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

WEEK: __ LESSON: 4 (Reading 1) SCHEME OF WORK: TEXTBOOK TOPIC: Free time MAIN SKILL FOCUS: Readin CROSS-CURRICULAR ELEM ICT CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill Reading 1. Write on board: ‘big ←→small’, ‘fast ←→ Reading 3.2.2 opposites. Elicit big, small, fast, slow. Anima Understand specific slow? (snail) Big and fast? (cheetah). Expla 3.2 information and describe things. details of two Understand a paragraphs or more Lesson delivery variety of linear 2. Pupils read adjectives in Activity 1. Ask: W and non-linear Complementary unpopular? Can they think of other adjective print and digital Skill Explain they are going to read a text with 8 a texts by using Writing (CD 1-09). With a partner, they match blue w appropriate 4.2.4 3. Pupils read text again. Ask: What’s the na reading strategies Describe people, and the third? Pupils answer questions abou places and objects Complementary using suitable CCE: ICT – Hold up a mobile phone or show Skill statements know about a mobile phone. Write on board sim card, ringtone, charger, hands free. Giv Writing parts of the phone, sim card and charger. Fi 4.2 4. Follow instructions in Optional activity: Vo read text again and write three sentences ab Communicate got ___ and using an adjective from Activity basic information intelligibly for a 5. Pupils in pairs swap sentences and find a range of purposes the same or different from their partner’s ad in print and digital media Note pupils who are slow at reading the par Post-lesson 6. Pupils in groups of three, take turns to as you got in your pocket/on your desk/under y their answer e.g. I have a small notebook in Primary Year 5 SJK Scheme of Work

K-BASED LESSON (Starter Unit) ng THEME: World of Self, Family and Friends MENT: Language and LANGUAGE/GRAMMAR FOCUS: Adjectives e.g. boring, bad, unpopular OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES →slow’ with symbol to show they’re English Plus 1 Differentiate learning als. Ask: Are any animals small and according to needs of ain these words are adjectives. They Student’s Book your pupils. Please see Activities 1 and 2 the seven Which two letters are at the start of p.8 differentiation es starting with ‘un-‘? (unhappy, unkind) strategies at Section 4. adjectives in blue. They read and listen Teacher’s Book words with their opposites in the box. p.22 Please look at Strategy ame of the first writer? And the second, 3: Outcomes. Some ut children in Activity 2. Check answers. For CCE – a pupils could write 2 w image on board. Find out words pupils handout for each sentences and some d screen, keys, answer key, end call key, pupil with an could write three ve handout to each pupil and they label image of a mobile sentences or more at ind out how often they use one. phone large Step 4. ocabulary in Teacher’s Book, p.22. Pupils enough for them bout things in their bag starting with: I’ve to label parts of it y 1. including keys and adjectives in their descriptions. Are they a sim card and djectives? charger beside it ragraphs. Consider why they were slow. sk and answer the questions: What have your bed? They include an adjective in n my pocket. 37

WEEK: __ LESSON: 5 (Writing 1) SCHEME OF WORK: TEXTBOOK TOPIC: Free time MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM Education CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Write ‘Adjectives’ in centre of a mind map Writing Writing and write around mind map. Pupils say any many opposites can they match? 4.2 4.2.4 Lesson delivery Communicate Describe people, basic information places and objects 2. Write: ‘very’, ‘really’, ‘quite’ on board. Mod intelligibly for a using suitable ‘I’m very/really interested in music’. Ask: Wh range of purposes statements quite? Pupils read p.8, Key Phrases. in print and digital media Complementary 3. Draw table on board with headings TV pr Skill Films. Elicit examples of sentences about pr Complementary Activity 3. They compare with a partner. Cho Skill Speaking 4. Pupils do Activity 4. They memorise two o Speaking 2.1.5 other. 2.1 Describe people, CCE: Financial Education – find out if pupils places and objects pairs of pupils the handout. In turn, they say Communicate using suitable Phrases. Ask if they think it’s important to ha simple information statements intelligibly 5. Pupils re-read the text on p.8, Activity 1, w find examples of: has got, have got, hasn’t g give examples and to say if they are from Pa Activity 2. 6. Read the table in p.9, Activity 3 with pupil Note how well pupils described places, peop Post-lesson 7. Pupils in small groups prepare 3–4 quest got. Choose a leader from each group to as other groups can’t repeat the same question Primary Year 5 SJK Scheme of Work

K-BASED LESSON (Starter Unit) g THEME: World of Self, Family and Friends MENT: Financial LANGUAGE/GRAMMAR FOCUS: Adjectives e.g. popular, interesting; Verb: have got OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES p. Elicit adjectives from previous lesson English Plus 1 Differentiate learning opposite adjectives they know. How according to needs of Student’s Book your pupils. Please see del sentences with words in context e.g. Activities 3 and 4 the seven hat kind of words go after very, really, p.8 differentiation Activity 3 p. 9 strategies at Section 4. rogrammes, Places, People, Games or rogrammes, places etc. Pupils do Teacher’s Book At Step 3, some pupils oose pupils to say a sentence. p.22 and 23 may not be able to of their sentences then in pairs tell each write 8 sentences so For CCE: reduce the number to s know the cost of a mobile phone. Give handout for pairs 4–6, and monitor pupils y a sentence about the phones using Key of pupils with as they write to see if ave an expensive phone. images and cost any need support. which they did in previous lesson. They of four different got and haven’t got. Choose pupils to mobile phones aul’s, Ben’s or Maria’s text or from ls then they complete it. ple and objects when writing about them. tions to ask you about things you have sk two of their questions. Pupils from n. 38

WEEK: LESSON: 6 (Writing 2) SCHEME OF WORK: TEXTBOOK __ TOPIC: Free time MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill Writing 1. Write ‘International Friends’ on board and Writing 4.2.1 previous lesson e.g. Who is the email from? Give detailed Ask: What is at the start of the email? What 4.2 information about themselves Lesson delivery Communicate basic information Complementary 2. Write a fact file on board. Pupils complete intelligibly for a Skill Name: range of purposes Reading Age: in print and digital 3.2.1 Brothers and sisters: media Understand the School: main idea of simple Into: Complementary texts of two Interested in: Skill paragraphs or more Speaks: After completion, pupils compare informatio Reading 3. Follow instructions for Teacher’s Book, p. 3.2 fact file and Key Phrases from Activity 8 to w check if email has: a start; all the information Understand a but, or); a question; an end. variety of linear and non-linear 4. Pupils swap emails with a partner and rea print and digital has features in Step 3; a smiley face if it has texts by using the email. appropriate reading strategies Note how well pupils wrote details about the Post-lesson 6. Post-lesson Task 1: Spot the Differences 5–6 mistakes. Read it aloud. Pupils put han and correct it. How many words did they spo Primary Year 5 SJK Scheme of Work

K-BASED LESSON (Starter Unit) g THEME: World of Self, Family and Friends MENT: Language LANGUAGE/GRAMMAR FOCUS: Conjunctions: and, but, or OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES d elicit information about the email from English Plus 1 ? How old is she? Where does she live? Differentiate learning Student’s Book according to needs of is at the end of the email? Activity 8 your pupils. Please see e it individually before writing email. p.11 the seven differentiation on with a partner. strategies at Section 4. .25, Exercise 8. Pupils use notes from write an email. When finished, they Teacher’s Book See Strategy 4: Time n from fact file; some conjunctions (and, p. 25 Some pupils will take Fact file on a longer to write an email worksheet with than others. Suggest key words for they write about only each pupil to write one interest. Proficient notes – see pupils can write about example at Step 2 several interests. ad them. They put a smiley face if email s Key Phrases; a smiley face if they like emselves in the fact file and in the email. s. Prepare email in Activity 5 so there are nds up hand when they hear a mistake ot and correct accurately? 39

SCHEME OF WORK: NON-TEXTBOOK-BAS WEEK: __ LESSON: 7 (Language Arts 2) MAIN SKILL FOCUS: Langua TOPIC: Cats CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Main Skill Main Skill Pre-lesson Language Arts Language Arts 1. Teacher draws outlines of pet animals 5.2 5.2.1 predict the animal groups (answer: p contents] Express personal Explain in simple Lesson delivery language why they responses to like or dislike an 2. Introduce the poem. Discuss the corres event, description or 3. Divide pupils to four big groups and eac literary texts character in a text 4. Each group has to read the stanza an Complementary Complementary to individually point to the correspond Skill Skill others: point at the gate in the book). 5. Teacher informs pupils that they have Listening Listening based on the cats’ actions. 6. Pupils pair up and think of their possible 1.2 1.2.2 7. Teacher conducts ‘Hot Seat’ activity wh Understand with choose the four cats’ actions (scratch Understand support specific scratching the bee-hive or napping on meaning in a information and like it? What do you want to do?) variety of details of longer familiar simple texts on Post-lesson contexts a range of familiar topics 8. Pupils look at the pictures on the poe them to close it. 9. Teacher gives a few statements and p show whether the statement is true or shake their head) [Post-lesson Task 8- Primary Year 5 SJK Scheme of Work

SED LESSON (Starter Unit) Content from MoE age Arts THEME: World of Stories MENT: Language / LANGUAGE/GRAMMAR FOCUS: Verbs (continuous tense) OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES (e.g. a cat, fish, dog, etc.) and lets pupils Anthology of Differentiate learning pets) [Pre-Lesson Task 8 – Predict the Poems according to the needs page15 of your pupils and class. Please see the sponding images on the page. Contemporary seven differentiation ch group is assigned to a stanza. Children’s strategies listed in the nd the other three groups’ members have Literature introduction. Please ding picture (read: scratching the gate, Teaching also consider the Guidebook (BPK) following: – Poetry Some pupils might not e to think of possible suggested actions be able to come out with their own reasons. e actions. Teacher will then have here each pair comes in front. Others can to accept phrases and hing the backdoor, scratching the gate, incomplete sentences. a chair) and ask questions (e.g. Do you (Strategy 3) em for a minute and then, teacher asks pupils have to nod or shake their head to r false (e.g The cat is eating a mouse – Test Your Memory] 40

SCHEME OF WORK: TEXTBOOK WEEK: __ LESSON: 8 (Language Awareness 1) MAIN SKILL FOCUS: Langua TOPIC: Free Time CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Language Language Awareness Awareness lessons 1. Review language from Starter unit with an lessons should be should be presented and presented and Lesson Delivery practised using a practised using a Main Skill and a Main Skill and a 2. Follow instructions in Teacher’s Book, p. Complementary Complementary four drawings and identify differences betwe Skill (Listening, Skill (Listening, 3. Pupils in pairs place 6 classroom objects Speaking, Speaking, Reading two or three objects near the front of desk; o Reading or or Writing). back of desk. Pupils stand up and take turns Writing). Teachers Teachers can use __ isn’t near us. These __s are near us. Tho can use Year 5 Year 5 Content and 4. Follow instructions in Teacher’s Book p. 2 Content and Learning Standards Learning in DSKP curriculum Note: Standards in document.  Plan further activities for this unit to dev DSKP curriculum document. pupils’ needs.  You can use information about your pup using formative assessment strategies  The information could include your obse classroom activities and their performan  Plan activities which focus on language communicative way. Post-lesson 4. Ask pupils to think about their learning an complete the self-assessment worksheet (se strategies column).* 5. Collect the worksheets from pupils and re there are any areas of concern, prepare a re Primary Year 5 SJK Scheme of Work

K-BASED LESSON (Starter Unit) age Awareness THEME: teacher to complete MENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from Starter Unit OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES n activity from list of pre-lesson tasks. English Plus 1 Differentiate learning according to the needs of 23, Exercises 1 and 2. Pupils look at the Student’s Book your pupils and class. een the use of this, that, these, those. Activities 1, 2, 4, 5 Please see the seven on a desk. One object on its own and p.9 differentiation strategies one object and two or three objects at the listed in the introduction. s to say either: This __ is near us. That Teacher’s Book Please also consider the ose __s aren’t near us. p.23 following: 23, Exercises 4 and 5. Use self- *Pupils will need support velop language skills according to your assessment understanding and worksheet below completing the self- pils’ performance which you collected assessment worksheet, while teaching this unit. especially at the ervation of pupils interacting in beginning of the year. nce in written activities. Pupils can complete it in e practice in a meaningful, fun and their own language if necessary. nd performance in this unit. They then ee below and see note in differentiation eview them to note pupils’ responses. If eview of these in upcoming lessons. 41

How did I do in the Starter unit? Put ✔ next to Great, OK, or A little. In English, I know how to… ������ …talk about my free time Great ____ OK ____ …use adjectives and some adverbs to Great ____ OK ____ describe objects …ask and answer questions about Great ____ OK ____ myself and other people …write and email about myself Great ____ OK ____  I’m proud of myself because I can ____________________  In the next unit, I will _______________________________ Primary Year 5 SJK Scheme of Work

��� A little____ A little____ A little____ A little____ _________________ very well. ______ better/more. 42

WEEK: __ Unit 1 SCHEME OF WORK: TEXTBO LESSON: 9 (Listening 2) MAIN SKILL FOCUS: Listeni TOPIC: Towns and cities CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Write on board: ‘Town’, ‘City’. Elicit which Listening Listening in Malaysia. Ask: Do you live in a town or a the countryside. Pupils say if there is some 1.2 1.2.1 live. Understand Understand with Lesson delivery meaning in a support the main variety of familiar idea of longer 2. Pupils look at photos and drawings of fam contexts simple texts on a the Student’s Book. Find out if pupils have b range of familiar places in the Guide. Complementary topics Skill 3. Read the 14 sentences aloud and say ‘m Complementary aloud the vocabulary in the box on Activity 1 Writing Skill meaning of vocabulary pupils don’t know. In Check answers. 4.2 Writing 4. Pupils do Activity 2, CD-1.14. Check answ Communicate 4.2.4 many places do the people say? (10) basic information intelligibly for a Describe people, 5. Pupils read sentence starters in Activity 3 range of purposes places and objects answers e.g. In sentence 2, does the person in print and digital using suitable adjective in sentence 3? Pupils listen to CD- media statements 6. Follow instructions for Activity 4, Teacher Note pupils who have difficulty listening for t Post-lesson 7. Do Post-lesson Task 6: Make a Word Lad vocabulary. Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 1) ing THEME: World of Knowledge MENT: Language LANGUAGE/GRAMMAR FOCUS: there’s, there are; a, an; some, any OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES h is bigger and names of towns and cities English Plus 1 Differentiate learning city? If neither, ask where e.g. a village, according to needs of ething famous in the place where they Student’s Book your pupils. Please see Activities 1, 2, 3, 4 the seven mous places in London Guide p.12–13 of p.12 and 13 differentiation been to London and if they went to any strategies at Section 4. Teacher’s Book mmm’ for gap in each sentence. Read p.26 See Strategy 7: 1. Pupils repeat each word. Check Teachers read the Feedback n pairs, they do Activity 1, CD-1.13. following sections: - Vocabulary At Steps 3, 4 and 5 wers then play CD track again. Ask: How - Aim provide positive - Background feedback about pupils’ 3. Give pupils clues to help them listen for listening skills, n live in a town or a city? What’s the Exercise 4 especially to learners -1.14 again and complete the sentences. p.27 who find listening for r’s Book, Exercise 4, p.27. topic vocabulary in the main idea in longer texts longer texts difficult. dder, to review and consolidate topic 43

WEEK: __ LESSON: 10 (Speaking 2) SCHEME OF WORK: TEXTBO TOPIC: Towns and cities MAIN SKILL FOCUS: Speaki CROSS-CURRICULAR ELEM Patriotism CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Pupils in groups brainstorm words in a mi Speaking Speaking from each group says two words from mind pupils with spelling of e.g. square, restauran 2.1 2.1.5 Lesson delivery Communicate Describe people, simple information places and objects 2. Write on board as a model: ‘There’s a…’, intelligibly using suitable some…’, ‘There aren’t any…’. Elicit sentenc statements There’s a river. There isn’t a space station. T any Malaysian markets. Complementary Complementary Skill Skill 3. Pupils do p.13, Activity 5. Pupils compare the same or different? Choose pupils to read Writing Writing 4. Pupils read Key Phrases. Choose two pu 4.2 4.2.1 Activity 6 (Use It!) and tell their partner the s to produce 5 sentences each (fast finishers Communicate Give detailed sentence aloud. basic information information about intelligibly for a themselves 5. Pupils in small groups agree on 2 or 3 go range of purposes agree on something that’s not good. Draw a in print and digital things as a heading on left; not good things media gives an example of each. Note pupils who describe places well orally Post-lesson 6. Pupils in same small groups agree on one about where they live and write it clearly. Di Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 1) king THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: there’s, there are; a, an; some any OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ind map about towns and cities. A pupil English Plus 1 Differentiate learning map and writes words on board. Help according to needs of nt, theatre, building. Student’s Book your pupils. Please see Activities 5 and 6 the seven p.13 differentiation strategies at Section 4. , ‘There isn’t a/an …’, ‘There are Teacher’s Book ce endings about places in London e.g. p.27 See Strategy 3: There are some theatres. There aren’t Outcomes At Step 1: e with a partner. Ask: Are your sentences For each group, At Step 3, differentiate d a sentence to whole class. A4 paper with a outcome by challenging upils to read speech bubbles. They do mind map. In more proficient pupils sentences they think of. They should try centre, a box in to write two additional could do more). Choose pupils to read a with Towns and sentences and expect Cities written in it less confident pupils to ood things about where they live, then and lines from the complete three or four. a line down centre of board. Write good box. on right. One pupil from each group At Step 6: Paper for each and those who need support to do this. group to write one sentence for a e sentence from Step 5 with a good thing wall display isplay sentences on wall. 44

WEEK: __ LESSON: 11 (Writing 3) SCHEME OF WORK: TEXTBO TOPIC: Towns and cities MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Pupils in pairs say things they remember do on it. Write words they mention on board Writing Writing Lesson delivery 2. Pupils do p.15, Activity 1. Follow instructio 4.2 4.2.4 3. Say: You’re going to be creative again. P holiday park. Allow at least 30 seconds for t Communicate Describe people, activities/a climbing wall/shops/restaurants? basic information places and objects 4. Pupils do Activity 6 (Use It!) in small grou intelligibly for a using suitable Book, p.29, Exercise 6. range of purposes statements 5. Elicit and write on board some: adjectives in print and digital ‘really’, ‘quite’); conjunctions (‘and’, ‘but’). ‘T media Complementary aren’t any…’ Pupils do Finished! using some Skill Complementary 6. Pupils exchange texts with a partner. The Skill Speaking in the park; adjectives; use of very, really or smiley face if they like the holiday park. Speaking 2.2.1 Note how well pupils can describe a holiday Post-lesson 2.2 Keep interaction 7. To review topic vocabulary, do Post-lesso going in short Use appropriate exchanges by communication asking suitable strategies questions Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 1) g THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense ‘to be’ interrogatives Is there…? Are there…? How many…? OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES on the cruise ship and what people can d. How many things did they remember? English Plus 1 Differentiate learning according to needs of ons in Teacher’s Book, p.29, Exercise 1. Student’s Book your pupils. Please see Pupils close their eyes and imagine a Activities 1, 5 and the seven this. Ask: Does the park have sports 6 differentiation ? Pupils do Activity 5. p.15 strategies at Section 4. ups. Follow instructions in Teacher’s Teacher’s Book See Strategy 7: p.29 Feedback s (‘popular’, ‘new’, ‘nice’); adverbs (‘very’, At Steps 3 and 5, There is/isn’t…’; ‘There are some/There monitor pupils as they write and provide e words on board. positive feedback to those who have ey draw a smiley face for: good things difficulty writing r quite; conjunctions. They draw a big sentences to describe a holiday park. Focus on y park with suitable statements. use of vocabulary, spelling of words on Task 4: Correct the Mistake. presented in book and praise pupils for writing e.g. 3, 4 or 5 sentences well. 45

WEEK: __ LESSON: 12 (Listening 3) SCHEME OF WORK: TEXTBO TOPIC: Towns and cities MAIN SKILL FOCUS: Listeni CROSS-CURRICULAR ELEM Values CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. On board, stick or project two photos of a Listening Listening Pupils point to the old place. Explain we say new place is modern. Old and modern are o 1.2 1.2.2 top of p.16 in pairs. Understand Understand with Lesson delivery meaning in a support specific variety of familiar information and 2. Pupils do Activity 1 (CD 1.16). After listen contexts details of longer then say them slowly and then quickly. Ask: simple texts on a Complementary range of familiar 3. Pupils do Activity 2. They choose four adj Skill topics Choose pupils to read their sentence aloud how many pupils wrote each adjective corre Writing Complementary easy to spell? Which are difficult? Skill 4.3 CCE: Values – ask pupils why it’s important Writing Communicate 4. Write on board: ‘What do the people talk with appropriate 4.3.2 Activity 3 with 1–4 beside them. Pupils do A language form Teacher’s Book, p.30, Exercise 3. Pause aft and style for a Spell a range of question on board. Give an example with a range of purposes high frequency about…’ in print and digital words accurately in media independent writing 5. Pupils do Activity 4. Tell pupils to listen fo and the adjective at end. They listen to CD1 partner. Check answers. Note pupils who find listening for specific inf Post-lesson 6. To reflect on learning, do Post-lesson Tas Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 1) ing THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Adjectives: dirty/ clean, quiet/noisy, friendly/unfriendly, safe/dangerous, old/modern OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES an old and a modern building in Malaysia. English Plus 1 Differentiate learning y a building or place is old, but we say a according to needs of opposites. Pupils do Think! question at Student’s Book your pupils. Please see Activities 1–4 the seven ning, pupils repeat adjectives together p.16 differentiation : Which adjectives are easy to say? strategies at Section 4. jectives and write a sentence with each. Teacher’s Book and to spell the adjective in it. Find out p.30 See Strategy 5: ectly with a show of hands. Which are Learning preferences At Step 1: and needs t that places are safe, clean and friendly. A photo or a about?’ and names from photos in digital image of an At Step 5, encourage Activity 3 (CD1.17). Follow instructions in old and a modern pupils who find listening ter each dialogue. Pupils answer building in to details in longer texts sentence starter e.g. ‘Emma talks Malaysia difficult to listen to all four interviews but to answer only questions 1–3 in Activity 4. or the name at the start of each sentence 1.17. Pupils compare answers with a formation difficult in longer texts. sk 10: What About You? 46

WEEK: __ LESSON: 13 (Speaking 3) SCHEME OF WORK: TEXTBO TOPIC: Towns and cities MAIN SKILL FOCUS: Speaki CROSS-CURRICULAR ELEM Values CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Write on board: Adjectives. Pupils brainst Speaking Speaking Follow instructions for Warm-up in Teacher’ 2.1 2.1.2 Lesson delivery Communicate Find out about and 2. Pupils do p.17 Activity 1. Check answers. simple information describe board from Step 1. Choose pupils to say com intelligibly experiences up to to write them on board. Ask: Is the spelling o now Complementary 3. Pupils do Activity 4. Explain the activity is Skill Complementary adjectives. Play CD1.18. Repeat track and p Skill and some words individually. Ask: What oth Listening 4. Activity 5 Use It!: Check meaning of ‘opin Listening capital of Malaysia. I think Kuala Lumpur is 1.1 true? Which sentence is what somebody thi 1.1.1 two pupils to model the dialogue in speech b Recognise and reproduce target Recognise and CCE: Values – This activity raises pupil’s aw language sounds reproduce with little opinions and facts. or no support a wide range of target 5. Pupils do Activity 5 with a partner. They c language practise comparing their opinions about them phonemes time, pupils swap partners and repeat. Choo to the class. Post-lesson 6. Write puzzle sentence p.17 ‘Finished?’ on than a plane. Pupils in small groups think of comparisons for another group to guess. Su topics e.g. two animals, countries, musical in Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 1) king THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Comparative adjectives: quieter, friendlier, more expensive, better, worse, further OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES torm 6–10 adjectives and write on board. English Plus 1 Differentiate learning ’s Book p.31. Student’s Book according to needs of Activities 1, 4, 5 your pupils. Please see . Pupils look at adjectives written on p.17 the seven mparative forms. Choose different pupils differentiation of ___ correct? Teacher’s Book strategies at Section 4. s about pronunciation of -er at end of p.31 pause for pupils to say words chorally See Strategy 3: her word has a short sound? (than) Outcomes nion’ with examples: Kuala Lumpur is the very interesting. Ask: Which sentence is At Step 5 more inks? Pupils read Key Phrases. Choose proficient pupils choose bubbles. six things to give an wareness of the difference between opinion about; less confident pupils choose two. choose 3 or 4 things from the box and m using adjectives and Key Phrases. If ose several pairs to say their dialogues n board: it’s faster than a car but slower f a puzzle sentence with two uggest they compare words from familiar nstruments. 47

WEEK: __ LESSON: 14 (Reading 2) SCHEME OF WORK: TEXTBO TOPIC: Towns and cities MAIN SKILL FOCUS: Readin CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill Reading 1. Write on board ‘Edinburgh’ and eight wor Reading words they know (‘zoo’, ‘beach’, ‘old part’, ‘s 3.2.2 of a business, an office, a factory and Kellie 3.2 Ask: Can you see these places where you li Understand specific Understand a information and Lesson delivery variety of linear details of two and non-linear paragraphs or more 2. Pupils do Activity 1. They read the text an print and digital them down. Check answers. Ask: Which two texts by using Complementary factories). What other places are in the text? appropriate Skill reading strategies Writing 3. Explain there are words and phrases we Activity 2. They compare with a partner. Che Complementary 4.3.2 Skill 4. Write adverbs, adjectives and nouns on b Spell a range of friendly children.. Pupils do Activity 3. Follow Writing high frequency Teacher’s Book. In pairs they write a phrase words accurately in Choose pupils to read phrases to class. 4.3 independent writing 5. Do the first sentence in Activity 4 with pup Communicate words in sentences 2–5. with appropriate language form 6. CCE: Creativity and Innovation– Pupils th and style for a adjective for a partner to put in sentence ord range of purposes words then the sentence with words in corre in print and digital solving skills. media Note how quickly pupils find specific informa Post-lesson 7. Follow instructions for Optional activity: W Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 1) ng THEME: World of Knowledge MENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: population, business, monument, castle, zoo; Adverbs: quite, really, very OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES rds in Think! at top of p.19. Pupils say shops’). Show photos or project images English Plus 1 Differentiate learning e’s castle in Malaysia. Say what they are. according to needs of ive? Student’s Book your pupils. Please see Activities 1–4 the seven nd find words from Step 1 in it then write p.19 differentiation o words are not in the text? (offices and strategies at Section 4. ? (cinemas, the sea) Teacher’s Book use to describe a town or city. Pupils do p.33 See Strategy 4: Time eck answers. board e.g. ‘really fantastic school., .very At Step 1: Photos At Step 6 some pupils w instructions for Exercise 3 on p.33 in or images of a will take longer to order e with really/very/quite + adj. + noun. business, an the words in sentences. office, a factory For pairs of fast pils as an example. Pupils order the and the castle in finishers, challenge Malaysia them to write more than one sentence for their partner to order. hen write jumbled words including an der. Choose pupils to read the jumbled ect order. This activity develops problem- ation in the text. Writing in Teacher’s Book p.33. 48

SCHEME OF WORK: NON-TEXTBOOK-BA WEEK: __ LESSON: 15 (Language Arts 3) MAIN SKILL FOCUS: Langua TOPIC: Serenade 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 to verify whether the letter is prese 5.2 5.2.1 instruments e.g. guitar, piano, drum, teacher] Express personal Explain in simple language why they Lesson delivery responses to like or dislike an event, description or 2. Have pupils to read through the poe literary texts character in a text sound of …?” (e.g … fiddle – tra-la-la, d Complementary Complementary 3. Divide the class into three big groups. Skill Skill 4. Teacher asks two groups to read a sta Reading Reading provide the sound effects (e.g. play a d Note: Teacher swaps the roles so tha 3.3 3.3.1 read and make the sound effects. 5. Teacher asks pupils the instruments th Read Read and enjoy A1 poem (drum, fiddle & bubble gum) and independently for fiction/non-fiction 6. Pupils ask their friends’ choice of instru information and print and digital 7. Pupils make a simple note on their frien enjoyment texts of interest Post-lesson 8. Pupils form two lines facing each othe notes. Note: Remind pupils to bring materials for the next Language Arts lesson (Less Primary Year 5 SJK Scheme of Work

ASED LESSON (Unit 1) Content from MoE age Arts THEME: World of Stories MENT: Language / LANGUAGE/GRAMMAR FOCUS: Vocabulary (musical instruments) OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ess the words by giving letters for teacher Anthology of Differentiate learning ent in the word (focus word: musical Poems according to the needs , etc.) [Pre-Lesson Task 7 – Beat the page17 of your pupils and class. Please see the em and ask them “What is the possible Contemporary seven differentiation drum – boom, boom, etc.) Children’s strategies listed in the Literature introduction. Please Teaching also consider the Guidebook (BPK) following: – Poetry Some pupils might be anza of the poem and the other group will able to ask a single drum – drum a table) friend while others can at every group is given an opportunity to ask more. Teacher will accept the note made. hat produce sound that they notice in the say which instrument they like/dislike. (Strategy 3) ument and their simple reasons. nds’ instrument choice and their reasons. er and share their findings based on their s to make their own musical instruments son 33) 49

SCHEME OF WORK: TEXTBO LESSON: 16 (Listening 4) MAIN SKILL FOCUS: Listeni WEEK: __ TOPIC: Options: Extra Listening and Speaking CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill Listening 1. Follow instructions in Warm-up, Teacher’ Listening 1.2.5 Lesson delivery 1.2 Understand a 2. Pupils do p.92 Activity 1 CD3.02. They re Understand sequence of crossed out in the answers. Explain the ans meaning in a supported questions dialogue between a man and a girl then writ variety of familiar partner. Check answers. contexts Complementary Skill 3. Pupils look at Key Phrases in Activity 2. E Complementary Writing boys, Luke and Tobias, then tick the questio Skill Pupils compare answers with a different par 4.3.2 and very friendly? (Tobias) What do you thin Writing negative? Who thinks their sister is really an Spell a range of 4.3 high frequency 4. Pupils do Activity 3. They listen to the con words accurately in Tobias in the second column in the table. Pl Communicate independent writing with appropriate 5. Follow instructions for Optional activity: L language form and style for a Note how well pupils listen to and understan range of purposes they write key words in the table. in print and digital media Post-lesson 6. Pupils in pairs ask and answer questions When pupils describe their town or city (Key brother (Key Phrase 7), tell them to use quit Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 1) ing THEME: World of Self, Family and Friends MENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple tense interrogatives, e.g. When’s your birthday?; Adverbs: quite, really, very OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ’s Book p.106 English Plus 1 Differentiate learning according to needs of ead the questions and look at words Student’s Book your pupils. Please see swers are wrong. Pupils listen to the Activities 1–3 the seven te correct answers. Compare with a p.92 differentiation strategies at Section 4. Explain they’re going to listen to two Teacher’s Book ons Luke asks Tobias. Play CD3.03. p.106 See Strategy 4: Time rtner. Ask: Who thinks his city is quite big nk annoying means? Is it positive or Warm-up At Step 4 some pupils nnoying? (Luke) may need to listen to nversation again and write words about Optional activity: the CD a third time to lay CD 3.03. Check answers. Listening enable them to write Listening in Teacher’s Book p.106. answers in the table. A nd questions in CD and how accurately few may need you to pause the CD. from Key Phrases about each other. y Phrase 6) and then their sister or te, really or very before adjectives. 50

WEEK: __ LESSON: 17 (Reading 3) SCHEME OF WORK: TEXTBO TOPIC: Towns and cities MAIN SKILL FOCUS: Readin CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Follow instructions for Warm-up in Teach Reading Reading Edinburgh, Cardiff and Belfast are the capita Ask: What is the capital city of Malaysia? 3.2 3.2.4 Lesson delivery Understand a Use with support 2. Pupils do Activity 1. After reading, ask: W variety of linear familiar print and and non-linear digital resources to 3. Pre-teach ‘football fan’ and find out who a print and digital check meaning compass on board with north, south, east, w texts by using west, north east and south east are on the c appropriate Where is London on the map? (S.E England reading strategies etc. Complementary Complementary 4. Pupils do Activity 2, CD3.27. Pupils write Skill Skill Check answers. Writing Writing 5. In pairs, pupils write down three things To (it’s really friendly; a lot of interesting things 4.2 4.2.4 fantastic place, people in Liverpool are frien Communicate Describe people, Note how well pupils find information from th basic information places and objects a map. intelligibly for a using suitable range of purposes statements Post-lesson in print and digital media 6. Pupils look at map of Malaysia. In small g cities are e.g. Pekan is in the east of Malays Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 1) ng THEME: World of Knowledge MENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Adjectives: friendly, interesting, favourite, old, fantastic, different, exciting OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES her’s Book p.120. Tell pupils that London, English Plus 1 Differentiate learning al cities of the four countries in the UK. according to needs of Student’s Book your pupils. Please see Which city isn’t a capital? (Liverpool) Activities 1 and 2 the seven are fans of a football team. Draw a p.106 differentiation west on it. Elicit where north west, south strategies at Section 4. compass. Pupils look at map. Ask: Teacher’s Book d) Where is Cardiff? (South of Wales) p.120 See Strategy 4: Time answers and compare with a partner. At Step 3 take in a At Step 2 give some compass to show pupils more time to oby likes about Liverpool from the text. pupils or show read the text. Fast to see and do here; Anfield stadium is a one from a digital finishers can look at the ndlier) image photo below the text he text and describe where places are on and work out which city At Step 6: A map it shows. groups they describe where four main of Malaysia to put sia. Georgetown is in the north west. on board or show a digital map of the peninsula with main cities 51

WEEK: __ LESSON: 18 (Writing 4) SCHEME OF WORK: TEXTBO TOPIC: Towns and cities MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM Creativity and Innovation CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. See Section 3 Pre-lesson Task 5: Sit Dow Writing Writing from text on p.106 to write true/false senten 4.2 4.2.5 Lesson delivery 2. Pupils do Activity 3, Your Culture. Put ma Communicate Connect sentences map. Follow instructions for Exercise 3 in Te basic information into one or two river in place where they live, ask: What’s th intelligibly for a coherent 3. Pupils do Activity 4, Use it!, In pairs, they range of purposes paragraphs using describe. Write on board Key Phrases to de in print and digital basic coordinating them and the first paragraph in text in Activi media conjunctions and paragraph to help them write a description. reference pronouns 4. Hand out a list of criteria to each pair. Pup Complementary Complementary put a tick in the box if they have the words a Skill Skill A. places  B. adjectives  C. There’s a/T Speaking Speaking E. conjunctions (and, but, or)  Our favou 2.1 2.1.5 5. Pupils read descriptions aloud and find ou Malaysian city to describe. Communicate Describe people, simple information places and objects Note pupils who use the language support t intelligibly using suitable descriptions have all the criteria in Step 4. statements Post-lesson 6. To review language, do Post-lesson Task Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 1) g THEME: World of Knowledge MENT: Patriotism an: LANGUAGE/GRAMMAR FOCUS: Adjectives: friendly, interesting, favourite, old, fantastic, different, exciting OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES wn, Stand Up. Choose 5–6 sentences nces. English Plus 1 Differentiate learning according to needs of ap of Malaysia on board or show digital Student’s Book your pupils. Please see eacher’s Book, p.120. If there’s not a Activities 3 and 4 the seven he name of a river in Malaysia? p.106 differentiation choose a city on the map of Malaysia to strategies at Section 4. escribe a city from Activity 2. Pupils read Teacher’s Book ity 1 again. They use the phrases and p.120 See Strategy 2: Type and amount of support pils read their description again. They At Step 2: A map and phrases in their description. of Malaysia to put At Step 3, some pupils There are  D. It’s in the…  on board or show may need the key urite place is… a digital map of phrases written on ut if any other pairs chose the same the peninsula with paper to have beside main cities them rather than to write the description and those whose looking at them on the At Step 4: A list of board. criteria with tick boxes for pupils to tick after they write their description k 4: Correct the Mistake. 52

SCHEME OF WORK: TEXTBO WEEK: __ LESSON: 19 (Language Awareness 2) MAIN SKILL FOCUS: Langua TOPIC: Towns and cities CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Language Language Awareness Awareness lessons 1. Review language from Unit 1 with an acti lessons should be should be presented and presented and Lesson delivery practised using a practised using a Main Skill and a Main Skill and a 2. Pupils do p.20, Activity 3. They compare Complementary Complementary Skill (Listening, Skill (Listening, 3. Pupils in pairs do Activity 4. Explain they Speaking, Speaking, Reading questions about Max’s city in Activity 3 then Reading or or Writing). answer the questions orally. Writing). Teachers Teachers can use can use Year 5 Year 5 Content and 4. Pupils do p.21, Activity 5. In groups of fou Content and Learning Standards Exercise 5 in Teacher’s Book p.35. Learning in DSKP curriculum Standards in document. Note: DSKP curriculum  Plan further activities for this unit to dev document. pupils’ needs.  You can use information about your pup using formative assessment strategies  The information could include your obse classroom activities and their performan  Plan activities which focus on language communicative way. Post-lesson 5. *Pupils think about their learning and perf self-assessment worksheet. 6. Collect worksheets from pupils and review are any areas of concern, prepare a review Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 1) age Awareness THEME: teacher to complete MENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language from Unit 1 OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES ivity from list of pre-lesson tasks. English Plus 1 Differentiate learning according to the needs phrases with a partner. Check answers. Student’s Book of your pupils and use the sentence starters to write Activities 3 and 4 class. Please see the n write the answers. Pairs ask and p.20 seven differentiation Activity 5 strategies listed in the p.21 introduction. Please also consider the Teacher’s Book following: ur, they play bingo. Follow instructions for p.34 and 35 *Pupils will need velop language skills according to your support understanding and completing the pils’ performance which you collected self-assessment while teaching this unit. worksheet, especially ervation of pupils interacting in at the beginning of the nce in written activities. year. Pupils can e practice in a meaningful, fun and complete it in their own language if necessary. formance in this unit. They complete a w them to note pupils’ responses. If there of these in future lessons. 53

How did I do in Unit 1? Put ✔ next to Great, OK, or A little. In English, I know how to… ������ …talk about places in towns and cities Great ____ OK ____ …use adjectives, prepositions and Great ____ OK ____ adverbs to describe places …ask and answer questions about Great ____ OK ____ places in towns and cities …plan and write a description of a Great ____ OK ____ place  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. 54

WEEK: __ Unit 2 SCHEME OF WORK: TEXTBO LESSON: 20 (Listening 5) MAIN SKILL FOCUS: Listeni TOPIC: Days CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Elicit days of week and choose pupils to w Listening Listening day with a show of hands. Write numbers on is the favourite of most pupils? Why? 1.1 1.2.1 Lesson delivery Understand Understand with meaning in a support the main 2. Write ‘Daily Routines’ on board. Pupils do variety of familiar idea of longer handout to each pupil. They look at the five texts simple texts on a Days and Nights Quiz. Explain words in blue range of familiar columns 1–5 in table. Pupils compare with a Complementary topics check answers. Explain that we will come ba Skill lesson. Complementary Writing Skill 3. Pupils listen to Activity 3 (CD1.22). Follow Book p.36. 4.3 Writing 4 Draw a horizontal line on board. Write ‘nev Communicate 4.3.2 Pupils read adverbs in box in Activity 4. Exp with appropriate and give a personal example e.g. I normally language form Spell a range of to write the other four adverbs on board. and style for a high-frequency range of purposes words accurately in 5. Pupils listen to CD1.22 again and comple in print and digital independent writing media Note pupils who have difficulty listening to a dialogues. Note also pupils who spell words Post-lesson 6. Choose a Post-lesson Task from Section Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 2) ing THEME: World of Self, Family and Friends MENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency: always, usually, normally, often, sometimes, never OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES write on board. Find out pupils’ favourite English Plus 1 Differentiate learning n board below each day. Ask: Which day according to needs of Student’s Book your pupils. Please see Activities 1, 3, 4 the seven p.22 differentiation strategies at Section 4. o p.22, Activity 1 (CD 1.21). Give Teacher’s Book table headings and read words in blue in p.36 See Strategy 2: Type e are daily routines. They write them in and amount of support a partner. They listen to CD1.21 and For Step 2: At Step 3: For pupils ack to the Days and Nights Quiz next Handout for each who find listening pupil with the difficult, pause after w instructions for Exercise 3 in Teacher’s table enlarged so each speaker to check that pupils can answers ver’ on left of line, ‘always’ on right. write the routines plain ‘normally’ means most of the time in each column y have breakfast at 7.30am. Elicit where ete sentences with an adverb. and understanding more than one or two s incorrectly in table and in sentences. n 3 to review frequency adverbs. 55

WEEK: __ LESSON: 21 (Speaking 4) SCHEME OF WORK: TEXTBO TOPIC: Days MAIN SKILL FOCUS: Speaki CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Write on board: ‘Daily Routines’, ‘morning Speaking Speaking Pupils brainstorm blue words in quiz they re 2.2 2.2.1 Lesson delivery Use appropriate Keep interaction 2. Pupils do Activity 2. Teacher reads Key P communication going in short pupils use the phrases to compare true/false strategies exchanges by and Nights text. asking suitable Complementary questions 3. Hand out a True and a False card to each Skill whole class. After each fact, pairs hold up a Complementary the answer (see Teacher’s Book p.36). At e Reading Skill 4. Pupils choose 3 quiz facts they think are 3.2 Reading ideas using Key Phrases: What do you think board. Ask: Which facts are surprising? Pup Understand a 3.2.3 Record numbers on board. Which three num variety of linear and non-linear Guess the meaning 5. Write on board: ‘Between 7.30 and 8.30 i print and digital of unfamiliar words in the evening’. Teacher models language: e texts by using from clues provided and go to school between 7.30 and 8.30 in t appropriate by title, topic and guess what their partner does. How many g reading strategies other known words Note how well pupils used Key Phrases to in answers. Note pupils who needed support to Post-lesson 6. Do Post-lesson Task 1: Spot the Differen Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 2) king THEME: World of Self, Family and Friends MENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency: usually; Verbs: brush, study, watch, help, relax, chat online OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES g’, ‘afternoon’, ‘evening’ and ‘night’. English Plus 1 Differentiate learning emember from previous lesson. according to needs of Student’s Book your pupils. Please see Phrases aloud and pupils repeat. In pairs, Activity 2 the seven e answers to the 12 statements in Days p.22 differentiation strategies at Section 4. h pair. Read the 12 quiz facts aloud to Teacher’s Book a True or a False card, and teacher gives p.36 See Strategy 4: Time. end, check how many each pair got right. surprising. In small groups, compare Optional activity: At Steps 2 and 4: k? What about you? Write 1–12 on Vocabulary Pupils who are slow to pils put up hands for each number. interact with a partner mbers have most votes? At Step 3: Two can compare answers in the morning’; ‘Between 7.30 and 8.30 pieces of paper to 6–8 quiz facts rather e.g. I think you get up, have breakfast for each pair to than 12 the morning. In pairs, they take turns to write on them guesses are correct? TRUE and FALSE nteract with each other when comparing o understand unfamiliar words. nces. Change 5–6 words in the quiz. 56

WEEK: __ LESSON: 22 (Reading 4) SCHEME OF WORK: TEXTBO TOPIC: Days MAIN SKILL FOCUS: Readin CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Choose a pre-lesson task from Section 3 Reading Reading Lesson delivery 3.3 3.3.1 2. Copy on board the chart with adverbs (ne Read Read and enjoy A2 p.23, Activity 5. Pupils look again at adverbs independently for fiction/non-fiction adverbs to write in numbers 1 - 4 in chart. A information and print and digital chart? (The meaning is similar) Elicit percen enjoyment texts of interest often, usually e.g. 25%, 60%, 75%. 3. Model sentences with verb to be and an a Complementary Complementary e.g. I’m always / usually at school before 8a car. Pupils read Rules about place of adverb Skill Skill 4. Pupils read My daily routine on p.23. In p Writing Writing that is true for them. Find out if any pupils ha Activity 6. Follow instructions for Exercise 6 4.3 4.3.2 compare adverbs they wrote with a partner. read a sentence aloud. Communicate Spell a range of with appropriate high-frequency 5. Pupils in pairs choose five facts each from language form words accurately in to say a sentence about themselves with the and style for a independent writing adverb e.g. I never help with the housework range of purposes read sentence aloud. in print and digital media Post-lesson 6. Follow instructions for Optional activity: L Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 2) ng THEME: World of Self, Family and Friends MENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency: always, usually, normally, often, sometimes, never OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES to review language of daily routines. English Plus 1 Differentiate learning ever, usually) and numbers (1 - 4) from according to needs of s in box on p.22, Activity 4. They tell you Student’s Book your pupils. Please see Ask: Why is normally above usually in the Activity 4 the seven ntages to put in chart for sometimes, p.22 differentiation Activities 5 and 6 strategies at Section 4. adverb; with another verb and adverb p.23 am. I sometimes / never go to school by See Strategy 1: Task bs and choose answers. Teacher’s Book pairs, they take turns to say a sentence p.37 At Step 4: Pupils who ave no true sentences. Pupils then do are slow at reading, Optional activity: can read and rewrite 6– on p.37 in Teacher’s Book. Pupils Language point 7 sentences with . Are any the same? Choose pupils to adverbs rather than 9 m Days and Nights Quiz. They take turns e verb or phrase in blue and a frequency k. Choose different pupils from Step 4 to Language point in Teacher’s Book, p.37. 57

SCHEME OF WORK: NON-TEXTBOOK-BA WEEK: __ LESSON: 23 (Language Arts 4) MAIN SKILL FOCUS: Langua TOPIC: Watching a Bumble Bee 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 (anim [Pre-Lesson Task 1 – ABCs] Express personal Explain in simple Lesson delivery language why they responses to like or dislike an 2. Pupils read the poem silently and te event, description or (Q&A). literary texts character in a text 3. Teacher distributes True or False sente Complementary Complementary stick the statement at the provided Tru Skill Skill blue tack. Reading Reading 4. Pupils walk around the class to ch corrections if there is a mistake in the a 3.2 3.2.2 5. Pupils make a mind-map about themse Understand a Understand specific sentence strip used before and provide variety of linear information and and non-linear details of two 6. Upon completion, pupils exchange thei print and digital paragraphs or more by giving some good remarks. texts by using appropriate Post-lesson reading strategies 7. Pupils put their hands up each time poem (e.g. out in the sea – hands up poem). [Post-lesson Task 1: Spot the d Primary Year 5 SJK Scheme of Work

ASED LESSON (Unit 2) Content from MoE age Arts THEME: World of Stories MENT: Language / LANGUAGE/GRAMMAR FOCUS: True/false sentences OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES have to come up with a word that starts Anthology of Differentiate learning mals/insects e.g. g – giraffe, …, b - bee) Poems according to the needs Page 21 of your pupils and eacher assists in pupils’ understanding class. Please see the Contemporary seven differentiation ence strips to each pupil and ask them to Children’s strategies listed in the ue or False sections in the class using a Literature introduction. Please Teaching also consider the heck each other’s answers and make Guidebook (BPK) following: answer. – Poetry elves and the bumble bees based on the Activity 1 Some pupils might be e simple reasons Page 73 able to ask a single ir mind maps and rate each other’s works friend while others can Bumble ask more. Teacher will bees and accept the note made. me (Strategy 3) they hear something different from the statement p as the statement is different from the why? differences] 58

WEEK: __ LESSON: 24 (Listening 6) SCHEME OF WORK: TEXTBO TOPIC: Days MAIN SKILL FOCUS: Listeni CROSS-CURRICULAR ELEM Values CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Write ‘family’ on board. Pupils brainstorm Listening Listening and 4). Write words on board as pupils say 1.2 1.2.4 Lesson delivery 2. Pupils answer Think! question top of p.24 Understand Understand a instructions: Look at the family photo. Read meaning in a sequence of Choose one title and write it down. Compare variety of familiar supported contexts classroom 3. Find out which text title pupils chose with instructions text for the general meaning (CD1.23). Ask: Complementary Skill Complementary 4. Pupils do Activity 2. They listen and read Skill information. Check answers. Reading Reading CCE: Values – ask pupils why they think fam 3.2 3.2.3 5. Pupils do Activity 3. Check they understa Understand a Draw a Venn diagram with two circles on bo variety of linear Guess the meaning groups: male or female. Choose pupils to sa and non-linear of unfamiliar words What two family words go between the two print and digital from clues provided names for male and female family members texts by using by title, topic and appropriate other known words Note pupils who find it hard to follow more th reading strategies Post-lesson 6. Optional activity: Reading, p.38, Teacher’ Pupils listen to questions and in pairs agree on board. Pupils then quickly read text to ch Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 2) ing THEME: World of Self, Family and Friends MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense affirmative and negative (to state facts and routines) OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES m vocabulary for family members (from Y3 English Plus 1 Differentiate learning them. How many can they remember? according to needs of Student’s Book your pupils. Please see 4 in pairs, then give pupils a set of four Activities 1–3 the seven the three text titles (a, b, c) in Activity 1. p.24 differentiation e with a partner. strategies at Section 4. show of hands. They listen to and read Teacher’s book : Which title do you think it is? (c) p.38 See Strategy 2: Type the text again to find specific and amount of support At Step 6: milies are important. Worksheet for At Step 2: Some pupils and the meaning of all words in blue. each pupil with might need the set of oard. Pupils in pairs sort words into two Venn diagram: classroom instructions ay words and write in diagram. Ask: male written read aloud more than above left circle once circles? (parent, cousin) Why? (They are and female above s). Pupils write all words in worksheet. right circle han one instruction for an activity. ’s Book: Teacher reads out questions. e on answers. Teacher writes questions heck if they are correct. 59

WEEK: __ LESSON: 25 (Speaking 5) SCHEME OF WORK: TEXTBO TOPIC: Days MAIN SKILL FOCUS: Speaki CROSS-CURRICULAR ELEM CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Follow instructions in Section 3 Pre-lesso Speaking Speaking eight names of family members on separate 2.1 2.1.1 Lesson delivery Communicate Give detailed 2. Pupils in pairs do p.24, Activity 4. First giv simple information information about e.g. ‘The Radford family has breakfast at 6.4 intelligibly themselves What’s the conjunction in the sentence? Re They take turns to say three or four differenc Complementary Complementary whole class. Skill Skill 3. Write on board ‘Present simple’. Pupils do Listening Listening Exercise 1 on p.38 of Teacher’s Book. 1.1 1.1.1 4. Pupils do Activity 2. Check answers. Recognise and Recognise and 5. Pupils do Activity 3, CD1.24. Read aloud reproduce target reproduce with little repeat chorally then individually. Explain the language sounds or no support a Play CD1.24 again. Ask: Which verbs end w wide range of target sound? (e.g. speaks) language phonemes Note how well pupils talk about differences b own. Note pupils who find it hard to hear the Post-lesson 6. Pupils in small groups take turns to say th family. Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 2) king THEME: World of Self, Family and Friends MENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple tense affirmative and negative (to state facts and routines) OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES on Task 10: Say What’s Missing. Write e flash cards to put under a cloth. English Plus 1 Differentiate learning according to needs of ve an example and write model on board Student’s Book your pupils. Please see 46 but I have breakfast at 7.15’. Ask: Activity 4 the seven emind pupils to use ‘but’ for differences. p.24 differentiation ces. Choose pairs to say differences to Activities 1–3 strategies at Section 4. p.25 o Activity 1. Follow instructions for See Strategy 4: Time Teacher’s Book both verbs in 1–6. Pupils listen and P.38 At Step 2: Some pupils ey need to listen to the verb endings. will take longer to think with /iz/ sound? Which verbs end with /s/ At Step 1: Eight of examples of flash cards with differences in daily the name of a routines so allow them family member on additional time or ask each. A cloth to them to say two cover the cards. differences between Radfords’ routines and their e /iz/ and /s/ sound at end of verbs. he daily routines of two members of their 60

WEEK: __ LESSON: 26 (Writing 5) SCHEME OF WORK: TEXTBO TOPIC: Days MAIN SKILL FOCUS: Writing CROSS-CURRICULAR ELEM Patriotism CONTENT LEARNING LEARNING STANDARD STANDARD Pre-lesson Main Skill Main Skill 1. Put pupils into six groups. Hand out a set words make a question. Pupils order the wo Writing Writing questions in Happy Days, p.26. A pupil from 4.2 4.2.1 Lesson delivery Communicate Give detailed 2. In small groups, pupils do Optional activit basic information information about Book. intelligibly for a themselves CCE: Patriotism – Elicit three special days e range of purposes choose one special day to answer questions in print and digital Complementary 3. Pupils do Activity 5, Use it! They read the media Skill Pupils write answers about the special day t sometimes, never. In pairs, they take turns t Complementary Speaking partner’s special day. Find out which pairs h Skill 4. Follow instructions for Optional activity: L 2.1.5 how many pairs remembered the answers. 2.1 5. Pupils with a different partner ask and an Describe people, pronouns and one verb: 1. What kind of pre Communicate places and objects meal with your family? 3. Do you like firewor simple information using suitable Note how well pupils write detailed informati intelligibly statements orally. Post-lesson 6. Choose a post-lesson task from Section 3 Primary Year 5 SJK Scheme of Work

OOK-BASED LESSON (Unit 2) g THEME: World of Self, Family and Friends MENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense: interrogatives OUTLINE MATERIALS / DIFFERENTIATION REFERENCES STRATEGIES t of words to each group. Explain the ords. They check order by looking at English Plus 1 Differentiate learning m each group reads aloud their question. according to needs of Student’s Book your pupils. Please see ty: Vocabulary from p.40 in Teacher’s Activity 5 the seven p.26 differentiation e.g. New Year, Eid-al-Fitr, Diwali. Pupils strategies at Section 4. s about. Teacher’s Book e 6 questions in Happy Days! again. p.40 See Strategy 3: they chose using always, usually, Outcomes to ask and answer the questions about Optional Activity: have similar answers. Vocabulary At Step 3 some pupils Listening Teacher’s Book p.40. Find out may only be able to Optional Activity: write 3 or 4 answers to nswer questions from Step 4 but change Listening the questions. esent do you prefer? 2. When is the big rks? Why/Why not? Step 1: A set of ion about a special day and describe it word cards for each of the six questions on p.26, Happy Days. Each group has words from one question. Put in an envelope. 3 to review new vocabulary. 61