strategy 7: 5, Use It!. Explain the two pictures are Feedback ud. Say they are going to be creative. or the American diner last weekend. Provide positive her’s Book. Choose pupils to say their feedback to pupils after d amazing or terrible? Repeat question they narrated imagined event in the past. Take e Teacher’s Book p.82, end column. the opportunity to take s if it’s important to imagine past events notes on mistakes with t to imagine things in the future. past verbs and at end ribe an event in the past. of lesson draw all pupils’ attention to these. and restaurant again and draw a simple at Step 5. 110

WEEK: __ LESSON: 72 (Reading 11) SCHEME OF WORK: TEXTBO TOPIC: Sport MAIN SKILL FOCUS: Readin CROSS-CURRICULAR ELEM Values CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Pupils answer Think! question at top of p. Reading Reading 3.2.2 Lesson delivery Understand specific 3.2 information and 2. Tell pupils they are going to read a profile details of two Pre-teach: ‘was born’, ‘sprint race’, ‘to break Understand a paragraphs or more pupils read, ask: What words are you lookin variety of linear (a place and a date). Pupils do p.69, Activity and non-linear Complementary print and digital Skill 3. Pupils do Activity 2. Write on board: ‘Para texts by using Reading Follow instructions p.83 Exercise 2 in Teach appropriate 3.3.1 choose pupils to write numbers 1–7 below p reading strategies Read and enjoy A2 fiction/non-fiction CCE – Values – Ask pupils if they think it’s i Complementary print and digital why. Also ask what they would like to be suc Skill texts of interest 4. Pupils do Activity 3. Explain the meaning Reading Elicit problems a sports star can have e.g. in Exercise 3 in Teacher’s Book. 3.3 5. Pupils close books. In pairs they take turn Read Can they say two sentences each? Choose independently for Pupils open books and say one more senten information and Ask: Are the sentences in this text long or sh enjoyment Note pupils who are motivated to read the te long sentences. Post-lesson 6. Write on board: ‘now’, ‘when’, ‘after’, ‘at’, aloud sentences in Optional activity: Writing up hand and say missing word. Give a point Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 6) ng THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense regular and irregular verbs: called, completed, continued, broke, won OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES .69. See p.83 in Teacher’s Book. English Plus 1 Differentiate learning according to needs of e. It’s a short description of someone. Student’s Book your pupils. Please see k a world record’, ‘successful’ Before Activities 1–3 the seven ng for in the text to answer the questions? p.69 differentiation y 1. strategies at Section 4. agraph 1 Paragraph 2 Paragraph 3.’ Teacher’s Book her’s Book. When checking answers p.83 See Strategy 4: Time paragraphs 1, 2, 3 on board. important to be successful in life and At Step 2: Less ccessful at doing. proficient pupils will of ‘basic information’ and ‘problems’. need more time to read njuries, unwell. Follow instructions p.83 the text. If necessary, put them in a group and ns to say a sentence about Bolt’s life. read text quietly to e pupils to say a sentence to the class. them. nce each from a different paragraph. See also Strategy 6: hort? (long) Questions ext and pupils who find it hard reading At Step 2: Give more proficient pupils an ‘on’, ‘first’. Put pupils in two teams. Read open question as well g p.83. Pupils look at words on board, put as the closed one e.g. t if correct. Which team has most points? Why do you think he is the one of the most successful athletes? 111