边佳兰五湾培民国民型华文小学

PEAY MIN CHINESE NATIONAL-TYPE PRIMARY SCHOOL, TELUK RAMUNIA

六年级英文全年教学计划
YEARLY SCHEME OF WORK
YEAR 6 ENGLISH LANGUAGE
PREPARED BY: VETTED BY: ENDORSED BY:

……………………………………... ……………………………………….. ……………………………………….

( MR. TEO WOON CHUN ) ( MDM. PHOON SAU PING ) ( MDM. EI SUE LIAN )
HEAD OF ENGLISH PANEL SENIOR ASSISTANT HEADMISTRESS
SJK(C) PEAY MIN, TELUK RAMUNIA SJK(C) PEAY MIN, TELUK RAMUNIA SJK(C) PEAY MIN, TELUK RAMUNIA
 SJK(C) PEAY MIN, TELUK RAMUNIA
YEARLY SCHEME OF WORK
YEAR 6 ENGLISH LANGUAGE

FIRST SEMESTER

WEEK / DATE /
LISTENING SPEAKING READING WRITING LANGUAGE ARTS REMARK
THEME / TOPIC

1–2 1.1.1 N/A 3.2.1 4.2.4 5.3.1

Recognise and Understand the main Describe personality Respond imaginatively
Theme reproduce with idea of simple longer and intelligibly through
World of Self, independently a wide texts creating simple stories
Family & Friends range of target language and simple poems
phonemes
Welcome Unit Other imaginative
Welcome! 1.2.2 responses as appropriate
Understand with little or
Lessons 1 – 3 no support specific
information and details
Language Arts: of longer simple texts
Messing About on a range of familiar
topics

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WEEK / DATE /
LISTENING SPEAKING READING WRITING LANGUAGE ARTS REMARK
THEME / TOPIC

3–6 1.2.2 2.1.3 3.2.2 4.2.3 5.3.1

Understand with little or Explain and give Understand specific Narrate factual and Respond imaginatively
Theme no support specific reasons for simple information and details imagined events and and intelligibly through
World of information and details advice of simple longer texts experiences creating simple stories
Knowledge of longer simple texts and simple poems
on a range of familiar 2.3.1 3.2.3 4.3.1
Unit 1 topics Narrate short basic Guess the meaning of Use capital letters, full Other imaginative
It’s an emergency! stories, events and unfamiliar words from stops, commas in lists, responses as appropriate
1.2.5 experiences clues provided by other question marks and
Lessons 4 – 12 Understand more known words and by speech marks
complex supported context appropriately at
Language Arts: questions discourse level
The Sandwich,
Toes 4.3.2
Spell most high
frequency words
accurately in
independent writing

4.3.3
Produce a plan or draft
of two paragraphs or
more for a familiar topic
and modify this
appropriately in
response to feedback

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WEEK / DATE /
LISTENING SPEAKING READING WRITING LANGUAGE ARTS REMARK
THEME / TOPIC

7 – 11 1.1.1 Recognise and 2.1.1 Give detailed 3.2.1 4.2.1 5.2.1

reproduce with information about Understand the main Give detailed Describe in simple
Theme independently a wide themselves and others idea of simple longer information about language a character’s
World of range of target language texts themselves and others actions or feelings and
Knowledge phonemes 2.1.4 Ask about and explain the reasons for
describe future plans or 3.2.2 4.2.3 them
Unit 2 1.2.5 Understand more events Understand specific Narrate factual and
Life in the Past complex supported information and details imagined events and 5.3.1
questions 2.2.1 Keep interaction of simple longer texts experiences Respond imaginatively
Lessons 13 – 21 going in short and intelligibly through
exchanges by checking 3.2.3 4.3.1 creating simple stories
Language Arts: understanding of what a Guess the meaning of Use capital letters, full and simple poems
Akbar’s Dream speaker is saying unfamiliar words from stops, commas in lists,
clues provided by other question marks and Other imaginative
2.3.1 Narrate short basic known words and by speech marks responses as appropriate
stories, events and context appropriately at
experiences discourse level
3.3.1
Read and enjoy A2
fiction/non-fiction print
and digital texts of
interest

FIRST SEMESTER BREAK

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SECOND SEMESTER

WEEK / DATE /
LISTENING SPEAKING READING WRITING LANGUAGE ARTS REMARK
THEME / TOPIC

1–4 1.2.2 2.1.1 3.2.1 4.2.3 5.2.1

Understand with Give detailed Understand the main Narrate factual and imagined Describe in simple
Theme little or no support information about idea of simple longer events and experiences language a character’s
World of Self, specific information themselves and others texts actions or feelings and
Family and Friends and details of longer 4.2.5 explain the reasons for
simple texts on a 3.2.2 Connect sentences into two them
Unit 3 range of familiar Understand specific coherent paragraphs or more
Adventure Time topics information and using basic coordinating 5.3.1
details of simple conjunctions and reference Respond imaginatively
Lessons 22 – 30 1.2.5 longer texts pronouns and intelligibly through
Understand more creating simple stories
Language Arts: complex supported 4.3.1 and simple poems
Akbar’s Dream questions Use capital letters, full stops,
commas in lists, question Other imaginative
1.3.1 marks and speech marks responses as appropriate
Guess the meaning appropriately at discourse level
of unfamiliar words
from clues provided 4.3.2
by other known Spell most high frequency
words and by context words accurately in
on familiar topics independent writing

4.3.3
Produce a plan or draft of two
paragraphs or more for a
familiar topic and modify this
appropriately in response to
feedback

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WEEK / DATE /
LISTENING SPEAKING READING WRITING LANGUAGE ARTS REMARK
THEME / TOPIC

5–8 1.2.2 2.1.1 3.2.2 4.2.1 5.2.1

Understand with little or Give detailed Understand specific Give detailed Describe in simple
Theme no support specific information about information and details information about language a character’s
World of Self, information and details themselves and others of simple longer texts themselves and others actions or feelings and
Family and Friends of longer simple texts explain the reasons for
on a range of familiar 2.2.1 3.2.3 4.2.4 them
Unit 4 topics Keep interaction going Guess the meaning of Describe personality
Cool jobs in short exchanges by unfamiliar words from
1.2.5 checking understanding clues provided by other 4.3.1
Lessons 31 – 39 Understand more of what a speaker is known words and by Use capital letters, full
complex supported saying context stops, commas in lists,
Language Arts: questions question marks and
Akbar’s Dream, 3.2.4 speech marks
My Sister’s Eating Use with some support appropriately at
Porridge familiar print and digital discourse level
resources to check
meaning 4.3.2
Spell most high
frequency words
accurately in
independent writing

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WEEK / DATE /
LISTENING SPEAKING READING WRITING LANGUAGE ARTS REMARK
THEME / TOPIC

9 – 12 1.1.1 2.1.1 3.2.2 4.2.3 5.2.1

Recognise and reproduce with Give detailed Understand specific Narrate factual and Describe in simple
Theme independently a wide range of information about information and imagined events and language a character’s
World of Stories target language phonemes themselves and details of simple experiences actions or feelings and
others longer texts explain the reasons for
Unit 5 1.2.2 4.2.5 them
Getting Around Understand with little or no 2.1.3 3.3.1 Connect sentences
support specific information and Explain and give Read and enjoy A2 into two coherent 5.3.1
Lessons 40 - 48 details of longer simple texts on a reasons for simple fiction/non-fiction paragraphs or more Respond imaginatively
range of familiar topics advice print and digital texts using basic and intelligibly
Language Arts: of interest coordinating through creating
Here is the Nose, 1.2.3 conjunctions and simple stories and
Don’t Understand with little or no reference pronouns simple poems
support longer simple narratives
on a range of familiar topics Other imaginative
responses as
1.2.5 appropriate
Understand more complex
supported questions

1.3.1
Guess the meaning of unfamiliar
words from clues provided by
other known words and by
context on familiar topics

SECOND SEMESTER BREAK

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THIRD SEMESTER

WEEK / DATE /
LISTENING SPEAKING READING WRITING LANGUAGE ARTS REMARK
THEME / TOPIC

1–4 1.2.2 2.1.1 3.2.1 4.2.5 5.3.1

Understand with little or Give detailed Understand the main Connect sentences into Respond imaginatively
Theme no support specific information about idea of simple longer two coherent paragraphs and intelligibly through
World of information and details themselves and others texts or more using basic creating simple stories
Knowledge of longer simple texts coordinating and simple poems
on a range of familiar 2.2.2 3.2.2 conjunctions and
Unit 6 topics Agree a set of basic Understand specific reference pronouns Other imaginative
How is it made? steps needed to information and details responses as appropriate
1.2.4 complete extended of simple longer texts 4.3.1
Lessons 49 – 57 Understand longer classroom tasks Use capital letters, full
sequences of supported 3.2.4 stops, commas in lists,
Language Arts: classroom instructions Use with some support question marks and
The Wizard of Oz familiar print and digital speech marks
1.2.5 resources to check appropriately at
Understand more meaning discourse level
complex supported
questions

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WEEK / DATE /
LISTENING SPEAKING READING WRITING LANGUAGE ARTS REMARK
THEME / TOPIC

5–8 1.1.1 2.1.4 3.2.1 4.2.1 5.3.1

Recognise and Ask about and describe Understand the main Give detailed information Respond imaginatively
Theme reproduce with future plans or events idea of simple longer about themselves and and intelligibly through
others
World of Stories independently a wide texts creating simple stories
range of target language 2.1.5 and simple poems
4.2.2
Unit 7 phonemes Ask about and describe 3.2.2 Describe future plans or
Music and Song personality Understand specific events Other imaginative
1.2.2 information and details responses as appropriate
Lessons 58 – 66 Understand with little or 2.2.1 of simple longer texts 4.3.2
no support specific Keep interaction going Spell most high frequency
Language Arts: information and details in short exchanges by words accurately in
The Wizard of Oz of longer simple texts checking understanding independent writing
on a range of familiar of what a speaker is
topics saying

1.3.1 2.3.1
Guess the meaning of Narrate short basic
unfamiliar words from stories, events and
clues provided by other experiences
known words and by
context on familiar
topics

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WEEK / DATE /
LISTENING SPEAKING READING WRITING LANGUAGE ARTS REMARK
THEME / TOPIC

9 – 12 1.2.1 2.1.4 3.2.1 4.2.2 5.2.1

Understand with little or Ask about and describe Understand the main Describe future plans or Describe in simple
Theme no support the main future plans or events idea of simple longer events language a character’s
World of Stories idea of longer simple texts actions or feelings and
texts on a range of 2.3.1 4.2.3 explain the reasons for
Unit 8 familiar topics Narrate short basic 3.3.1 Narrate factual and them
Tell Me A Story stories, events and Read and enjoy A2 imagined events and
1.2.2 experiences fiction/non-fiction print experiences 5.3.1
Lessons 67 – 75 Understand with little or and digital texts of Respond imaginatively
no support specific interest and intelligibly through
Language Arts: information and details creating simple stories
The Wizard of Oz, of longer simple texts and simple poems
The Mud-pie on a range of familiar
Makers Rhyme topics Other imaginative
responses as appropriate
1.2.3
Understand with little or
no support longer
simple narratives on a
range of familiar topics

1.2.5
Understand more
complex supported
questions

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WEEK / DATE /
LISTENING SPEAKING READING WRITING LANGUAGE ARTS REMARK
THEME / TOPIC

THIRD SEMESTER BREAK

13 1.2.2 2.1.1 3.2.1 4.2.1 Give detailed 5.2.1

SEM 3 BREAK Understand with little or Give detailed Understand the main information about Describe in simple
14 – 16 no support specific information about idea of simple longer themselves and others language a character’s
information and details themselves and others texts actions or feelings and
Theme of longer simple texts 4.2.5 explain the reasons for
World of on a range of familiar 2.1.4 3.2.2 Connect sentences into them
Knowledge topics Ask about and describe Understand specific two coherent paragraphs
future plans or events information and details or more using basic 5.3.1
Unit 9 1.2.5 of simple longer texts coordinating Respond imaginatively
What’s Your Understand more conjunctions and and intelligibly through
Opinion? complex supported 3.2.3 reference pronouns creating simple stories
questions Guess the meaning of and simple poems
Lessons 76 – 84 unfamiliar words from 4.3.3
clues provided by other Produce a plan or draft Other imaginative
Language Arts: known words and by of two paragraphs or responses as appropriate
A Garden, context more for a familiar topic
Tadpoles and modify this
3.3.1 appropriately in
Read and enjoy A2 response to feedback
fiction/non-fiction print
and digital texts of
interest

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WEEK / DATE /
LISTENING SPEAKING READING WRITING LANGUAGE ARTS REMARK
THEME / TOPIC

16 – 20 1.2.2 2.1.1 3.2.2 4.2.3 Narrate factual 5.3.1

Understand with little Give detailed Understand specific and imagined events Respond imaginatively
Theme or no support specific information about information and details and experiences and intelligibly
World of Stories information and details themselves and others of simple longer texts through creating
of longer simple texts 4.3.1 simple stories and
Unit 10 on a range of familiar 2.1.5 3.3.1 Use capital letters, full simple poems
It’s A Mystery! topics Ask about and Read and enjoy A2 stops, commas in lists,
describe personality fiction/non-fiction question marks and Other imaginative
Lessons 85 – 96 1.2.5 print and digital texts speech marks responses as
Understand more 2.2.1 of interest appropriately at appropriate
Language Arts: complex supported Keep interaction going discourse level
Swinging questions in short exchanges by
checking 4.3.2
understanding of what Spell most high
a speaker is saying frequency words
accurately in
2.3.1 independent writing
Narrate short basic
stories, events and
experiences

END-OF-ACADEMIC-SESSION BREAK

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