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

WEEK: __ LESSON: 73 (Writing 15) SCHEME OF WORK: TEXTBO TOPIC: Sport MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Draw a mind-map on board. Pupils brains Writing Writing words and phrases they say around mind-m when he was young? Which is about his life 4.3 4.3.3 Lesson delivery Communicate Produce a plan or with appropriate draft of one or two 2. Pupils read Key Phrases for p.69, Activity language form paragraphs for a down on a table at front of class. Choose a and style for a familiar topic and and pupils read the key phrase with that num range of purposes modify this 3. Pupils do Activity 4, Use It!. To help with c in print and digital appropriately in and half the class handout B. They use your media response to write three short paragraphs about the sport feedback information they know about the sports star. Complementary and past time expressions. They can also lo Skill Complementary Skill 4. Pupils exchange profile with a partner and Writing date and place where born; facts about spor Writing some past tenses; some past time expressio 4.2 4.2.5 5. Find out from pupils what they think they Communicate improve. basic information Connect sentences intelligibly for a into one or two Note progress made in using a plan to help range of purposes coherent in print and digital paragraphs using Post-lesson media basic coordinating conjunctions and 6. Do Post-lesson Task 4: Correct the Mista reference pronouns past tense verbs and past time expressions Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 6) g THEME: World of Knowledge MENT: Language LANGUAGE/GRAMMAR FOCUS: Simple past tense regular and irregular verbs, e.g. was, won; Phrases: At the age of.., when he was… OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES storm words about Usain Bolt. Write English Plus 1 Differentiate learning map. Ask: Which information is about life according to needs of e now? Student’s Book your pupils. Please see Activity 4 the seven y 2 again. Put cards with numbers face p.69 differentiation pupil to turn over a card, say the number strategies at Section 4. mber. Repeat until all numbers used. Teacher’s Book content give half the class handout A p.83 See Strategy 1: Task r notes and the seven key phrases to ts star. Tell pupils they can use any other At Step 2: cards At Step 3: Less . Remind pupils to use some past tenses with a number proficient pupils might ook at p.67 to see time expressions. from 1–7 on them need help to organise d read it. They draw a smiley face for: paragraphs. Tell them rt competitions; sport star’s life now; At Step 3: Two to write 1, 2, 3 beside ons. handouts (A and each and encourage did well and what they would like to B) with different them to write short one notes about two clause sentences. pupils write text in paragraphs. popular sports stars (teacher to Expect more proficient ake from Section 3 to focus on spelling of choose) – when pupils to write longer s. and where born, sentences with sport competitions conjunctions. took part in, successes 112

SCHEME OF WORK: TEXTBO WEEK: __ LESSON: 74 (Language Awareness) 6 MAIN SKILL FOCUS: Speaki TOPIC: Sport CROSS-CURRICULAR ELEM Creativity CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Language Language 1. Review language from Unit 6 with an acti Awareness Awareness lessons lessons should be should be Lesson delivery presented and presented and 2. Pupils do Activities 2, 3 and 6. Follow inst practised using a practised using a Exercises 2, 3 and 6. Pupils work with differ Main Skill and a Main Skill and a 3. Explain pupils are going to be creative. In Complementary Complementary Art. Follow instructions in Teacher’s Book p. Skill (Listening, Skill (Listening, Note: Speaking, Speaking, Reading Reading or or Writing).  Plan further activities for this unit to dev Writing). Teachers Teachers can use pupils’ needs. can use Year 5 Year 5 Content and Content and Learning Standards  You can use information about your pup Learning in DSKP curriculum using formative assessment strategies Standards in document. DSKP curriculum  The information could include your obse document. classroom activities and their performan  Plan activities which focus on language communicative way. Post-lesson 4. *Pupils think about their learning and perf assessment worksheet. 5. Collect worksheets from pupils and review are any areas of concern, prepare a review Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 6) king THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Review of language learned in Unit 6 OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ivity from list of pre-lesson tasks. English Plus 1 Differentiate learning tructions in Teacher’s Book p.84 according to needs of rent partner to read dialogues in 3 and 6. Student’s Book your pupils. Please see n small groups they do Activity 2, Sport Activities 2, 3, 6 the seven .85 Exercise 2. p.70 differentiation Activity 2 strategies at Section 4. velop language skills according to your p.71 *Some pupils will need Teacher’s Book support understanding p.84 and p.85 and completing the self-assessment At Step 3: Paper worksheet. for drawings pils’ performance which you collected while teaching this unit. ervation of pupils interacting in nce in written activities. e practice in a meaningful, fun and formance in this unit. They complete self- w them to note pupils’ responses. If there of these in future lessons. 113

How did I do in Unit 6? ������ Put ✔ next to Great, OK, or A little. In English, I know how to… Great ____ OK ____ Great ____ OK ____ …talk about different sports Great ____ OK ____ …read for specific information Great ____ OK ____ …talk and write about past events …write a profile about a sports star  I’m proud of myself because I can ____________________  In the next unit, I will _______________________________ Primary Year 5 SJK Scheme of Work

��� A little____ A little____ A little____ A little____ _________________ very well. ______ better/more. 114

WEEK: __ Unit 7 SCHEME OF WORK: TEXTBO LESSON: 75 (Listening 18) MAIN SKILL FOCUS: Listeni TOPIC: Growing up CROSS-CURRICULAR ELEM ICT CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Draw on board a stick person and write ‘D Listening Listening words about people’s features from previous straight hair, brown/ blue eyes, wears glasse 1.1 1.1.1 Lesson delivery Recognise and Recognise and reproduce target reproduce target 2. Pupils do p.72, Activity 1. Follow instructio language sounds language Ask: Which adjective is similar to short? (sm phonemes Complementary intelligibly CCE – ICT – find out what pupils know abou Skill online games, can move them around, chan Speaking Complementary with avatars and what they like about avatar Skill 2.1 3. Pupils do Activity 2, CD2.21. Follow the in Speaking Exercise 2. Pupils should practise saying th Communicate pupils say factual, positive descriptions abou simple information 2.1.1 intelligibly 4. Explain that pupils are going to listen for w Give detailed Activity 3, CD2.22. Follow instructions in Te information about board: ‘hear’, ‘loud’, ‘square’, ‘white’. Pupils themselves 5. Write on board ‘Spot the mistake’. Pupils themselves in Activity 2 but change two adje put their name on the back. Collect sentenc say the name of the pupil and read descripti they spot the mistake. Choose pupils to say wrote the sentences if they’re right or wrong Note pupils who try hard to recognise and re Post-lesson 6. Choose a post-lesson task to review new Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 7) ing THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: moustache, beard, height; Adjectives: round, short, average, slim OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES Describing people’. Pupils brainstorm s learning e.g. tall /small, curly/ fair/ English Plus 1 Differentiate learning es. Write words around stick figure. according to needs of Student’s Book your pupils. Please see ons in Teacher’s Book p.86 Exercise 1. Activities 1–3 the seven mall) Which is similar to slim? (thin) p.72 differentiation ut avatars e.g. an image of a person, for strategies at Section 4. nge them. Ask if they play video games Teacher’s Book rs. p.86–87 See Strategy 7: nstructions in Teacher’s Book p.86 Feedback heir sentences to a partner. Make sure At Step 5: paper for each pupil to At Step 4: Give positive ut themselves. write their three feedback about attitude words with long sounds. Pupils do sentences for and effort to pupils who eacher’s Book p.87 Exercise 3. Write on teacher to collect do their best to listen identify sound and say number 1–4. and put in a carefully to sounds but use sentences they wrote about container can’t identify odd one ectives. They write them on paper and out and who find some ces and put in a container. Take one out, sounds hard to ion to class. Pupils put up their hands if reproduce y the mistakes then ask the pupil who g. eproduce specific sounds. w vocabulary to describe people. 115

WEEK: __ LESSON: 76 (Reading 12) SCHEME OF WORK: TEXTBO TOPIC: Growing up MAIN SKILL FOCUS: Readin CROSS-CURRICULAR ELEM Values CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Follow instructions for Pre-lesson Task 4: Reading Reading reading skills e.g. I’m going to guess some w 3.2 3.2.4 Lesson delivery Understand a Use with support 2. Show a few photos of Malaysian celebritie variety of linear familiar print and Pupils read p.73 Key Phrases again. Choos and non-linear digital resources to pairs say one phrase each when they guess print and digital check meaning they know the celebrity. Find out how many texts by using appropriate 3. Pupils in mixed-ability pairs do Activity 7, reading strategies bubble has two key phrases. Do 1 as examp help to identify the actor in the photos. Follo Complementary Complementary Exercise 7. Skill Skill 4. Ask: Which words helped you to name th life, 5) bald now, 8) straight and blonde. Elic Speaking Speaking answer numbers 1, 2, 4, 6 and 7 e.g.1) Now his hair is very short but not spiky, 4) Now h 2.1 2.1.5 curly and blonde, 7) In real life it’s black, lon Communicate Describe people, CCE – Values – Ask pupils if they think it’s i simple information places and objects and ask why or why not. Elicit situations whe intelligibly using suitable statements 5. Pupils in pairs look at Activity 5 p.61. The take turns to describe him or her. Partner gu Note how well pupils use words and images Post-lesson 6. Pupils do Post-lesson Task 2: Make Conn and body vocabulary on p.72 and 73 e.g. M Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 7) ng THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: skin; Adjectives: curly, cute, bald, blonde, spiky OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES : I’m Going To... Relate lesson goals to English Plus 1 Differentiate learning words/check the meaning of new words. according to needs of Student’s Book your pupils. Please see es on the board. Write: ‘Who is it?’. Activity 7 the seven se pupils to read them aloud. Pupils in p.73 and p.61 differentiation s who is in the photo. Ask who thinks strategies at Section 4. Teacher’s Book used each phrase with a show of hands. p.87 See Strategy 5: Use It!. Point out the second speech Learning preferences ple. Explain that ‘now’ and ‘in real life’ At Step 2: A few and needs ow instructions in Teacher’s Book p.87 photos of Malaysian At Step 3: Tell some he famous people? e.g. 3) glasses in real celebrities to show pairs of pupils with cit ideas about what would help to on board for hesitant readers to w her hair is long and white, 2) In real life pupils to identify answer questions 2, 3, he’s got short spiky hair, 6) Now it’s long, 5, 6, 8 in the quiz ng and quite curly. important to be able to describe people en they describe someone in their L1. ey choose one child in the drawings and uesses using Key Phrases on p.73. s to check meaning of new vocabulary nections. Use the small photos of actors Madonna and Lady Gaga have long hair. 116

SCHEME OF WORK: NON-TEXTBOOK-BA WEEK: __ LESSON: 77 (Language Arts 13) MAIN SKILL FOCUS: Langua TOPIC: The Dark CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Language Arts Language Arts 1. Teacher displays a few pictures that co 5.2 5.2.1 and a bright bedroom). 2. Teacher gathers pupils’ opinions about Express personal Explain in simple Lesson delivery language why they responses to like or dislike an 3. Ask pupils to tick the lines that are the s event, description or 4. Teacher conducts a reading session, w literary texts character in a text the same. Complementary Complementary 5. Teacher asks the pupils to look at Skill Skill differences between the light and the da Writing Writing 6. Pupils pair up and they have to come u 7. Ask the pupils to combine their sente 4.2 4.2.5 ‘and’. 8. Pupils find other pairs to produce because … and …) Communicate Connect sentences Post-lesson basic information into one or two intelligibly for a coherent Ask pupils to tell about things in their bedroo range of purposes paragraphs using ‘and’ (e.g I’ve got a teddy bear and a ball). in print and digital basic coordinating media conjunctions and reference pronouns Primary Year 5 SJK Scheme of Work

ASED LESSON (Unit 7) Content from MoE age Arts THEME: World of Stories MENT: Language / LANGUAGE/GRAMMAR FOCUS: coordinating conjunctions – and OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ontain bright and dark scene (e.g. a dark Anthology of Differentiate learning Poems according to the needs the scenes. Page 22 – 23 of your pupils and class. Please see the same. Contemporary seven differentiation where pupils only read the lines that are Children’s strategies listed in the Literature introduction. Please the picture and try to figure out the Teaching also consider the ark, whether they like it or not. Guidebook (BPK) following: up with two reasons of their choice. – Poetry ences using coordinating conjunctions – Teacher allows pupils to have as many sentences as possible. (Strategy 3) more sentences. (e.g. I like the dark om by using coordinating conjunction – 117

WEEK: __ LESSON: 78 (Speaking 13) SCHEME OF WORK: TEXTBO TOPIC: Growing up MAIN SKILL FOCUS: Speaki CROSS-CURRICULAR ELEM Financial Education CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Write on board: ‘The smallest man who e Speaking Speaking the title. (tallest not smallest) Say numbers f e.g. 2 – he had two sisters. 17 – the age he 2.1 2.1.1 Lesson delivery Communicate Give detailed simple information information about 2. Pupils do Optional Activity: Listening. Foll intelligibly themselves Say: Write the two numbers as digits not wo Complementary Complementary CCE – Financial Education – Pupils look at Skill Skill look at or draw bar charts in school. Explain money e.g. pocket money pupils get each w Writing Writing in shops, at cinema). Ask: which other diagr pie chart; line graph; table) 4.2 4.2.1 3. Pupils do Activity 4. Choose pupils to rea Communicate Give detailed on board: ‘was born’, ‘grew up’, ‘went to sch basic information information about married’, ‘had children’, ‘travelled to’. Pupils intelligibly for a themselves they can write a negative sentence e.g. He/S range of purposes pupils don’t know any information about a p in print and digital sentences using Key Phrases on p.73 e.g. M media he/she… I think he/she played (type of spo 4. Choose pupils to tell their story. When the Check verbs pupils write and the spelling. 5. Pupils do Activity 5 Use It! Follow instruct Note pupils who can give detailed informatio writing. Post-lesson 6. Choose a post-lesson task to review orall Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 7) king THEME: World of Stories MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense regular and irregular verbs: travelled, went, grew up, left, got, spoke OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ever lived’. Ask pupils what’s wrong with English Plus 1 Differentiate learning from the story and elicit what they are according to needs of left school Student’s Book your pupils. Please see Activities 4 and 5 the seven low instructions in Teacher’s Book p.90. p.76 differentiation ords. Activity 4 strategies at Section 4. bar chart on p.76 again. Ask when pupils p.73 n bar charts are useful for showing See Strategy 7: week, when pupils use money (on buses, Teacher’s Book Feedback rams can you use to show money? (e.g. p.90 At Step 3: Provide ad past form of verbs in blue in text. Write After Step 2: positive feedback about hool’, ‘left school’, ‘got a job’, ‘got Example of a bar pupils’ sentences and s use these to write a short story. Say chart with different use of past verbs in She didn’t go/travel to… Explain that if amounts of money affirmative and person in their family, they can write negative forms. Ask Maybe he/she … I’m not sure if how pupils can improve ort) liked (type of music). their writing in ey hear a past verb, pupils write it down. sentences with mistakes. tions in Teacher’s Book p.90, Exercise 5. on about a family member orally and in ly past verbs related to pupils’ lives. 118

WEEK: __ LESSON: 79 (Reading 13) SCHEME OF WORK: TEXTBO TOPIC: Growing up MAIN SKILL FOCUS: Readin CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Write on board: ‘The Gentle Giant’. Ask: W Reading 3.2.3 world) Pupils do Warm-up p.91 in Teacher’s Reading Guess the meaning of unfamiliar words Lesson delivery 3.2 from clues provided by title, topic and 2. Pupils do p.77, Activity 1. Read the five ta Understand a other known words an example. Follow instructions in Teacher’s variety of linear the table help you to write correct sentences and non-linear Complementary write more questions about the past) This de print and digital Skill texts by using Writing 3. Pupils do Activity 2. Tell them to look at th appropriate 4.3.2 read questions and say extra words (1 do, 2 reading strategies Spell a range of high-frequency 4. Pupils look at the two photographs on p.7 Complementary words accurately in with blue skin? (p.72). Elicit ideas about who Skill independent writing and the Avatar film e.g. He’s an actor. He ac all ideas and don’t correct at this step.) Writing CCE – Creativity and Innovation – Explain th 4.3 words, they develop creative thinking. Ask w e.g. shapes in maths, places in geography, Communicate with appropriate 5. Write on board: ‘film director’, ‘truck drive language form instructions in Teacher’s Book p.91, Exercis and style for a What do you think a film director does? And range of purposes Oscar is? Also ask: Why was the Avatar film in print and digital media Note pupils who guessed the meaning of wo from clues in the photos and title. Post-lesson 6. Choose a post-lesson task to review cont Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 7) ng THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense interrogative word order: What / When did he...? Did he…? OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES Who was this? (The tallest man in the English Plus 1 Differentiate learning s Book. according to needs of Student’s Book your pupils. Please see able headings aloud. Do first question as p.76 (part of the seven s Book. p.91. Exercise 1. Ask: How does Activity 1) differentiation s? (e.g. can see word order, can use it to Activities 1–3 strategies at Section 4. evelops analysing skills – HOTS. p.77 he table to help them. Choose pupils to See Strategy 2: Type 2 what, 3 does, 4 travels, 5 finished). Teacher’s Book and amount of support 77. Ask: Where did you see the Avatar p.91 o the man is and the link between him At Step 5 some pupils cted in the avatar film. (False but accept may need more support than the question hat when pupils make links between starters in order to write when pupils make links in school subjects the questions about the materials in science, paintings in art. reading text. Provide them with jumbled er’, ‘Oscar’. Pupils do Activity 3. Follow words to reorder (as in se 3. Pupils look at photos again. Ask: Activity 2). d a truck driver? Who can tell us what an m important? ords from words they already knew and tent of reading text. 119

WEEK: __ LESSON: 80 (Writing 16) SCHEME OF WORK: TEXTBO TOPIC: Growing up MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM Values CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill Writing 1. Elicit short sentences with past tense verb Writing 4.2.1 Provide prompts e.g. Went to … in Canada. Give detailed 4.2 information about Lesson delivery themselves Communicate 2. Write on board, ‘famous city’, ‘famous act basic information Complementary examples of each. Write some examples on intelligibly for a Skill p.77, Activity 4. Follow instructions in Teach range of purposes Speaking in print and digital 2.3.1 3. After pupils ask and answer questions ab media Narrate short basic have the same city, actor and sports star? P stories and events pupils to say it aloud to class. Can they rem Complementary 4. Activity 5, Use It!: Pupils look at Q3. Prov Skill did you last go...?’ Pupils write all the questi turns to ask and answer. Choose pairs to as Speaking class after each: Does anyone have the sam 2.3 CCE – ICT – Ask if pupils saw Avatar or Ava Find out if they think watching computer-gen Communicate better than watching cartoons or real-life act appropriately to a 5. Pupils in small groups do Finished? They small or large Ask: Which two sentences are the longest? group (Sentences 3 and 8 – eight words) Challeng sentence with 8 words or a sentence with m each group to say their sentence. Which gro Note pupils who need support to write inform Post-lesson 6. Pupils write their imaginary paragraphs w Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 7) g THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense interrogative word order: What / Who did you...? Did you…? OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES bs about film director in previous lesson. English Plus 1 Differentiate learning . Became truck…, Made Avatar… according to needs of Student’s Book your pupils. Please see tor’, ‘famous sports star’. Pupils give Activities 4, 5 and the seven n board below three categories. Pupils do Finished? differentiation her’s Book p.91, Exercise 4. p.77 strategies at Section 4. bout their paragraph, ask: Did any pairs Pupils memorise their paragraph. Choose Teacher’s Book See Strategy 5: member all the words? p.91 Learning preferences and needs vide a question starter on board: ‘When ions in Activity 5 then with a partner take At Steps 2 and 4: Less sk and answer questions aloud. Ask proficient pupils will me information? need help to write the questions. Copy a atar 2 or if they would like to see them. completed table in nerated characters and images are Activity 1 or make a tors and ask why or why not. new one for these pupils to use as y look at questions in Activity 5 again. support. Tell them to count the number of words. ge pupils: Can you make another more than 8 words? Choose a pupil from oup has the longest? mation about themselves in the past. with a drawing for display on wall. 120

SCHEME OF WORK: NON-TEXTBOOK-BA WEEK: __ LESSON: 81 (Language Arts 14) MAIN SKILL FOCUS: Langua TOPIC: Gulliver’s Travels CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Language Arts Language Arts 1. Teacher poses a question “If you have travel to?” Every pupil shares his/her fa 5.2 5.2.1 Lesson delivery Express personal Explain in simple language why they 2. Teacher goes through the cover an responses to like or dislike an brainstorms pupils’ ideas about the boo event, description or literary texts character in a text 3. Put pupils into smaller group and each to page 13. Complementary Complementary Skill Skill 4. Each group has to choose one panel t real world and why (e.g. Panel 3 page Reading Reading real world). 3.3 3.3.1 5. Each group share their selection and re 6. Teacher repeats Step 3 to Step 5 an figure out the reasons why Gulliver ha pocket (e.g. He has ______ because __ Read Read and enjoy A2 Post-lesson independently for fiction/non-fiction information and print and digital 7. Each pupil has to choose a single thi enjoyment texts of interest when they travel to a foreign land. Primary Year 5 SJK Scheme of Work

ASED LESSON (Unit 7) Content from MoE age Arts THEME: World of Stories MENT: Language / LANGUAGE/GRAMMAR FOCUS: have/don’t have/reasoning OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ve a lot of money, where do you want to Gulliver’s Travels Differentiate learning avourite destinations. by according to the needs Jonathan Swift of your pupils and nd the blurb with the pupils. Teacher class. Please see the ok. Contemporary seven differentiation Children’s strategies listed in the group does a group reading from page 6 Literature introduction. Please Teaching also consider the that they think is impossible to happen in Guidebook (BPK) following: e 10 – we don’t have a tiny person in the – Graphic Novel Teacher encourages easons through 1 Stay 3 Stray activity. pupils to come up with nd this time around, each group has to more than one reason if as a comb, silver coin and a watch in his possible. ____). Accept any plausible answers. (Strategy 3) ing that they want to put in their pocket 121

WEEK: __ LESSON: 82 (Listening 18) SCHEME OF WORK: TEXTBO TOPIC: Growing up MAIN SKILL FOCUS: Listeni CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Pupils do Think! question at top of p.78. S task of imagining develops pupils’ creative t Listening Listening Lesson delivery 1.2 1.2.4 2. Pupils do Activity 1, CD2.27. Read the thr Understand Understand a understand what they have to do. Follow ins meaning in a sequence of Exercise 1. After listening, ask: Were the se variety of familiar supported Pupils correct any that are wrong. contexts classroom instructions 3. Write on board: ‘Doing an interview. Inter CD2.27. Read instructions aloud. Check pup Complementary Complementary have to do. Ask: What’s the question you’re Skill Skill does the interviewer ask? Which Key Phras Follow instructions in Teacher’s Book p.92, Speaking Speaking 4. After listening, check answers by choosin 2.1 2.1.2 Choose another six pupils to write number o interviewer or pop star on the board. Communicate Find out about and simple information describe 5. Pupils do Activity 3. Assign pupils their ro intelligibly experiences up to or three pairs to act out the interview. Interv now Famous people can change their accent to s pupils sound like the interviewer and pop sta Note pupils who understand the two sets of find understanding more than one instructio Post-lesson 6. Choose a post-lesson task from Section 3 Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 7) ing THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense interrogatives: When / Where did…? How old were you? Did you…? What was…? OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES See Think! p.92 in Teacher’s Book. The thinking – HOTS. English Plus 1 Differentiate learning Student’s Book according to needs of ree instructions aloud. Check pupils Activities 1–3 your pupils. Please see structions in Teacher’s Book p.92, p.78 the seven entences you put in the gaps correct? differentiation Teacher’s Book strategies at Section 4. rviewer/Pop star’. Pupils do Activity 2, p.92 pils understand the three things they See Strategy 1: Task e going to answer? (Which Key Phrases ses does the pop star ask?) At Step 5: Assign less Exercise 2. proficient pupils the role ng six pupils to read an answer aloud. of pop star and more of the Key Phrase beside name of the proficient pupils the role of interviewer. Put pupils in mixed ability pairs. oles, interviewer or pop star. Choose two viewers can mime holding a microphone. sound older or American. Ask: Do the ar on the CD? classroom instructions and those who on hard. 3 to review content of dialogue. 122

WEEK: __ LESSON: 83 (Speaking 14) SCHEME OF WORK: TEXTBO TOPIC: Growing up MAIN SKILL FOCUS: Speaki CROSS-CURRICULAR ELEM Values CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Pupils do Pre-lesson Task 4: I’m Going T Speaking Speaking speaking skills. Provide examples such as: to have good pronunciation/intonation. 2.1 2.1.3 Lesson delivery Communicate Ask for, give and 2. Pupils look at the two photos of students simple information respond to simple top of p.78 again. Explain the pop star want each pupil a handout and read dialogue belo intelligibly advice A Pop star: What can I do? Complementary Complementary B Interviewer: Why don’t you…? C Pop star: Really? That’s interesting. Yes, of cou Skill Skill Explain that A is the pop star. She’s asking Writing Writing giving advice. C is the pop star . She is sayi 4.2 4.2.2 4. Elicit ideas about advice for the pop star. band? Why don’t you play the piano and sin Communicate Ask for, give and ‘react’ can be with gestures e.g. surprise, sh basic information respond to simple handout and ABC dialogue to ask and give intelligibly for a advice range of purposes 5. Pupils write ABC dialogue using ideas at in print and digital 6. Pairs role-play dialogue. Ask after each: H media (e.g. She/He was happy/quite happy. She/H CCE – Values – Ask pupils if they think it’s i feelings. Elicit times when they do this (e.g. Note how well pupils can ask for and give ad Post-lesson 7. Hand out cards to small groups of pupils. read it. The others give advice and pupil wit Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 7) king THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present tense: What can I do? Why don’t you..? Past tense: e.g. When did you first.. ? OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES To... They choose goals to improve English Plus 1 Differentiate learning I’m going to say more words. I’m going according to needs of Student’s Book your pupils. Please role-playing interviewer and pop star at Activity 4 see the seven ts the interviewer to give her advice. Give p.78 differentiation ow aloud: At Step 2: Handout strategies at Section for each pupil with 4. urse. Good idea. (Key Phrases) A, B, C dialogue and examples of At Step 5: Encourage for advice. B is the interviewer and he is giving advice e.g. more proficient pupils ing what she thinks about the advice. 1. go to Malaysia to to give their own Give example: Why don’t you sing in a sing? advice ng? Read study strategy aloud. Explain 2. sing in Malay? hock. Pairs use five suggestions on 3. travel around the advice orally. world? Step 4. Monitor pupils as they work. 4. act in a film? How did the pop star react to the advice? 5 write music for a He liked/didn’t like the advice.) video game? important to ask about other people’s if someone is sad/sick/worried) At Step 6: Cards dvice orally and in writing. with situations e.g. I want to start a new hobby/play another sport/visit another country etc. . They take turns to pick up a card and th card responds. 123

SCHEME OF WORK: NON-TEXTBOOK-BA WEEK: __ LESSON: 84 (Language Arts 15) MAIN SKILL FOCUS: Langua TOPIC: Gulliver’s Travels CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Language Arts Language Arts 1. Teacher reads a sentence and pupils and stand up if the sentence is corre 5.3 5.3.1 True). [Pre-Lesson Task 5 – Sit down S Express imaginative an Respond Lesson delivery response to literary texts imaginatively and 2. Pupils are put in pairs and given a set o 3. Pupils will guess whether the stateme intelligibly through the end of each statement. creating simple role- 4. Teacher informs pairs to read Chapte plays and simple their guesses. 5. Upon completion, teacher informs p poems statements to be acted out in front. Other imaginative 6. Pairs act out their chosen statement a responses as false (make sure most of the pairs have appropriate Complementary Complementary Skill Skill Reading Reading Post-lesson 3.2 3.2.2 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 7) 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 Gulliver’s Travels Differentiate learning ect (e.g. Gulliver was a giant in Liliput – by according to the needs Stand up] Jonathan Swift of your pupils and class. Please see the of statements. Contemporary seven differentiation ents are true or false by writing T or F at Children’s strategies listed in the Literature introduction. Please er 3 of the book and they need to verify Teaching also consider the Guidebook (BPK) following: pupils that they need to choose any – Graphic Novel and others will guess whether it is true or Teacher gives e the opportunities to act out). opportunity for each pair to choose either to act out or read the statements. (Strategy 5) me true statements. 124

SCHEME OF WORK: TEXTBO WEEK: __ LESSON: 85 (Language Awareness 7) MAIN SKILL FOCUS: Readin TOPIC: Growing up CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Language Language Awareness Awareness lessons 1. Review language from Unit 7 with an acti lessons should be should be presented and presented and Lesson delivery practised using a practised using a Main Skill and a Main Skill and a 2.Pupils do Activity 1. They read the boys’ n Complementary Complementary the left/right/in the middle? Pupils read sente Skill (Listening, Skill (Listening, complete table. Follow instructions in Teach Speaking, Speaking, Reading Reading or or Writing). 3. Pupils in pairs do Activity 2 and do Activit Writing). Teachers Teachers can use Teacher’s Book p.95 Exercises 2 and 5. can use Year 5 Year 5 Content and Content and Learning Standards 4. Find out which activity pupils found easie Learning in DSKP curriculum why. Standards in document. DSKP curriculum Note: document.  Plan further activities for this unit to dev pupils’ needs.  You can use information about your pup using formative assessment strategies  The information could include your obse classroom activities and their performan  Plan activities which focus on language communicative way. Post-lesson 4. *Pupils think about their learning and perf assessment worksheet. 5. Collect worksheets from pupils and review are any areas of concern, prepare a review Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 7) ng THEME: World of Knowledge MENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language learned in Unit 7 OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ivity from list of pre-lesson tasks. English Plus 1 Differentiate learning according to needs of names in top row of table. Ask: Who is on Student’s Book your pupils. Please see ences individually then work in pairs to Activities 1, 2, 5 the seven her’s Book p.95 Exercise 1. p.81 differentiation ty 5 individually. Follow instructions in strategies at Section 4. Teacher’s Book p.95 *Some pupils will need support understanding est to do and which the hardest and ask and completing the self-assessment worksheet. velop language skills according to your pils’ performance which you collected while teaching this unit. ervation of pupils interacting in nce in written activities. e practice in a meaningful, fun and formance in this unit. They complete self- w them to note pupils’ responses. If there of these in future lessons. 125

How did I do in Unit 7? Put ✔ next to Great, OK, or A little. In English, I know how to… ������ …describe people Great ____ OK ____ Great ____ OK ____ … talk, write and ask questions about events in the past Great ____ OK ____ … listen for specific information about Great ____ OK ____ people’s lives …role-play an interview and ask for and give advice  I’m proud of myself because I can ____________________  In the next unit, I will _______________________________ Primary Year 5 SJK Scheme of Work

��� A little____ A little____ A little____ A little____ _________________ very well. ______ better/more. 126

WEEK: __ Unit 8 SCHEME OF WORK: TEXTBO LESSON: 86 (Listening 20) MAIN SKILL FOCUS: Listeni TOPIC: Going away CROSS-CURRICULAR ELEM sustainability CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill Listening 1. Write on board ‘Going away’ and say this Listening Think! question at top of p.82. Follow instruc 1.3 Use appropriate 1.3.1 Lesson delivery listening strategies in a Guess the meaning 2. Pupils in pairs do Activity 1, CD2.29. Rea variety of contexts of unfamiliar words Pupils listen and follow the words in each qu from clues provided they don’t know a word, encourage them to Complementary by other known to the CD and check answers. Ask: Which w Skill words photos? e.g. (phrasebook, guidebook; swim Listening difference between them. Ask: Which words 1.2. Complementary buku frasa, shampoo – syampu) Understand Skill meaning in a 3. Pupils with a different partner do Activity 2 variety of familiar Listening contexts CCE – Environmental Sustainability – Pupils 1.2.2 Ask why plastic is bad for the environment. can be made from other materials e.g. bamb Understand with sleeping bag made of recycled materials. support specific information and 4. Pupils do Activity 3. Follow instructions in details of longer simple texts on a 5. Pupils look at photos in Activity 1 again. T range of familiar remember. Encourage pupils to say: Please topics 6. Explain they are going to listen to four pe holiday. Pre-teach ‘mosquito’. Pupils do Act Teacher’s Book p.96 Exercise 4. Post-lesson 7. Follow instructions in Pre-lesson Task 9: done at the end of a lesson. Write on board: Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 8) ing THEME: World of Knowledge MENT: Environmental LANGUAGE/GRAMMAR FOCUS: Nouns: washbag, suitcase, rucksack, tent, insect spray, guidebook, mosquito OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES s is the topic for Unit 8. Pupils answer ctions in Teacher’s Book p.96. English Plus 1 Differentiate learning according to needs of ad aloud the 20 words in blue in the quiz. Student’s Book your pupils. Please see uestion then match words to photos. If Activities 1–4 the seven look at clues in the photos. Pupils listen p.82–83 differentiation words were hard to match with the strategies at Section 4. mming costume, trunks). Explain the Teacher’s Book s are similar in Malay? (phrase book – p.96–97 See Strategy 4: Time 2. Ask: Which things have you both got? At Step 4: Some pupils will need more time to s say which objects are made of plastic. read the quiz and Find out which plastic objects they think answer the multiple- boo toothbrush, metal water bottle, choice questions. Tell them to do quiz n Teacher’s Book p.96 Exercise 3. numbers 1, 4, 6, 7, 8. If they have time, they They check how many words they can answer some e could you tell us what number … is? more. eople talking about things they take on tivity 4, CD2.30. Follow instructions in Memory Chain. This task can also be : ‘Last year I went camping and I took…’ 127

WEEK: __ LESSON: 87 (Speaking 15) SCHEME OF WORK: TEXTBO TOPIC: Going away MAIN SKILL FOCUS: Speaki CROSS-CURRICULAR ELEM sustainability CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Write on board ‘Going camping’. Brainsto Speaking Speaking Lesson delivery 2.1 2.1.4 2. Explain pupils are going to listen to the fo Communicate Ask about and again. This time they listen for places the pe Activity 5, CD2.30. Follow instructions in Te simple information describe future board ‘Michelle’, ‘Paul’, ‘Simon’, ‘Lydia’ and holidays? (Paul). Who loves going on a bea intelligibly plans always good to have a camera on holiday? and penknife are important on a camping ho Complementary Complementary Skill Skill 3. Write on board ‘I think we need… It’s goo do Activity 6, Use It!. Follow instructions in T Writing Writing CCE – Environmental Sustainability – Write 4.2 4.2.3 ideas about what these could be. Explain th the natural environment and make sure they Communicate Narrate factual to look after the environment and ask what t basic information events and intelligibly for a experiences of 5. Write on board: ‘walk on paths’, ‘carry drin range of purposes interest picnics in special areas’, ‘put rubbish in a ru in print and digital foot’. Pupils in small groups agree on three media a camping holiday. They write them on piec them aloud. Ask after each group’s ideas: W Post-lesson 6. Choose a post-lesson task from Section 3 talking about holidays Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 8) king THEME: World of Knowledge MENT: Environmental LANGUAGE/GRAMMAR FOCUS: Present simple tense affirmative: I think we need…It depends where…It’s good to have… OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES orm words from previous lesson. English Plus 1 Differentiate learning according to needs of our people talking about their holidays Student’s Book your pupils. Please see eople like to go to. Pupils do p.83, Activities 5 and 6 the seven eacher’s Book p.97 Exercise 5. Write on p.83 differentiation ‘Sophie’. Ask: Who likes camping strategies at Section 4. ach holiday? (Michelle). Who thinks it’s Teacher’s Book (Lydia and Sophie). Who thinks a torch p.97 See Strategy 5: oliday? (Simon). Learning preferences At Step 5 paper and needs od to have… It depends where…’ Groups for each group to Teacher’s Book p.97 Exercise 6. write ideas At Step 3 and 5: Make mixed ability groups so e ‘Eco-holidays’ on board and elicit pupils’ that less proficient hat eco-holidays are when people stay in pupils can hear ideas y protect it. Ask pupils why it’s important and build on them. they can do on a holiday to protect it. Focus on positive ways to help the environment nks and food in a rucksack’, ‘have rather than using many ucksack’, ‘explore woods and beaches on ‘don’t’ statements. ways they are going to protect nature on ces of paper. Collect all ideas then read Why is this an eco-camping holiday? 3 to review vocabulary and phrases for 128

SCHEME OF WORK: NON-TEXTBOOK-BA WEEK: __ LESSON: 88 (Language Arts 16) MAIN SKILL FOCUS: Langua TOPIC: Gulliver’s Travels CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Language Arts Language Arts 1. Teacher provides lines for pupils to gue 5.3 5.3.1 to verify whether the letter is present Belfuscu). [Pre-Lesson Task 7 – Beat th Express an Respond Lesson delivery imaginative to response imaginatively and 2. Teacher put pupils into smaller group literary texts together. intelligibly through 3. Each group has to draw two different sc creating simple role- Pupils can choose to adapt from the their imagination. plays and simple 4. Then, teacher asks the pupils to draw poems giant at Liliput and they are tiny at the L Other imaginative 5. Then, teacher asks them to describe t tiny palace in the picture at Liliput) (The responses as Post-lesson appropriate 6. Shout out time – pupils provide their pr Complementary Complementary in the next chapter. Skill Skill Writing Writing 4.2 4.2.4 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 8) Content from MoE age Arts THEME: World of Stories MENT: Language / LANGUAGE/GRAMMAR FOCUS: There is/There are OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ess the words by giving letters for teacher Gulliver’s Travels Differentiate learning t in the word (focus word: giant, Liliput, by according to the needs he teacher] Jonathan Swift of your pupils and class. Please see the ps and informs pupils to read Chapter 4 Contemporary seven differentiation Children’s strategies listed in the cenes – at Liliput and the Land of Giants. Literature introduction. Please panels or create the new one based on Teaching also consider the Guidebook (BPK) following: w themselves in the pictures (They are – Graphic Novel Land of Giants). In terms of the the scene in the pictures (e.g. There is a descriptions of the ere is/There are). drawn items teacher accepts words, phases or full sentences. (Strategy 3) redictions on what will happen to Gulliver 129

WEEK: __ LESSON: 89 (Consolidation 2) SCHEME OF WORK: TEXTBO TOPIC: Going away MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM Patriotism CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Write on board Weekend plans. Follow in Going To… Pupils say goals to improve writ Writing Writing words about my plans’. ‘I’m going to check m 4.3 4.3.1 Lesson delivery 2. Say your weekend plans using going to + Communicate Use capital letters, write two of their weekend plans then compa with appropriate full stops, commas language form in lists and question 3. Pupils look at photo of Colosseum on p.8 and style for a marks appropriately new or old. Say it’s an amphitheatre about 2 range of purposes in independent fought there. Pupils do Activity 4. Follow ins in print and digital writing at discourse Book. form level CCE – Patriotism – Explain that the Colosse Complementary Complementary Ask pupils if they know any world heritage s Skill Skill George Town, Kinabalu Park). Ask: Why do Writing Writing 4. Pupils do Activity 5, CD2.32. Say exampl stressed words: where, going, stay. Pupils r 4.2 4.2.3 numbers 1 and 4, 2 and 3 have the same st 5. Pupils do Activity 6, Use It!. – instructions Communicate Narrate factual basic information events and 6. Explain pupils are going to imagine and p intelligibly for a experiences of Finished? Write on board: ‘Who with?’ ’Whe range of purposes interest ‘How are you going to travel?’, ‘What are yo in print and digital ideas from p.85 to help write future holiday p media Is it an exciting holiday? Note how well pupils can narrate plans for a Post-lesson 7. Choose a post-lesson task from Section 3 Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 8) g THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Future plans: be going to + verb affirmative, negative, interrogative OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES nstructions in Pre-lesson Task 4: I’m ting skills e.g. ‘I’m going to write new English Plus 1 Differentiate learning my spelling/punctuation’. according to needs of Student’s Book your pupils. Please see + verb, I’m not going to + verb. Pupils Activities 4–6 the seven are with a partner. Ask for examples. p.85 differentiation 85. Ask who knows what it is and if it is strategies at Section 4. 2000 years old. Gladiators and lions Teacher’s Book structions p.99 Exercise 4 in Teacher’s p.99 See Strategy 1: Task eum is an important world heritage site. CCE: If possible, At Step 6: Less sites in Malaysia (e.g. Melaka and show photos of proficient pupils are o you think these sites are important? the two heritage likely to write basic le question and knock gently on table for sites sentences and not as repeat. Help pupils to notice that many as more tress patterns. proficient pupils. s p.99 Exercise 6 in Teacher’s Book. Encourage more plan a summer holiday. They do proficient pupils to write ere to?’, ‘Where are you going to stay?’, details of what they are ou going to see /do/visit?’. Pupils use going to visit and do. plans. Choose pupils to read texts. Ask: an imaginary summer holiday in future. 3 to review future plans. 130

WEEK: __ LESSON: 90 (Speaking 15) SCHEME OF WORK: TEXTBO TOPIC: Going away MAIN SKILL FOCUS: Speaki CROSS-CURRICULAR ELEM Technology and Global Susta CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill Speaking 1. Show world map on board. Pupils brainst 2.2 Speaking about the Antarctica explorer in previous les Use appropriate Antarctica, the Arctic and the South Pole on communication 2.2.2 strategies Lesson delivery Agree a set of basic Complementary steps needed to 2. Pupils do Activity 4. Follow instructions in Skill complete short out if pupils understand all three instructions Listening classroom tasks 1.2. 3. Tell pupils that in previous lesson they lis Understand Complementary about the explorer. Explain that in this activi meaning in a Skill do Activity 5, CD2.34. Follow instructions in variety of familiar contexts Listening CCE – Science and Technology – Ask pupil scientists at the research station in Antarctic 1.2.5 penguins live, where whales go, changes in why they think information about weather an Understand a sequence of 4. Pupils in pairs do Optional Activity: Listen supported Teacher’s Book p.100. classroom 5. Pupils in pairs do Activity 6, Use It!. First, instructions the task e.g. who starts, which questions the to respond e.g. Do you agree? What do you Follow instructions in Teacher’s Book p.100 Note pupils who find it hard to agree on step pupils who are able to identify steps to take. Post-lesson 6. Choose a post-lesson task from Section 3 Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 8) king THEME: World of Knowledge MENT: Science and LANGUAGE/GRAMMAR FOCUS: Nouns: ice, snow, ainability temperature, research centre, seasons, in summer/winter OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES torm weather words. Elicit information sson. Ask different pupils to point to English Plus 1 Differentiate learning n the map. according to needs of Student’s Book your pupils. Please see n Teacher’s Book p.100 Exercise 4. Find Activities 4–6 the seven s for the activity. p.86 differentiation stened to the CD for general information strategies at Section 4. ity they listen for specific details. Pupils Teacher’s Book Teacher’s Book p.100 Exercise 5. p.100 See Strategy 5: ls how they think computers can help Learning preferences ca e.g. to find out information about how Step 1 World map and needs n weather, changes in the ice. Find out to show on board. nd animal life is important. At Step 5: Put less ning, CD2.34. Follow instructions in proficient pupils in pairs so you can help them , they agree the steps they will take to do to think of the steps the ey ask each other, what language to use task involves and also u think? I’m sorry, I don’t agree. help them with the 0 Exercise 6. language they need to ps to take in the pair-work task and agree with each other. . Note: The study 3 to review topic language strategy involves ‘guessing answers before listening’, but in Activity 5 numbers 2, 3, 4, 5 also develop pupils’ critical thinking – HOTS. 131

WEEK: __ LESSON: 91 (Reading 14) SCHEME OF WORK: TEXTBO TOPIC: Going away MAIN SKILL FOCUS: Readin CROSS-CURRICULAR ELEM Patriotism CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Follow instructions Teacher’s Book p.101 Reading Reading Lesson delivery 3.2 3.2.3 2. Pupils do p.87, Activity 1. Follow instructio Understand a Guess the meaning Explain you’re going to predict things e.g. I t variety of linear of unfamiliar words lesson. I won’t be very hungry after my lunc and non-linear from clues provided Write on board ‘I’ll…’ ‘I won’t…’ ‘It’ll...’. Pairs print and digital by title, topic and texts by using other known words 3. Write on board ‘‘ll’, ‘won’t’. Elicit ‘apostrop appropriate (wi in ‘ll, o in won’t) Pupils do Activity 2. Foll reading strategies Complementary Exercise 2. Explain we often say ‘it’ll’ when Skill Complementary 4. Pupils do Activity 5. Say they’re going to w Skill Writing their partner and tell them to use and, but, o instructions in Teacher’s Book p.101 Exercis Writing 4.2.5 CCE – Patriotism – Find out if pupils know a 4.2 Connect sentences where it is (Uluru or Ayers Rock, Australia). into one or two national parks protect the nature and wild an Communicate coherent it’s important to have national parks and find basic information paragraphs using national parks. intelligibly for a basic coordinating 5. Pupils do Activity 6, Use It!. Follow instruc range of purposes conjunctions and Ask: Who do you think will be a teacher/doc in print and digital reference pronouns media Post-lesson 6. Write on board: ‘I think I’ll + verb…’, ‘I wo turns to make two predictions about their fut if any pupils in the group made the same pre Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 8) ng THEME: World of Knowledge MENT: Language, LANGUAGE/GRAMMAR FOCUS: ‘Will’ for predicting: I/ you/ he/ she/ we/ they will / won’t + verb, there will / won’t + verb OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES 1 Warm-up. English Plus 1 Differentiate learning ons in Teacher’s Book p.101 Exercise 1. according to needs of think you’ll feel tired and happy after this Student’s Book your pupils. Please see ch. I think it’ll be hot and windy tomorrow. Activities 1, 2, 5 the seven s make predictions using the starters. and 6 differentiation phe’. Ask: Which letters are missing? p.87 strategies at Section 4. low instructions in Teacher’s Book p.101 we speak and ‘it will’ when we write. Teacher’s Book See Strategy 5: write a paragraph with predictions about p.101 Learning preferences or to link some predictions. Follow and needs se 5. about the famous rock in photo and At Step 4: Help less Explain it’s in a National Park and that proficient pupils to write nimals in them. Ask pupils if they think ‘‘ll’ and ‘won’t’ in d out what they know about Malaysia’s predictions by writing on board: e.g. ctions in Teacher’s Book p.101 Activity 6. ctor/scientist/artist/film star etc? ‘Ida will… She’ll… but she won’t…’ ‘Ahmad will… He’ll…but he won’t…’ on’t + verb …’. Pupils in small groups take ture using the sentence starters. Find out ediction. 132

WEEK: __ LESSON: 92 (Writing 17) SCHEME OF WORK: TEXTBO TOPIC: Going away MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM Creativity CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Pupils answer Think! question at top of p. Book p.103. Writing Writing Lesson delivery 4.3 4.3.3 2. Pupils look at the photo of London on p.8 Communicate Produce a plan or it. Explain that Buckingham Palace is where with appropriate draft of one or two famous for markets and theatres as well as language form paragraphs for a answer questions Activity 1. and style for a familiar topic and range of purposes modify this 3. Pupils do Activity 2. Help them to find eac in print and digital appropriately in in line 1. Follow instructions in Teacher’s Bo media response to excited her friend was coming to stay with h feedback 4. Pupils do Activity 4, Use it!. They read the Complementary email in B Think and Plan. Pupils write their Skill Complementary support and the Key Phrases. Tell them to u Skill guide. They check their writing when finishe Reading Reading Post-lesson 3.2 3.2.2 5. Pupils swap emails with a partner. Partne Understand a paragraph in C in the Guide and for each pa variety of linear Understand specific and non-linear information and In the next lesson, pupils look at your feedb print and digital details of two any changes. texts by using paragraphs or more appropriate reading strategies Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 8) g THEME: World of Knowledge MENT: ICT and LANGUAGE/GRAMMAR FOCUS: be going to + verb, will and won’t + verb OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES .89. Follow instructions in Teacher’s English Plus 1 Differentiate learning according to needs of 89. Point out River Thames and boats on Student’s Book your pupils. Please see e the Queen lives and Covent Garden is Activities 1, 2 and the seven shopping. Pupils read the email and 4 differentiation p.89 strategies at Section 4. ch Key Phrase e.g. Numbers 1 and 2 are ook p.103 Exercise 2. Say: Gemma was Teacher’s Book See Strategy 4: Time her. Ask: When do you get excited? p.103 e Writing Guide and make notes for At Steps 2 and 3: Some r email using sentences starters in C as pupils will need more use going to, will and because in D of the time to read the email ed. and then to write an email using the Writing er’s draw a smiley face for writing each Guide. Tell them not to art in D. write about the weather (B6). Fast finishers back, read their email again and make include weather and expect them to have more details about what they’re going to do. 133

SCHEME OF WORK: NON-TEXTBOOK-BA WEEK: __ LESSON: 93 (Language Arts 17) MAIN SKILL FOCUS: Langua TOPIC: Gulliver’s Travels 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 60) at random so that each pupil will rec 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. Pupils in pairs read Chapter 5 and te chapter. Complementary Complementary Skill Skill 4. Teacher starts the discussion on the ch 5. Each pupil has to choose a character th Speaking Speaking of the character (e.g. Glumdalclitch – ta 2.1 2.1.5 6. Upon completion, pupils pair up with o Communicate Describe people, that they like and ask them to com simple information character (e.g. I like Glumdalclitch beca intelligibly places and objects 7. Teacher encourages pairs to come up any plausible reasons). using suitable Post-lesson statements 8. Pop quiz – teacher provides each pupi choose the best answer. e.g.: Gulliver was a tiny man in __________ (a) Liliput (b) Blefuschu (c) the L Primary Year 5 SJK Scheme of Work

ASED LESSON (Unit 8) 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 56 – Gulliver’s Travels Differentiate learning ceive a random picture of the character. by according to the needs y details that they remember about the Jonathan Swift of your pupils and class. Please see the eacher discusses the main events in the Contemporary seven differentiation Children’s strategies listed in the haracters and their actions in the story. Literature introduction. Please hat they like the most and provide details Teaching also consider the akes care of Gulliver, etc.). Guidebook (BPK) following: others who choose the same characters – Graphic Novel me up with reasons why they like that Page 56 – 60 Teacher provides a list ause she loves Gulliver very much). of ideas for pupils to p with more reasons if possible (Accept choose. (Strategy 2) il with short MCQ questions where pupils ___. Land of Giants 134

SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 8) WEEK: __ LESSON: 94 (Listening 21) MAIN SKILL FOCUS: Listeni TOPIC: Going away CROSS-CURRICULAR ELEM Technology CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Listening 1.2 Listening 1. Write on board: ‘The weather forecast’. E Understand meteorologists say what they think the weat meaning in a 1.2.3 Pupils do Warm-up in Teacher’s Book p.113 variety of familiar contexts Understand with Lesson delivery support longer Complementary simple narratives on 2. Pupils look at the symbols at top of p.99. Skill a range of familiar mean? (how hot it is, how strong the wind is Listening topics 1.2 3. Draw a compass on board with north, sou Understand Complementary see these words (on a map) Tell pupils they meaning in a Skill places on a map (see p.106). Pupils look at variety of familiar Edinburgh, London, Brighton. Pupils do Acti contexts Listening Teacher’s Book p.113 Exercise 2. 4. Pre-teach coast by pointing to the coastlin 1.2.2 have a coast?. Tell pupils we say on the nor Activity 3, CD3.19. Follow instructions in Te Understand with listening, ask: Which question is about the w support specific about Saturday’s weather? (3, 5). information and details of longer 5. Ask if pupils remember the three tempera simple texts on a August. If not, play CD3.19 again. (17, 21, 2 range of familiar Pupils draw three circles and write degrees topics coast of Britain in August can be 40km per h Note pupils’ progress in listening and unders Post-lesson 6. Choose a post-lesson task from Section 3 language. Primary Year 5 SJK Scheme of Work

ing THEME: World of Knowledge MENT: Science and LANGUAGE/GRAMMAR FOCUS: Nouns: forecast, coast; Prepositional phrases: in the north/south/east/west; will + verb, wont’ + verb OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES Explain that a forecast is when English Plus 1 Differentiate learning ther will be like for the next few days. according to needs of 3. Student’s Book your pupils. Please see Activities 1–3 the seven p.99 differentiation strategies at Section 4. Ask: What do you think 26 and 18 Teacher’s Book s). Pupils do Activity 1. p.113 See Strategy 7: uth, east, west on it. Elicit where they can Feedback y learned these words when describing Note: The activity at Step 2 At Step 3: Provide map of Britain on p.99 and find develops pupils’ positive feedback to ivity 2, CD3.19. Follow instructions in skills of deduction pupils who find listening – HOTS. to texts and writing ne around map. Ask: Does Malaysia answers hard but who rth coast but in the north. Pupils do get some words in the eacher’s Book p.113 Exercise 3. Before table correct. weather now? (1). Which questions are Encourage pupils to look at details on the atures, and the very windy coast in map to help them 20 degrees, very windy on south coast.) check meaning when in centre. Explain winds on the south listening and reading. hour. They draw a wind symbol with 40. standing longer texts. 3 to review weather vocabulary and 135

WEEK: __ LESSON: 95 (Writing 18) SCHEME OF WORK: TEXTBO TOPIC: Going away MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Write on board ‘Theme Parks – more than Writing Writing Elicit what these numbers describe from pre tell them to check on p.111. 4.2 4.2.3 Lesson delivery Communicate Narrate factual 2. Pupils do Activity 4, Your Culture. Follow basic information events and Exercise 4. Divide class into three groups, A intelligibly for a experiences of has information about a different theme park range of purposes interest handout with information about one of the th in print and digital Tell pupils to use superlative adjectives to d media Complementary e.g. the fastest, highest, scariest, the most p Skill Complementary 3. Pupils write a short description of their the Skill Speaking internet. 4. Pupils do Activity 5, Use It!. One pupil fro Speaking 2.1.2 three. They share information about their the each group to tell the class about their them 2.1 Find out about and describe CCE – Patriotism – Ask pupils if they think it Communicate experiences up to parks and why e.g. for families, for people o simple information now think theme parks are good for everybody a intelligibly young people in wheelchairs. 5. Pupils in small groups do Optional Activity Teacher’s Book p.125. Groups present their Post-lesson 6. Pupils present their rides to the rest of cla about the rides. Do a class vote for the ride Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 8) g THEME: World of Knowledge MENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Superlative adjectives: e.g. scariest, fastest, most exciting, most dangerous OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES n 300, 1955. 1971, 2013, 18 million’. English Plus 1 Differentiate learning evious lesson. If pupils can’t remember, according to needs of Student’s Book your pupils. Please see Activities 4 and 5 the seven p.111 differentiation strategies at Section 4. instructions in Teacher’s Book p.125 Teacher’s Book A, B, C and explain each group finds or p.125 See Strategy 3: k. If no internet, give each pupil a Outcomes hree parks. They complete table in book. Prepare three describe the best part in the theme park handouts with key At Step 2: Encourage popular, exciting, successful. data in a fact file pupils who have been eme park using notes in the table or from about three to a theme park to write popular theme some notes about it in om each group (A, B, C) forms a group of parks in Malaysia. another table eme park orally. Choose one pupil from Fact file data: me park. 1. Name of park t’s important for countries to have theme 2. Where it is on holiday, for celebrations. Ask if they 3 Opening hours and if not, how can theme parks help 4. Visitors’ favourite part y: Speaking. Follow instructions in 5. other things to r rides in next step. do. If possible, show images of ass. Encourage pupils to ask questions theme parks from they would most like to go on. internet or in brochures. 136