RPT English Year 5 2023

KEMENTERIAN PENDIDIKAN MALAYSIA
KURIKULUM STANDARD SEKOLAH RENDAH

English
Language
Scheme of Work
Primary Year 5 SK
Primary Year 5 SK
(National
Schools)
Scheme of Work
Contents
Content overview 4
1. Content and organisation of the Primary Year 5 Scheme of Work 6
2. Scheme of Work template: Supporting information 9
3. Pre-lesson and post-lesson tasks 12
4. Differentiation strategies for Primary pupils 23
5. Glossary of terms in Year 5 26
6. Scheme of Work: Lessons 1–160 35
Starter Unit 35
Unit 1 52
Unit 2 71
Unit 3 90
Unit 4 109
Unit 5 128
Unit 6 147
Unit 7 166
Unit 8 185
7. Appendix 1: Learning Standards mapping 204
2020 Version 1.0

Primary Year 5 Scheme of Work 3
Primary Year 5 Scheme of Work
Content overview
The purpose of this document is to provide teachers with support and information on
planning, creating and delivering their lessons throughout the year. Teachers will need to
refer to this document when planning and delivering both their textbook-based and non-
textbook-based lessons.
The Scheme of Work is divided to sections which provide the following information and
content:
1. Content and organisation of the Scheme of Work

This section provides teachers with an introduction to the Scheme of Work and an
explanation of how the textbook-based and the non-textbook-based lessons are organised
within the Scheme of Work.
2. Supporting information
This section provides teachers with an explanation of the information contained within the
Scheme of Work template. This section also gives teachers advice on completing the
Scheme of Work template for their own non-textbook-based lessons.
3. Pre-lesson and post-lesson tasks

In this section, teachers will find some suggestions for pre-lesson and post-lesson tasks. Pre-
lesson tasks are short tasks that come at the beginning of the lesson to help pupils warm up
and to introduce or review learning. Post-lesson tasks come at the end of the lesson to
review, summarise, personalise or talk about learning in the lesson, so they consolidate
learning and provide closure to the lesson. Many lessons in the Scheme of Work guide
teachers to choose pre- and post-lesson activities from this section.
4. Differentiation strategies for Primary pupils

This section provides teachers with a number of suggested differentiation strategies that
teachers may wish to use in their planning to help meet the needs of the pupils in their class.
5. Glossary of terms in Year 5

Teachers should refer to the Content and Learning Standards contained within the Scheme
of Work when planning their lessons. These Content and Learning Standards come from the
Standards-Based Curriculum and Assessment Document (DSKP) and the Curriculum
Framework documents.
This section provides teachers with supporting explanations for some of these Content and
Learning Standards. It also provides explanations of important terms used in some of the
lessons. These terms are mainly found in the Learning Outline section (see the first table in
the glossary of terms).
6. Scheme of Work (Lessons 1–160)
This is the main section of the Scheme of Work. It provides teachers with details for the
textbook-based and non-textbook-based lessons.
7. Appendix 1: Learning Standards mapping

This section consists of a table which lists all 160 lessons in the Scheme of Work and their
Learning Standards. The mapping table enables teachers to see the coverage of the
Learning Standards at a glance.
1. Content and organisation of the Primary Year 5 Scheme of Work
What is the Primary Year 5 Scheme of Work and how can it help teachers?
The Scheme of Work gives teachers an overview of every lesson in Year 5, including the
Content and Learning Standards which must be covered within each lesson. The
Scheme of Work will assist teachers in their daily, weekly and longer-term planning of
lessons.
What does the Primary Year 5 Scheme of Work consist of?
The Scheme of Work consists of 160 lesson outlines, each lesson lasting a total of 60
minutes. If lessons are organised into 30-minute lessons, teachers will need to plan and
adapt their lessons accordingly. Each lesson in the Scheme of Work is numbered from
Lesson 1 to Lesson 160.
The Scheme of Work consists of the following two types of lessons:
A. Textbook-Based lessons: The materials for these lessons includes learning

activities from the selected Year 5 textbook. This textbook is English Plus 1. Year 5
covers the whole textbook from the Starter Unit to Unit 8.
B. Non-Textbook-Based lessons: There are four types of non-textbook based lessons:

Skills-Based lessons, Language Arts lessons, Project-Based Learning lessons and
Language Awareness lessons. The learning outline in Skills-Based and Language
Awareness lessons is generally related to the material in the textbook, but does not
use material from it.
Material for Language Arts lessons is taken from the Contemporary Children’s
Literature (CCL) which consists of poems, short stories and graphic novels. See Year
5 Syllabus and the CCL module for more information.
The content of Project-Based lessons should be designed according to the Ministry of
Education guidelines for this lesson type. Teachers are expected to prepare activities
that incorporate project work and promote independent learning.
How are the Primary Year 5 Scheme of Work lessons organised?

Most lessons in the Scheme of Work are textbook-based lessons. Language Awareness
lessons can be based on the textbook content (e.g. Review sections) or otherwise designed
to address learning needs using additional materials. They can therefore be textbook-based
or non-textbook-based lessons. Language Arts lessons should be based on the CCL module,
not on the textbook. Project-Based Learning lessons should be designed according to the
Ministry of Education instruction.
Typical lesson cycles
The Year 5 textbook, English Plus 1, contains 9 units – a Starter unit and Units 1–8. Year 5
Scheme of Work units consist of 16 lessons in the Starter unit followed by 18 lessons in Units
1 – 8. The textbook units typically provide teachers with enough material for three cycles of
the four skills (Listening, Speaking, Reading, Writing). Apart from in the Starter unit, there are
three Language Arts lessons, two Consolidation lessons and one Language Awareness or a
Project-Based Learning lesson per unit. In total, 18 lessons. The Starter unit, as it is shorter,
has 16 lessons, and is organised in the same way as the other units, except the
Consolidation lessons have been omitted. The lesson cycle for Unit 1 in the Scheme of Work
is given below as an example:
Less Skill/Focus
on
17 Listening
18 Speaking
19 Reading
20 Writing
21 Language Arts
22 Consolidation
23 Listening
24 Speaking
25 Reading
26 Writing
27 Language Arts
28 Consolidation
29 Listening
30 Speaking
31 Reading
32 Writing
33 Language Arts
34 Language
Awareness*
*Language Awareness lessons are replaced by Project-Based Learning lessons in Units 4
and 8.
Teachers should note the following:

1. Textbook-based lessons will utilise material from the English Plus 1 textbook. Other
suggested activities or material to help prepare pupils for new learning, and to consolidate
or extend learning are included.
2. Pupils are expected to have their own copy of the Student’s Book to use in every lesson.
This includes non-textbook-based lessons, which may ask pupils to look at some content
that can act as a starting point for a non-textbook-based lesson. Pupils should also have
their own notebook and bring it to every lesson.
3. Teachers should be able to access the Teacher’s Book for every lesson, including
non-textbook-based lessons, which sometimes ask them to refer to the Student’s Book. If
teachers do not have regular access to the Teacher’s Book, they should prepare a few
lessons in advance while they have the Teacher’s Book. If access to the Teacher’s Book
is very limited, teachers are advised to be proactive and collaborative by planning
together and consulting with the English Head or a senior English teacher at their school.
The Teacher’s Book provides a lot of guidance and ideas as well as the listening audio
script, thus considerably saving preparation time. It is therefore very useful for all teachers
to access it, even if only periodically.
4. Teachers are expected to plan lessons based on the lesson outline in the Scheme
of Work. They may need to develop and produce worksheets, create flashcards (these
are picture cards that can be printed or drawn by the teacher) and prepare other material
and resources for most lessons.
5. Language Awareness lessons will focus specifically on the language taught in the unit.
The Scheme of Work offers suggestions to teachers for these lessons, but teachers are
expected to plan these lessons based on the needs of their pupils. Teachers are also
expected to refer to the syllabus, which contains an overview of the language functions,
vocabulary and the text types that are suitable for the grade.
6. Pre-lesson and post-lesson stages in the lesson outline are important stages in the
lesson. They should not be neglected or rushed. See Section 3 for more information.
7. At the end of every unit, pupils are expected to review and assess their learning in that
unit. This self-assessment is guided using a worksheet which identifies the language
covered in the unit. Teachers can use the suggested worksheets at the end of every unit
in the Scheme of Work or modify/produce their own. Self-assessment should be
completed in class time, not given for homework. Pupils will need guidance from the
teacher to complete it, especially in the first part of the year. The teacher should collect
the self-assessment worksheets and note common answers as well as any particular
problems some pupils think they are having. Pupils’ skills in self-assessment may begin
the year at a very basic level but will develop over the year.
2. Scheme of Work template: Supporting information
1. Lesson
Each lesson within the Scheme of Work is given a number followed by the lesson type. For
example, Lesson: 6 (Listening 2); Lesson: 21 (Language Arts 4).
2. Main Skill Focus

Each lesson has one main skill focus. If the focus of the lesson is not on language skills
(Listening, Speaking, Reading, Writing), then the main skill focus will reflect the focus area of
the lesson (e.g. Language Arts, Language Awareness, Project-Based Learning lesson).
3. Theme
The three given themes are:
● World of Self, Family and Friends
● World of Knowledge
● World of Stories
4. Topic
Topics are taken from the textbook in textbook-based lessons. Topics for non-textbook
lessons are either suggested for these lessons, guided by CCL content or decided by the
teachers.
5. Cross-Curricular Elements
Each cycle of lessons has been assigned one Cross-Curricular Element or more. Teachers
will need to refer to the section on Cross-Curricular Elements in the Standards-Based
Curriculum and Assessment Document (DSKP) for further guidance. Teachers are
encouraged to link to other Cross-Curricular Elements within a lesson cycle, in addition to the
suggested one given, if they identify opportunities where relevant cross-curricular
connections can be made.
6. Language/Grammar Focus
This is related to the grammatical structure/function (for example, Present Simple and Past
Simple) that is the focus of the lesson. This language/grammar is usually presented and
practised using a skill (Listening, Speaking, Reading or Writing). It is not expected that
language is taught explicitly or formally.
7. Content and Learning Standards

The given Content and Learning Standards are taken from the Standards-Based Curriculum
and Assessment Document (DSKP) and the Curriculum Framework document. These
should be followed as they appear in the lessons to ensure the Learning Standards are
covered as intended. See Appendix 1 for an overview of the mapping of Learning
Standards.
8. Main Skill and Complementary Skill
Each lesson within the Scheme of Work focuses on one Main Skill and one Complementary
Skill. To ensure that pupils receive sufficient exposure to and practice in every Learning
Standard within the Curriculum Framework, each Learning Standard appears at least once in
the Scheme of Work. Learning Standards are covered as a Main Skill or as a Complementary
Skill. It is therefore critical that teachers ensure that both the Main Skill and the
Complementary Skill are covered in each lesson. The Complementary Skill is not an
optional skill that can be ignored or dropped from the lesson. Doing so may mean that
pupils do not receive adequate practice in and exposure to all the given Learning Standards
within the Curriculum Framework. When teachers are planning their lessons, they must
therefore ensure that both the Main Skill and Complementary Skill are each assigned a
suitable lesson Learning Objective.
Teachers should also be aware that the Main Skill and Complementary Skill are not normally
given equal time and attention within the lesson. Teachers will need to ensure that the
Complementary Skill is covered, but the degree of attention this receives in comparison to the
Main Skill will be up to the teacher’s own professional judgement as they will know better the
specific learning needs of their pupils.
Please note that some Learning Standards appear less frequently than others. Less
frequent Learning Standards must be covered as they appear in the Scheme of Work.
See Appendix 1 for a map of the Learning Standards coverage.
9. Learning Outline
The Learning Outline provides guidance to teachers for the delivery of a lesson. Three main
stages of every lesson are highlighted: pre-lesson, lesson delivery and post-lesson. Teachers
will also need to refer to the Teacher’s Book, which provides detailed information about the
delivery of the textbook activities for textbook-based lessons.
The Lesson Delivery stage is where the Main and Complementary Skills should both be
addressed to develop pupils’ language skills. Teachers should create their own Learning
Objectives for each lesson based on the specified Learning Standards – both for the Main
Skill and the Complementary Skill. The Learning Objectives should relate to and reflect the
activities in the Lesson Delivery stage.
Textbook-based lessons in the Learning Outline provide teachers with a structured

description for what and how teachers can plan their lessons. They refer to specific activities
in the Student’s Book and Workbook, and associated guidance available in the Teacher’s
Book. Some additional explanation or instruction may be provided in the Lesson Delivery to
ensure teachers plan activities that relate to the main and complementary Learning
Standards specified for the lesson. Please note that textbook-based activities may not appear
in the same order as in the Student’s and Teacher’s Book. This is to ensure the best activities
are selected for the stated Learning Standards and to follow the lesson cycle (Listening,
Speaking, etc.).
As teachers are working with pupils and supporting their learning, they should be aware of
their pupils’ development and the emerging challenges. Throughout the lessons, teachers are
expected to use formative assessment strategies (e.g. questioning, scanning) to assess
pupils progress and give clear and meaningful feedback. This feedback should enable pupils
to understand which areas they need to pay attention to and how to improve. Of course,
teachers are not expected to give every pupil feedback after every activity in every lesson.
However, teachers should use all opportunities available to communicate feedback to pupils
and help them take ownership of their own learning, even as young as Year 5 pupils.
Teachers are encouraged to follow the instructions in the Lesson Delivery stage when
provided because it reduces lesson preparation time and ensures addressing the Learning
Standards.
Pre-lesson activities activate and review pupils’ prior knowledge by, for example, reviewing
relevant learning from a previous lesson or using a short activity as an opportunity for pupils
to share what they already know about the lesson topic. Post-lesson activities take place at
the end of lessons to review and consolidate the learning from a lesson. Pre- and post-
lesson stages are important elements in lesson plans and should always be included in every
lesson. Please see the next section for more information about pre-lesson and post-lesson
activities.
10. Materials/References
The relevant page numbers of the Student’s Book and Teacher’s Book have been given for the
textbook-based lessons.
11. Differentiation strategies

This column refers to Section 4 which lists seven strategies. It also provides advice tailored
around the lesson specifics and expected challenges. Teachers should, however, consider
the most suitable strategies for differentiating learning with each of their own individual
classes, based on the learning needs of the pupils in those classes.
3. Pre-lesson and post-lesson tasks
Pre-lesson activities activate and review pupils’ prior knowledge by, for example, reviewing
relevant learning from a previous lesson or using a short activity as an opportunity for pupils
to share what they already know about the lesson topic or language. Pre-lesson activities
provide an opening to the lesson and get pupils in the right frame of mind for listening to and
using English. They are often whole-class activities which are fun and engaging. Pupils are
all active in these activities physically as well as mentally. This can help teachers to manage
energy levels before settling pupils into their learning.
Post-lesson activities are short activities that take place at the end of lessons to review and
consolidate the learning from a lesson. Although post-lesson activities can be fun and should
not be too challenging so that pupils leave the class in a positive frame of mind, they are an
important stage that should be planned by the teachers. During the post-lesson stage,
teachers can conduct a quick and informal evaluation of the lesson and the pupils’
understanding of the learning that has taken place. Post-lesson activities can be used for
formative assessment and can give teachers an overall evaluation of the pupils’ development
and indicate any issues individual pupils might have. Evaluating learning in the post-lesson
stage is particularly useful when new language is introduced for the first time or followed up
from a previous lesson. Therefore, teachers should give careful consideration to the purpose
of the post-lesson activities that they choose for their lessons. Post-lesson activities are not
optional extras to be done if there is time. Teachers should plan and make sure to leave a
few minutes for post-lesson activities, even if they are running short of time in their main
lesson stages.
Each lesson includes a suggestion for pre-lesson and post-lesson tasks. Some of these are
outlined in the Learning Outline, and sometimes teachers are directed to the textbook. In
other lessons, teachers can refer to and choose a suitable task from the lists below. Teachers
can also create their own pre- and post-lesson activities provided that they fulfil the function
described above.
Suggested pre-lesson tasks
Below are 12 lesson tasks which teachers may choose from or adapt for the pre-lesson
section within the Learning Outline in the Scheme of Work. These pre-lesson tasks are
suitable to begin almost any skills-focused lesson and require minimal materials and
preparation. They are simple for pupils to participate in. Teachers can, of course, use their
own pre-lesson tasks whenever they think that these would be more suitable for the pupils
they teach. Each pre-lesson task takes about 5–10 minutes of class time.
These tasks are the same for Primary Years 4–6. The language and vocabulary focus will be
different, however, and some tasks can be modified for more proficient pupils, as noted in the
task description.
Note: Those marked with an asterisk* could be used at both pre- and post-lesson stages.
PRE-LESSON TASK 1: ABCs*
AIM: To review vocabulary
MATERIAL: Board, notebooks and pens
1. Put pupils in small groups or pairs.

2. Orally, give pupils a letter of the alphabet and a topic (e.g. M; A drink).
3. Pupils work in their groups/pairs to write one (or more) word beginning with that letter related
to that topic (e.g. milk). Give a very short time limit, e.g. 10 seconds.
4. Repeat a few times.
5. Have pairs/groups share their answers with the class by coming out and writing on the board.
PRE-LESSON TASK 2: GUESS THE ANSWER
AIM: To practise checking own predictions
MATERIALS: Board
1. Write questions on the board for a Listening or Reading text, that pupils will answer during the
lesson.
2. Provide two or three possible answers for each question, for example, ‘What did Sara do at
the weekend?’
a. played football
b. watched TV
c. went shopping (make sure one is the correct answer!)
3. Ask pupils to guess which one they think is the correct answer.
4. Pupils listen to or read the text as part of the lesson and check their predictions.
PRE-LESSON TASK 3: SEQUENCE THE INFORMATION
AIM: To practise putting information in a logical order
MATERIALS: Board
1. Write a list of events in the Listening or Reading text in a random order or use pictures to
illustrate them. For example, if the text is a story, list the events in any order ( Mohamed went
camping. He saw a mouse in the tent at night. His mother screamed! The mouse ran away.)
2. Put pupils in pairs to decide on the order.
3. Invite pupils to compare their ideas in groups.
4. Pupils then listen to or read the text as part of the lesson and check their predictions.
PRE-LESSON TASK 4: I’M GOING TO…
AIM: To set individual lesson goals to develop pupil
autonomy MATERIALS: Notebook
1. Write on the board In this lesson, I’m going to…

2. Explain that pupils are going to write their own goals for the lesson. Give some realistic
example goals that focus on observable behaviour or learning pupils may need to improve,
such as In this lesson, I’m going to speak in English with my friends. or In this lesson, I’m
going to remember at least two words.
3. Elicit some more ideas from pupils.
4. Have pupils write one or two lesson goals in their notebooks.
5. Ask pupils to review their goals at the end of the lesson. This can be the post-lesson activity.
PRE-LESSON TASK 5: SIT DOWN, STAND UP*
AIM: To review topic vocabulary
MATERIALS: True and false sentences about the topic
1. Prepare some simple true/false sentences about the topic to check pupils’ knowledge or to
prepare them for the content of the lesson.
2. Read a sentence out, for example, if the topic is space, We can’t see the moon from the
Earth, The sun is the biggest planet in our solar system.etc).
3. If it is true, pupils stay sitting at their desks. If it is false, pupils stand up. Invite pupils to correct
any false sentences. You could change the action to suit the topic of the lesson or to review
other vocabulary, especially verbs.
4. If there is time, pairs of pupils can create their own true/false sentences to use with other pairs
or with the whole class.
PRE-LESSON TASK 6: FINGER WRITING*
AIM: To practise spelling of topic vocabulary
MATERIALS: Board
1. Choose some words that pupils will need for the lesson. These should be words pupils
already know, so are reviewing.
2. Divide pupils into pairs.
3. Tell one pupil in the pair to look at the board, and the other pupil to cover their eyes or put
their head down on the desk so that they can’t see the board.
4. Write a topic word on the board, ask pupils to read and remember it, and then rub the word off
the board. You could use a picture if pupils may benefit from using a visual aid.
5. Tell pupils who did not see the board to stand with their back to their partner while the partner
writes the word on their back by using their finger.
6. Each pupil works out what word their partner is writing.
7. Reverse the roles so that each pupil gets the chance to write.
8. Repeat for other topic words and/or extend to phrase or sentence level, depending on the
topic.
Note: When pupils know this activity, they can choose their own words.
PRE-LESSON TASK 7: BEAT THE TEACHER*

AIM: To create interest in the lesson and to review and practise spelling of topic
vocabulary MATERIALS: Board
1. Choose a key topic word from the lesson.
2. Write lines to correspond to each letter on the board with a space in between as in the
example below (planet).
3. Draw a circle/oval on the board. It is a head without the parts (eyes, nose, ears, mouth, hair).
4. Explain that the aim of the game is to guess the word before the face is completed.
5. Tell pupils to put up their hands if they want to guess a letter.
6. If they guess correctly, write the letter into the correct letter space. If they guess incorrectly,
draw one part of the head (e.g. the mouth or the hair). Write the incorrect letter on the side of
the board to remind pupils it has already been used.
7. If pupils guess the word before the face is completed, they have beaten the teacher. If not,
the teacher has won!
Note: You can change the picture you build for this, perhaps using a topic-related picture, as long
as it has a good number of parts (e.g. 6 or 7).
PRE-LESSON TASK 8: PREDICT THE CONTENT
AIM: To help and prepare pupils for a Listening or Reading
text MATERIALS: Board and pictures
1. Ask pupils to look at a picture or pictures which accompany a Listening or Reading text they
will have in the lesson, or tell them the title of the story, song, etc.
2. Ask pupils to work in small groups to predict words they might hear/read. Give groups a fixed
time, e.g. 2 minutes.
3. Review their answers and provide correct spelling by writing the words on the board.
4. As pupils read or listen to the text in the lesson, they can check if any of their predictions are
correct.
PRE-LESSON TASK 9: MEMORY CHAIN*
AIM: To review topic
vocabulary MATERIALS:
None
1. Ask pupils to stand or sit in circles.

2. Join one of the circles yourself to demonstrate the activity while others watch. Give the
beginning of the memory chain sentence, for example: Yesterday, I went to the supermarket
and I bought an apple.
3. Ask the pupil to your right to repeat the sentence and add another item: Yesterday, I went to
the supermarket and I bought an apple and a banana.
4. The next pupil adds a third item: Yesterday I went to the supermarket and I bought an apple,
a banana and a cake.
5. Continue in the chain. Either so that each pupil adds one item or until the chain is broken.
6. Repeat so that different pupils can experience more and less memory
challenge. Note:
You could make the chain alphabetical, which makes it more challenging to find a word,
but easier to remember the previous words.
Limit the size of the groups to limit the number of words pupils need to remember.
Focus on vocabulary as well as pronunciation (intonation in lists), use and position of
‘and’, and use of articles.
Vary the sentence stem according to the topic of the lesson.
7. Give feedback on the chains of each group by inviting pupils to tell the class their chain(s).
PRE-LESSON TASK 10: SAY WHAT’S MISSING*
AIM: To review topic vocabulary
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet
1. Choose about 7 or 8 topic words that pupils will need for the lesson.
2. Put flashcards or real objects of these vocabulary items on a table.
3. Ask pupils to work in pairs or small groups and to say the words.
4. Check briefly with the whole class.
5. Place a cloth over all the items on the table.
6. Take one or two vocabulary items away.
7. Remove the cloth, keeping the removed items in it.
8. Pupils say which items are missing.
Note: You can use pictures on the board with sticky tape or magnets, an overhead projector or an
interactive whiteboard for this activity. Real objects (realia) are stimulating when available, though.
PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS)
AIM: To practise distinguishing different sounds
MATERIALS: Board (or flashcards)
1. Choose some words that contain the sound(s) you are/have been working on and some other
topic words you would like to review.
2. Write the words in chains of three or four on the board, containing one example of the
phoneme you are focusing on, e.g. for /r/ cat : dog : fish : rat
3. Ask pupils to guess which word has the sound.
4. Say the words (you can say just the word or you could say it in a short sentence) to let pupils
check their answers.
5. Ask pupils to read all the words aloud.
Note: This task can be adapted to have chains of rhyming words or as an odd-one-out (where one
is different from the others). Pictures could be used instead of words to check vocabulary
production rather than reading recognition.
Although phonics is a focus of the Year 3 Content and Learning Standards, working with sounds
and written words is still valuable to pupils in Year 3 from time to time, especially with sounds that
pupils find particularly difficult to hear or say.
PRE-LESSON TASK 12: WORD SALAD*
AIM: To review vocabulary or language
MATERIALS: Word cards
1. Prepare word cards for each group or pair of pupils so that each set of word cards makes a
sentence. You could have the same or different sentences for each group or pair. Prepare an
extra set to use as an example. Vary the sentences according to the vocabulary and language
to review as well as topic. You could also vary the level of complexity of the sentences.
2. Using the example set, put the word cards on the board, jumbled up.
3. Elicit from pupils how to change them to make a sentence.
4. Put pupils in pairs or groups of three or four. Give each pair/group one or more sets of cards.
5. Pupils work together to make a sentence from the word cards.
6. Invite pupils to tell the class their sentences or they could write them on the board for peer
checking.
Suggested post-lesson tasks
Below are 12 tasks which teachers may choose from or adapt for the post-lesson section
within the Scheme of Work. These post-lesson tasks are suitable for ending almost any skills-
focused lesson. They are simple for pupils to participate in. Each post-lesson task takes
about 5–10 minutes of class time. Teachers can, of course, use their own post-lesson tasks
to undertake formative assessment of learning whenever they think that these would be more
suitable for the pupils they teach.
Please note that these tasks are the same for Primary Years 4–6. The language and
vocabulary focus will be different, however, as these depend on the lesson and pupils’ needs,
and some tasks can be modified for slightly more proficient pupils, as noted in the task
description.
POST-LESSON TASK 1: SPOT THE DIFFERENCES
AIM: To provide practice in listening for
detail MATERIALS: Text
1. Before the lesson, identify 3 or 4 factual changes you could make to a Listening or Reading text
that pupils will work on in the lesson (e.g. Mike’s favourite season is winter instead of Mike’s
favourite season is summer).
2. During the lesson, after pupils have worked on a Listening or Reading text and understood it,
tell them they are going to listen to the text again but this time there are some differences.
3. Ask pupils to listen and put their hands up each time they hear something different from the
original text, and to be ready to correct the difference.
4. Read out your text with changes.
5. Pupils listen and correct the differences to make it the same as the original.
POST-LESSON TASK 2: MAKE CONNECTIONS

AIM: To review topic vocabulary and
grammar MATERIALS: Flashcards, pens
and board
1. Before the lesson, choose or prepare between 3 and 6 flashcards that represent the content of
a text that pupils will work on in the lesson.
2. During the lesson and after pupils have worked on the text, place the flashcards on the board
and elicit ideas from pupils about items in the pictures.
3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals, the link may
be The story is about a farm).
To extend, if time allows:
4. Put pupils into pairs and give them a short time (1 or 2 minutes) to tell each other everything
they can remember from the text, using the flashcards to help them.
5. Ask pupils to tell you the connections they have made between the pictures and the text.
6. If you want pupils to practise Writing as well as Speaking, pupils could come up to the board
and write information under the corresponding flashcard or work with a partner to write
sentences about each picture.
POST-LESSON TASK 3: TEST MY FRIENDS
AIM: To review topic vocabulary or
language MATERIALS: Notebooks
1. Put pupils in pairs. Ask 3 or 4 quiz questions about vocabulary, language or content of the
lesson. Pupils write the answers in their notebooks.
2. Ask pairs to write a set or minimum number of questions to quiz their classmates.
3. Put pairs in groups so that there are 3 pairs (6 pupils) in each group. Have pupils ask and
answer each other’s’ questions in groups.
4. Give feedback as a class by asking groups to tell the class the most challenging questions.
POST-LESSON TASK 4: CORRECT THE MISTAKE
AIM: To review topic language, and to review spelling and punctuation
MATERIALS: Board, words or sentences with errors from pupils’ written work, notebooks
1. During the lesson, identify 4 or 5 words or sentences with mistakes that pupils made in a
Writing or a Speaking task. These should be common mistakes made by more than one pupil
which are related to the learning focus of the lesson (or previous lessons) and/or be correctable
by pupils.
2. Write the sentences on the board (with the mistake).
3. Ask pupils to form groups or pairs to identify the errors and to correct them.
4. Elicit answers with the whole class.
5. Ask pupils – a different pupil for each mistake – to come up to the board to write the corrected
versions.
POST-LESSON TASK 5: WHISPER AND WRITE*
AIM: To review topic language and spelling
MATERIAL: Board
1. Draw 4 columns on the board.
2. Divide the class into 4 teams. Ask each team to stand in a line facing the board.
3. Give each pupil at the front of the line some chalk or a board pen.
4. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper
a topic word, phrase or short sentence (e.g. Nahla loves camping.) or instruction (e.g. Draw a
huge fish and a tiny elephant).
5. The pupils go back to their lines and whisper the topic language to the next pupil in the line.
This continues until it reaches the pupil at the front of the line, who writes down the language,
or follows the instruction.
6. Each team gets 1 point for a correct answer. The team who finishes first gets an extra point if
their answer is correct. Depending on the focus of your lesson, you can insist on accurate
spelling, or allow some mistakes. Alternatively, you can avoid giving points for these kinds of
games but offer praise yourself and from the other pupils when teams do well.
7. Continue with new language or instructions. Change the order in the line each time (e.g. pupil
at the front goes to the back, so that there is a new pupil at the front).
POST-LESSON TASK 6: MAKE A WORD LADDER*
AIM: To review topic vocabulary, to practise spelling
MATERIALS: Board
1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5
pupils in each team.
2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some
chalk or a board pen.
3. Write the lesson topic on the board (e.g. School) and draw a ladder of at least 4 spaces for
each team (at least one for each pupil in a team).
4. The pupil at the front of each line writes a word connected to the topic at the bottom of the
ladder. They then pass on the chalk or pen to the second pupil, who writes a word in the next
space on the ladder. Pupils can help each other with spellings if needed.
5. You can either continue until each pupil has had a turn to write a word or you can continue for a
fixed time, e.g. 3 minutes, if you have more time available.
Each team gets 1 point for a word which is related to the topic and correctly spelled. If a team has a
word which no other team has, they get an extra point. Alternatively, you can avoid giving points for
these kinds of games but offer praise yourself and from the other pupils when teams do well.
POST-LESSON TASK 7: READ YOUR FRIEND’S MIND
AIM: To review topic vocabulary, to practise Listening, Speaking and Reading
MATERIALS: Board
1. Write target language on the board (e.g. food, like/love/don’t like): about 5–7 target items is a
good number. Write a number in front of each target language item.
2. Quickly review the target language with pupils.
3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the
number of the target language item she is thinking of.
4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to
their classmates, who pretend to be mind readers.
5. The other pupils write down the number they think the pupil at the front has chosen. If your class
is large, pupils can work in pairs to agree a number together and write it down.
6. Quickly check around the class, asking each pupil to say the phrase they guessed.
7. The pupil at the front keeps a score by ticking or making a mark on the board against the
number of each target language item suggested.
8. Calculate the pupil’s score. For example, if they were thinking of the phrase I like pizza, and 4
pupils guessed this correctly, the pupil scores 4 points.
9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the
previous pupil.
POST-LESSON TASK 8: TEST YOUR MEMORY
AIM: To review topic vocabulary and grammar (e.g. some/any)
MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from
another source
1. Make sure that each pupil can see the textbook picture or your chosen picture.
2. Give them 1 minute to look at the picture and remember what’s in it.
3. Ask them to close their books. Hide the picture if you are not using the textbook.
4. Make true/false statements (e.g. There are some purple flowers in the picture.).
5. Pupils tell you if your statements are true or false, and correct any false statements.
6. Divide the class into groups and ask pupils to continue the game in their groups: give them
more time to look at the picture if they need to do this in order to make their statements.
POST-LESSON TASK 9: WHAT ABOUT ME?
AIM: To review and personalise topic content or vocabulary, and encourage pupils to make links
between English learning and their own lives
MATERIALS: Board and/or pictures, notebooks
1. Choose some key words, phrases, expressions or language from the lesson. Write the words
on the board and ask pupils to read them.
2. Look at the board and act as if you are thinking carefully. Say: What about me? Choose and
circle one of the pictures/words. This should be something you can connect to your personal
life (e.g. a cat – You like cats or you have a cat).
3. Pupils ask you yes/no questions to find out why you circled cat, e.g. Do you have a cat?
4. Ask pupils to do the activity in pairs by telling the word to their partner, who should try to guess
what the connection is using yes/no questions.
POST-LESSON TASK 10: WHAT ABOUT YOU?
AIM: To reflect on and share learning
MATERIALS: Notebooks
1. Act as if you are thinking and say What can you remember? Give a key word from the lesson.
Write it on the board.
2. Invite some pupils to tell you by asking: What about you? What can you remember? Write their
answers on the board. Note that it may be vocabulary, language or content.
3. Ask pupils to work in pairs to share what they remember from the lesson. They should note their
answers in their notebooks.
4. Review some of pupils’ learning by asking volunteers or nominating pupils to tell the class what
they have written.
POST-LESSON TASK 11: PEER MEDALS AND FUTURE MISSIONS
AIM: To reflect on learning and offer peer feedback
MATERIALS: Notebooks
1. Using the Missions and Medals model, ask pupils to give feedback on their partner’s
participation in the lesson (or recent lessons). Guide the focus of the feedback, for example
on use of the target language, participation in group work, pronunciation, accuracy etc.
2. Pupils prepare by making notes in their notebooks. First, they give the ‘medals’ (for
example 3 things their partner did well), then set one ‘mission’ (what the partner could
improve on in future lessons).
If you do this activity regularly, pupils will become better at giving useful, constructive
feedback to their partners. Encourage pupils to develop these skills by gradually increasing
the task, for example by asking pupils to suggest how their partner can improve, or by
saying how they could help their partner.
3. Pairs give their feedback orally to one another.
Be sure to monitor carefully, especially when this activity is new to pupils.
4. If time allows, collect some of the ‘medals’ from pairs by inviting pupils to share their
positive feedback with the class.
POST-LESSON TASK 12: LEARNING JOURNAL
AIM: To reflect on learning and to develop critical thinking and independent learning
skills MATERIALS: Notebooks (or separate learning journal)
1. At the beginning of the year, introduce the idea of a learning journal, where pupils reflect on
what they have learnt during a lesson or series of lessons. For example, they can talk
about:
● Something they did well (e.g. a language skill)
● Something they are proud of
● A goal they reached
● New words they learned
● New language they learned
● How they worked co-operatively with other pupils
● Something they would like to do better in future
● A goal for upcoming lesson(s)
2. Allow time for explanation when you first ask pupils to keep learning diaries. You may want
to prepare a model and/or use pupils’ L1.
3. Pupils will probably not reflect in detail or deeply at first, but their reflection skills will
develop if you ask them questions and guide their diary-keeping.
4. Remember to collect in their diaries and make positive comments on the content. Avoid
marking diaries for language accuracy or grading them in any way.
If you ask pupils to keep a learning diary regularly, they will soon be able to do them more
quickly and will become skilled at it.
4. Differentiation strategies for Primary pupils
The Scheme of Work suggests at least one differentiation strategy for each lesson. These
suggestions are related directly to the focus of that lesson and are often similar to the
strategies below. However, every class is different, and teachers are encouraged to reflect on
the learning needs of their individual pupils in each class in order to select and adapt the
strategies they use in a lesson. They may choose to follow the suggestions in the Scheme of
Work, and/or follow one or more strategies from the list below.
Strategy 1: Differentiate by the task pupils are given

If teachers are using the same task for the whole class, using open-ended tasks such as
brainstorming allows a large number of correct responses. Open-ended tasks (e.g. Tell me
the food words you know or What will happen next?) allow more proficient pupils to contribute
more unusual words, more complex language, or more original ideas. Sometimes, the
teacher can also give different tasks to more proficient and less proficient groups of pupils
according to their needs and interests: see Strategy 5 for more on this.
Strategy 2: Differentiate by the type and amount of support provided

The teacher can support pupils to understand and use language with:
● their own instruction (e.g. ‘It’s an animal we have in Malaysia. It begins with the letter M. It
lives in the trees in the jungle.’)
● with gestures
● with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary)
● with written words (e.g. written words on a worksheet or the board to help pupils with
spelling).
Different types and amount of support can be given to less proficient pupils, depending on
their needs, and extra challenge can be provided for more proficient pupils. For example, you
can give more proficient pupils more verbal instructions without using gestures.
Strategy 3: Differentiate by the outcome expected from pupils

The teacher may expect more language from some pupils, and less from others. The main
aim is that every pupil says or writes something, so that they feel successful. Two useful
strategies here are:
A. Compulsory plus optional
Here, the teacher sets pupils’ targets such as With your partner, write 2 sentences or more,
or In your group, write 5 words or more. The minimum target (2 sentences, 5 words) is
compulsory, and everyone needs to achieve this to be successful. But the ‘or more’ is
optional, and gives a chance for more proficient language pupils to challenge themselves.
Some pupils will stop at the minimum target at first, but with more practice, they will soon
get the idea of going beyond the minimum target.
B. Remember and share
If pupils are asked to remember and share, they have to tell the teacher words or ideas they
learned in a previous lesson or task (e.g. Look at the objects on my table. In one
minute, I’ll cover them… Now, share with your group what you remember. Make a list
together and then tell me). Sometimes, less proficient pupils have good memories, so as
well as different outcomes, this task also allows different pupils to make successful
contributions to a group task.
Strategy 4: Differentiate by the time pupils are given to complete a task

Some pupils need longer than others to complete tasks, especially when writing is involved.
When it is appropriate, these pupils should be given a little more time to finish, and extra
tasks for pupils who complete the task early should be provided (e.g. Note another example
from your imagination; Try to name all the things in this picture in the textbook; Talk with your
friend in English: you choose what to talk about). Rewarding fast finishers with something
‘fun’ to do (such as playing with toys or drawing a picture) should be avoided, as this will
encourage pupils to work quickly, rather than to work carefully at their own speed. Extra tasks
should extend and enrich learning.
Strategy 5: Differentiate by supporting individual learning preferences and needs

When appropriate, teachers can support preferences by letting pupils make choices about
what they do and how they do it. Sometimes, for example, pupils decide for themselves
which tasks they want to do (e.g. the gestures they create for an action song, or a revision
game), depending on the ways they prefer to learn (for example visually, through speaking or
listening, or through movement).
Different pairings and groupings will allow pupils to work in different ways – teachers can
sometimes pair up pupils who can help and support each other (e.g. one who can write well
and one who still has difficulty writing) or who enjoy working together. Sometimes teachers
might want to mix girls and boys, or have single-sex pairs/groups. In some tasks, pupils can
be assigned different roles to do, for example a group manager, writer or artist. Teachers
should make sure to vary pairings and groupings over time.
Teachers can support needs by setting individual tasks and targets for pupils based on
teacher assessment. For example, if a number of pupils are not able to read fluently yet, a
teacher might decide on a reading target for each pupil and provide them with different tasks
from those pupils who can already read English very well. If a few pupils are very proficient or
fast readers, they could be given extra tasks.
Strategy 6: Differentiate by the types of question asked

Closed questions are questions in which the choice of possible answers is limited. They often
involve very short responses. Open questions usually have more possible answers, and longer
responses. Asking closed questions to less proficient pupils (e.g. Which boy is James? Is he
eating noodles or rice?) gives them a chance to produce accurate answers, as they are usually
easier to answer than open questions. Asking open questions to more proficient pupils (e.g.
What can Mandy do now? or How do you think Maya feels at the end of the story?) provides
extra challenge. As less proficient pupils grow in confidence and competence, teachers can
ask them more open questions. Sometimes there are also good reasons for asking more
proficient pupils easier questions, as this involves them in the lesson and helps the pace of the
lesson.
Strategy 7: Differentiate by the feedback given
Feedback given to pupils should be varied according to their ability to act on the feedback.
For example, if a pupil who is less proficient at Writing has tried hard and produces work with
a number of misspellings or grammatical mistakes, feedback can be given on what they did
well, and only 2 or 3 common misspellings or mistakes highlighted. The pupil should respond
to this feedback because the suggested improvement is achievable for them. If a stronger
pupil writes well and makes 2 mistakes, the teacher can tell them the lines in which the
mistakes are, and perhaps the kind of mistakes they are, and ask them to find and correct
them. The pupil should be able to respond to the extra challenge built in to this feedback. The
same principle applies to giving feedback on pupils’ spoken language.
5. Glossary of terms in Year 5
Each lesson in the Scheme of Work includes a Learning Outline with guidance for delivering a lesson. Teachers may find the following
explanations of important terms used in Learning Outlines useful.
Term in Year 5
Scheme of Meani
Work ng
brainstorm (vb) This is when pupils work with one or more other pupils to put all their ideas together. They should be able to give all their ideas without
worrying about accuracy. It may be listing, categorising etc.
consolidation (n) This is a lesson or lesson stage when language and/or skills are reviewed, and built upon. It aims to remind learners of new vocabulary,
grammar and functional language presented in previous lessons, and it can also be used to extend an area of study and challenge stronger
pupils.
coordinati These are words which connect sentences or parts of sentences together, such as but, so. They are also known as cohesive devices.
ng
conjunction
(n)
differentiation (n) Differentiation is the variety of teaching techniques and lesson adaptations that teachers use to teach a class with diverse learning needs.
discourse skills (n) Discourse is any speech or writing that is longer than a sentence, e.g. a conversation. At this level, pupils are beginning to use more
language, and produce longer pieces of writing or speech, so teachers will support pupils in developing these skills in Year 5.
drill (vb) Drilling is where the pupils hear a word, phrase or sentence and repeat it. Often the teacher says the words and pupils repeat it a few
times, but the word may be recorded and pupils may repeat more/fewer times, individually/in pairs/in groups. This gives practice in
pronunciation and helps pupils remember. It can be done in different fun ways.
elicit (vb) This technique is where the teacher gets the information, answer, language from pupils, rather than telling them. It will help the teacher see
what pupils know and makes pupils more active in their learning and language use.
fast finishers (n) Pupils who are able to work at a faster pace on a specific task than the majority of pupils in a class. They are therefore ready to move on to
the next task sooner than the majority of pupils because they finish earlier than the others.
feedback (n) / This is the response given to something a pupil does. It can be in writing or it can be spoken, and it can be given by the teacher or peers.
feed back Feedback should always be motivating, formative and constructive (i.e. it should show the pupils what they did well and how they can
(vb) improve in a child-friendly way).
Term in Year 5
Scheme of Meani
Work ng
gapped text (adj) This is a text which has missing words or phrases. Pupils should read and decide which words or phrases complete the text. This is also
known as a ‘fill in the blanks’ activity.
gist (n) Listening or reading for global/general understanding.
Letter/word jumble This kind of activity is where pupils have words for a sentence in a mixed-up order, and should re-order them to form a correct sentence,
(n) focussing on sentence structure and form. This can also be done with letters to make a word, and will support spelling skills.
mingling activity (n) When pupils mingle, they move around the classroom and talk to several different pupils. They may choose who they speak to, or they may
have to speak to a certain number of pupils to complete a task, e.g. Find six pupils in the class who have a pet cat.
monitor (v) Teachers monitor when they walk around the classroom to see and watch pupils. This is to check that they know what to do, that they are
doing what they should be doing, to answer any questions and, importantly, to check their work and give individual support and feedback.
peer-assessment This is when pupils give feedback to other pupils on specific aspects of their learning, such as a specific aspect of the quality of their
(n) speaking. The feedback can take the form of two things that were good (stars) and one area for improvement (wish).
phoneme (n) Phonemes are the sounds that make up words in spoken language.
post-lesson (adj) Activity at the end of a lesson to review and consolidate the learning.
pre-lesson (adj) Activity at the beginning of a lesson to activate pupils’ prior knowledge.
pre-teach (vb) Sometimes teachers need to teach pupils key language before they listen or read a text or do a speaking or writing activity. This will help
them understand the text and/or achieve the activity objectives.
prior knowledge (n) Knowledge and skills which pupils already have. Pupils possibly acquired from previous lessons or previous years.
realia (n) These are the ‘real thing’, used in the classroom as props to help pupils learn and remember language. For example, the teacher shows an
apple to teach the word ‘apple’, rather than using a picture.
self-assessment (n) This is when pupils are asked to assess themselves on specific aspects of their learning. For example, learning diaries kept by pupils can
reveal areas that need clarification or specific skills that need further development.
Term in Year 5
Scheme of Meani
Work ng
sentence starter This is a type of support strategy to help learners communicate their ideas, opinions or thoughts. For example, when describing an image:
(n) We think the picture on the left looks . The bar chart shows us there are .
target language This is the language teachers want pupils to use and learn in the lesson.
(n)
TPR activity (n) TPR = Total Physical Response. This is a way of teaching which combines movement and language to help pupils learn more deeply. It
also lets teachers check understanding. Pupils listen and mime only, or they can mime and repeat at the same time.
Each lesson in the Scheme of Work contains specific Content and Learning Standards. Teachers may find the following explanations of some
of the terms useful.
Term in Year 5 curriculum framework Meaning
Listening
a wide range of target language phonemes

Listening 1.1.1 Phonemes are the sounds that make up words in spoken language. By the end of
Recognise and reproduce with little or no support a wide range Year 5, pupils should be able to hear and say most of the phonemes, including most
of target language phonemes of the less common ones, such as /ɔɪ/ or /aʊ/ with minimal or no support.
Listening 1.2 a variety of familiar contexts

Understand meaning in a variety of familiar contexts Familiar contexts are ones which pupils know and are relevant to pupils’ lives, e.g.
home, school, and neighbourhood. Specific examples include contexts linked to
topics covered in the Year 5 textbook, such as Towns & Cities; Food & Health.
Pupils in rural or remote areas and pupils who live in cities may be familiar with
different contexts. Please consider your local context to decide what is familiar to
your pupils.
Listening 1.2.1 longer simple texts

Understand with support the main idea of longer simple texts Longer simple texts are those with more than 4 or 5 utterances or sentences.
on a range of familiar topics They usually contain more than one paragraph. They should be easy for pupils to
understand.
See also Listening 1.2.2
Listening 1.2.2 specific information

Understand with support specific information and Specific information is in the details of a text. Pupils may listen to a text and try to
identify a number, name or another piece of particular detailed information. They
details See also Reading 3.2.2 may not be focussed on the overall general meaning of a text, however.
Listening 1.2.3 longer simple narratives
Understand with support longer simple narratives Longer narratives are stories or sequences of events which are usually more than
15 lines long, and may be considerably longer in some forms, such as a book or
comic. Simple narratives contain language which pupils can understand, and which
is familiar. In Year 5, narratives should be on a range of different topics which are
familiar to pupils.
Please use your own judgment when selecting such narratives, based on the level,
context and interest of the pupils you teach.
Listening 1.2.4 a sequence of supported classroom instructions

Understand a sequence of supported classroom instructions Classroom instructions are the instructions teachers use to direct pupils to do
activities. In Year 5, these should be longer and slightly more complex, for example
using full sentences and combining 2 or 3 instructions into a sequence (e.g. First,
read the title and answer question 1. Then read the whole text to answer questions
2 and 3). Support classroom instructions using modelling, demonstration, miming
and closed questions to check understanding of all pupils.
Listening 1.2.5 supported questions

Understand a sequence of supported questions Supporting questions involves using mime and gesture, modelling and routines. This
also includes using pictures and objects to visually support meaning. By the end of
Year 5, pupils are expected to hear and understand a sequence or 2 or 3 of such
questions.
Listening 1.3 listening strategies

Use appropriate listening strategies in a variety of contexts Listening strategies are the techniques we use when we listen, i.e. what we do to
help us understand when we listen. For example, predicting what we’ll hear,
guessing the meaning of words we don’t know.
Listening 1.3.1 unfamiliar words

Guess the meaning of unfamiliar words from clues provided by These are words pupils do not know or understand in English.
other known words other known words
These are the words pupils already understand. They may also be able to use them.
See also Reading 3.2.3
Speaking
Speaking 2.1 simple information

Communicate simple information intelligibly Simple information is frequent, everyday information which is simple cognitively.
Examples include pupils talking about themselves, giving personal information or
saying what they like. The Year 5 textbook provides frequent opportunities for pupils
to communicate simple information orally.
Speaking 2.1.1 detailed information

Give detailed information about themselves In Year 5, pupils will talk in more detail about themselves, their background, their
opinions, preferences and experiences. This information is still familiar to pupils and
See also Writing 4.2.1 related to their own lives.
Speaking 2.1.3 simple advice

Ask for, give and respond to simple advice Simple advice is a short piece of advice normally no longer than a sentence using
simple language e.g. Eat an apple – it’s good for you.
See also Writing 4.2.2
Speaking 2.2.1 short exchanges

Keep interaction going in short exchanges An exchange is a dialogue – that is, when there are 2 (or more) people
communicating. A short exchange will usually include 2 turns but could include up to
4 or 5 turns if they are very short (e.g. one word/phrase or a fixed phrase). For
example, Student’s Book, p.4, Exercise 5; Student’s book, p.18, Exercise 4.
Speaking 2.2.2 a set of basic steps

Agree a set of basic steps needed to complete short These steps refer to the procedures for carrying out an activity in the classroom.
classroom tasks They should be clear, short and easy to understand and will appear in a short
sequence. Pupils will work with others to discuss such steps when deciding how to
work as a group or pair, for example: First, I need to tell you my answers. You listen
and write them, don’t you?
Speaking 2.3.1 short basic stories and events
Narrate short basic stories and events Where pupils are asked to tell stories themselves, they are narrating the story. They
may also be recounting an event which is familiar to them. If written, the texts should
be around one or two short paragraphs long and be simple in nature; or they may be
unscripted. They may be pupil-made or be based on other input.
Reading
Reading 3.2.4 familiar print and digital resources

Use with support familiar print and digital resources to These are resources which pupils will use when reading to check their
check meaning understanding or find out the meaning of unfamiliar words. Print resources may
include monolingual dictionaries, glossaries etc., which pupils will have used in
previous years. Digital resources may include online dictionaries, word games, apps
or CD-ROM based resources.
Reading 3.3.1
Read and enjoy A2 fiction/non-fiction print and digital texts A2 fiction/non-fiction print and digital texts
of interest These are reading texts for young learners of English at CEFR A2 level. Examples
include stories, poems, quizzes, reference books, appropriate websites etc.
Writing
Writing 4.2 basic information

Communicate basic information intelligibly for a range Basic information means the same as simple information (see Speaking 2.1 above),
of purposes in print and digital media i.e. frequent, everyday information. Examples include pupils talking about
themselves, giving personal information or saying what they like. The Year 5
textbook provides frequent opportunities for pupils to communicate basic information
in writing.
a range of purposes
The range of purposes is described in the Learning Standards for Years 1–6. These
purposes involve finding out about and giving personal details and opinions.
Writing 4.2.4 suitable statements
Describe people, places and objects using suitable statements Pupils should be able to describe something (people, places and objects) effectively
by the end of Year 5. In order to do this, they should be able to communicate
sufficient and accurate detail about it in a simple but clear way. It may include the
pupils themselves or the world around them, for example: Student’s Book p.49,
email in Exercise 1.
Writing 4.2.5 coherent paragraph

Connect sentences into one or two coherent paragraphs using This is a paragraph which is made up of sentences that fit together in meaning and
basic coordinating conjunctions and reference pronouns through appropriate use of linking words.
basic coordinating conjunctions

These are linking words which join words, phrases, sentences or parts of sentences
to bring them together. They should continue to be simple in Year 5, such as also,
but, so.
reference pronouns
A word which represents a noun. In Year 5, these should be simple, such as
him/her/me etc.
For examples of the above, see Student’s Book p.49, email in Exercise 1.
Writing 4.3.1 independent writing

Use capital letters, full stops, commas in lists and question In Year 5, pupils begin to write independently, with a very minimal amount of support
marks appropriately in independent writing at discourse or without models or other support (e.g. with content, vocabulary or language).
level
discourse level
See also Writing 4.3.2 The writing should be longer than a single sentence.
Writing 4.3.2 high frequency words

Spell a range of high frequency words accurately in independent High frequency words are words which pupils use often in Year 1–5 classroom
writing activities, especially in writing, e.g. common verbs: be, come, like; common
adjectives: cold, happy, beautiful; common nouns: school, sister, computer, etc.
Writing 4.3.3 feedback
Produce a plan or draft of one or two paragraphs for a familiar topic Feedback (positive and constructive) may come from the teacher or from other
and modify this appropriately in response to feedback pupils (peer feedback). It is also possible for pupils to review drafts of their own
writing and revise them based on this. In this case, the feedback would come from
self- assessment.
6. Scheme of Work: Lessons 1–160
Starter Unit
SCHEME OF WORK: TEXTBOOK-BASED LESSON
LESSON: 1 (Listening 1) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
WE
EK:
3-5 TOPIC: Free time CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple:
3- Values affirmative and negative; Possessive adjectives e.g. my
19/
4/2
3
CONTE LEARNI MATERIAL DIFFERENTIATI

LEARNING
NT NG S/ ON
OUTLINE
STANDA STANDA REFERENC STRATEGIES
RD RD ES
Main Skill Main Skill Pre-lesson English Plus 1 This lesson is a
1. Play vocabulary game to activate knowledge of words learned in previous review of vocabulary
Listening Listening years. Write ‘Free time’ on board. Check meaning: Is going to school free time? and language from
1.2 1.2.1 Are holidays free time? Pupils stand in a circle and take turns clockwise to say a Student’s previous levels.
noun, adjective or verb about free time. e.g. swimming – holidays – beach – Book Activities Some of the
Understand Understand sand – sun – hot – picnic – like. Repeat anti-clockwise. How many words can 1 and 2 p.4 language is basic but
meaning in a with support they remember? some pupils may
variety of the main idea Lesson delivery Teacher’s need time to process
familiar of longer Book p.18 the many words
2. Follow instructions in Teacher’s Book, p.18, Exercise 1 (CD Track 1-02).
contexts simple texts related to free time.
Pupils then look at Student’s Book, p.4, Activity 1 and find words they said in
on a range of
Complement Step 1. Find out with a show of hands if listening to words about free time is See Strategy 4 for
familiar topics
ary Skill easy or hard. Ask what helped them to understand the words (pictures, words those learners who
Complement written in box). are slower at
Reading ary Skill reading and writing
3. Pupils look at words in Activity 2. Read them aloud to check meaning and
pronunciation. Help pupils to notice the stress in photography. Say photograph. in English.
3.2 Reading
Understand a 3.2.1 Can they hear the difference?
variety of linear 4. Pupils read about a girl’s free time in Activity 2 then with a partner, guess
and non-linear Understand the which words go in the gaps.
print and digital main idea of
5. Pupils listen to CD Track 1-03 to check answers. Find out words they guessed
texts by using simple texts of
correctly. Ask: Why is it important to be careful when chatting online? Find out
appropriate two paragraphs
how long pupils think it is acceptable to be chatting or online or using a computer
reading or more
screen.
strategies
Note pupils who found it hard to follow the text when listening and
reading it. Post-lesson
6. Choose a post-lesson task from Section 3 to review free time vocabulary.
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Starter Unit)
LESSON: 2 (Speaking 1) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
WE
EK:
3-5 TOPIC: Free time CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple:
3- Values affirmative and negative; Subject pronouns e.g. I,
19 you; Possessive adjectives e.g. my, our
/4/
23

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Pre-lesson English Plus 1 See Strategy 3A for
Main Skill Main Skill 1. Say sentences about hobbies and interests. Pupils stand up if the sentence is pupils who are slow
Speaki Speaki true for them. For example: You like . You don’t like . Your favourite at writing.
hobby / interest is . Pupils then say sentences about your Student’s Book Give them fewer
ng 2.1 ng hobbies and interests. Sit down if not true, stand up if true. Activity 3, 4 sentences to
2.1.1 Lesson delivery and 5 p.4
complete at Step 4.
Communicate Give detailed 2. Write on board 1–9. Pupils look at sentence starters in p.4, Activity 3 and At Step 4
simple information Teacher’s
say a number. You complete the sentence. Put a tick beside number on board. encourage pupils
information about Book p.18
Repeat. to write at least
intelligibly themselves 3. Pupils listen to CD track 1-04 and complete sentences about people on CD. three positive
Student’s Book sentences about
Complement Complement 4. Pupils do Activity 4 on p.4. They write six sentences about their hobbies
Activities 1, their hobbies and
ary Skill ary Skill and interests.
2, 4 p.5 interests.
CCE: Values: ask pupils why they think it’s important to have hobbies and
Writing Writing
interests. Find out hobbies they would like to do when they are teenagers.
4.2 4.2.1 5. Choose two pupils to read speech bubbles in Activity 5. Pupils work with a Paper to write
different partner and repeat dialogue substituting hobbies and interests with TRUE and
Communicate Give detailed
theirs. FALSE
basic information
information about 6. Pupils do p. 5, Activities 1, 2 and 4 to remind them about subject pronouns for Step 7
intelligibly for a themselves and possessive adjectives. If time, they should check in pairs first. Teacher
range of checks with whole class.
purposes in Note pupils who are confident about giving information about themselves and
print and digital
those who need some support.
media
Post-lesson
7. Play Is it true, is it false? Pupils write in capital letters TRUE and FALSE on
two pieces of paper. They take turns to say or make up a hobby or interest that
a member of their family has. Then ask: Is it true? Is it false?
LESSON: 3 (Reading 1) MAIN SKILL FOCUS: Reading THEME: World of Self, Family and Friends
WE
EK:
3-5 TOPIC: Free time CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Subject pronouns
3- Environmental Sustainability e.g. I, you, we, they
19/
4/2
3

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Pre-lesson English Plus 1 Differentiate
Main Skill Main Skill 1. Show a map of world on board. Find out if pupils know where Europe is, then learning according
The Czech Republic. Say the capital city is Prague. Pupils look at photo on p.5 Students’ Book to needs of your
Readi Readi
and say three things about the Prague houses e.g. They’re different colours. Activities 6, 7 pupils. Please see
ng ng They’re tall. There are lots of windows. Ask: What differences are there between and the seven
these houses and houses in Malaysia? 8 differentiation
3.2 3.2.1 p.5
Lesson delivery strategies at Section
4.
2. Pupils read text in Activity 6 and choose correct subject pronouns. They
Understand a Understand the compare answers with a partner then teacher gives feedback. Please see Strategy
Teacher’s
variety of linear main idea of 5: learning
3. Write on board: ‘their friends, They’re from Prague. There is a photo of Book p.19
and non-linear simple texts of preferences and
houses.’ Help pupils to notice differences. See language note in box in Teacher’s
print and digital one or two Map of the needs
Book, p.19.
texts by using paragraphs world for Step
appropriate CCE: Environmental Sustainability – Write ‘eco-house’ on board. Explain this 1 Consider pairing
reading is a house made to help the environment. Elicit ideas about what this means pupils for Activity 6
strategies e.g. with technology – low heat, low power, low energy. so there is a more-
4. Pupils read and listen to the dialogue in Activity 7 (CD 1-05). In pairs, they confident pupil and a
Complement read the dialogue aloud. Nominate two or three pairs to read the dialogue to less-confident pupil
Complement
ary Skill ary Skill the class. in some pairs.
Speaking Speaking 5. Pupils read Key Phrases – Introducing people. With a different partner,
substitute the words in blue in the dialogue with their own names and hobbies
2.2 2.2.1 and read it aloud. Encourage pairs to memorise the dialogue and choose pairs to
Use Keep perform it.
appropriate interaction Note any difficulties pupils have when reading and understanding the text
communicati going in short and dialogue.
on strategies exchanges by Post-lesson
asking
suitable 6. Play Post-lesson Task 1: Spot the Differences. Change 5–6 words in the
questions reading text in Activity 7 e.g. Jack – Joe; Not bad – Not good; friend – sister; is
into – isn’t into etc. Read the changed text aloud and pupils put up their hands
when they hear a wrong word.
W
LESSON: 4 (Writing 1) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
E
E
K: TOPIC: Free time CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Prepositions of place
3- Creativity e.g. on, near, next to
5
3-
19/
4/2
3

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Skill Main Skill 1. Brainstorm classroom objects on board. Draw a mind map with classroom learning according
Student’s
objects written in centre. Pupils classify the objects into groups e.g. furniture, to needs of your
Writing Writing Book
electric things, things for writing/reading, things for the wall. pupils. Please see
Activities 1–
Lesson delivery 5 p.6 the seven
4.2 4.2.4 differentiation
2. Pupils do Activity 1. Ask which word is the most difficult to spell (dictionary).
Teacher’s strategies at Section
Communicate Describe 3. Follow instructions in Teacher’s Book, p.20, Exercise 2. Book p.20 4.
basic people, places 4. Pupils in pairs do memory test in Activity 3. They look at sentences in Activity
information and objects Please see Strategy
2 again for one minute, close their books and write down as many sentences as
intelligibly for a using suitable 5: learning
they can remember. Ask: Who can remember 3, 5, 7, or more than 7
range of statements preferences and
sentences?
purposes in needs
5. Pupils do Activity 4. Tell pupils they are going to be creative. They draw a
print and digital In Step 4, pair some
desk and write sentences to describe what’s on the desk. Pupils swap with a
media pupils with mixed
partner and check if any of the objects and sentences are the same.
Complement Complement ability partners so
6. Follow instructions in Teacher’s Book, p.20, Exercise 5. Pupils listen to
ary Skill ary Skill one says the
partner describing their pictures and draw what they hear.
sentences and the
Listening Listening CCE: Creativity – find out if pupils think they were creative in Activities 4 and 5. other writes them.
Ask: Do you think the drawing (8) on the wall in Activity 1 on page 6 is creative? Encourage less
1.2 1.2.4
Why or why not?
Understan Note how well pupils can describe the positions of classroom objects and able pupils to say
Understand
da classroom objects in their drawings. the sentences,
meaning in a
sequence more able pupils to
variety of Post-lesson
of write them.
familiar 7. Follow instructions for Optional Activity: Vocabulary in Teacher’s Book p.20.
contexts supported
classroom
instruction
s
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Starter Unit)
WE
EK: LESSON: 5 (Language Arts 1) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
3-5
3- CROSS-CURRICULAR ELEMENT: Language /
19 TOPIC: This Tooth Creativity and Innovation LANGUAGE/GRAMMAR FOCUS: Verbs (past tense
/4/ verbs)
23

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Skill Main Skill Pre-lesson Antholog Differentiate learning

y of according to the
Language Arts Language Arts 1. Revised parts of the body by playing a simple game (e.g. Simon says, touch Poems needs of your pupils
your cheek)
page18 and class. Please
5.2 5.2.1 see the seven
Lesson delivery Contemporary differentiation
Express Explain in simple Children’s strategies listed in
personal language why 2. Introduce the poem. Discuss the corresponding images on the page. Literature the introduction.
responses to they like or dislike 3. Ask pupils to read the poem silently. Teaching Please also consider
literary texts an event, 4. Divide pupils to a smaller group and provide them with number cards (1 and Guidebook the following:
description or 2) to group them according to the stanzas. (BPK)
character in a text 5. Each group has to guess the meaning of the verbs from the assigned stanza – Poetry Some pupils might
(Stanza 1: jiggled, jaggled, jerked and Stanza 2: pull, pushed, poked) by not be able to come
Complement Complement looking at the pictures of the poem and words that they know (pull & push = out with their own
ary Skill ary Skill may be familiar). reasons. Teacher will
Readi Readi 6. Each group acts out their stanza based on their guesses of the verbs. then have to accept
7. Prompt pupils on the event whether they like it or not and give explanation phrases and
ng ng (either orally or in a written form). incomplete
sentences.
3.2 3.2.3
(Strategy 3)
Understand Guess the Post-lesson
a variety of meaning of
linear and unfamiliar words 8. Teacher poses a question “What do you want to do if your tooth is loose?”
non-linear print from clues and pupils perform their possible actions based on their imagination.
and digital texts provided by title,
by using topic, and other
appropriate known words
reading
strategies
WE
EK:
3-5 TOPIC: Free time CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Possessive ‘s’
3- Values
19/
4/2
3

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Pupils stand in a circle. Choose a pupil to start the game and point to her/his learning according
desk and say That’s ’s desk. Repeat. Pupils then take turns to say Student’s to needs of your
Skill Skill name of two pupils standing next to them and find books, pens or notebooks that Book pupils. Please see
belong to them. They say: These are the pupils’ s. Activities 1– the seven
Listenin Listenin 4 p.7 differentiation
Lesson delivery
g 1.1 g 1.1.1 Teacher’s strategies at Section
2. Follow instructions in Teacher’s Book, p.21, Exercise 1 and read the
4.
Language note. Help pupils to notice the sound of apostrophe ‘s’. Ask: is it /s/ Book p.21
Recognise Recognise and
or /z/? Pupils repeat: teacher’s, Harry’s and Eva’s. Can they hear the /z/ See Strategy 2:
and reproduce reproduce with
sound? Type and amount of
target little or no
3. Pupils do Activity 2 then in pairs take turns to say the phrases. support
language support a wide
sounds range of target 4. Tell pupils they are going to hear two people talking on a phone. Read the At Step 4 play the
language three sentences in Activity 3 aloud. Pupils listen for the correct words at end of CD track again and
phonemes these sentences. Play CD 1-08. Can they find another word with ‘s’ at the end pause after I’m at
that has the sound /z/? (speakers) home; in the drawer;
Complement Complement
CCE: Values – ask why it’s important that parents know where you are, what MY speakers in
ary Skill ary Skill
you’re doing and who you’re with. YOUR room. This
Readi
enables less-
Reading
ng proficient pupils to
focus on the
3.2
answers.
3.2.1 5. Pupils read and complete the table in Activity 4. In pairs they take turns to
Understand a
variety of linear listen and respond to their partner’s 3 questions about places: Am I ? Are
Understand the
and non-linear you ? Is (classmate’s name) ?
main idea of
print and digital simple texts of Note how well pupils can identify the difference between /s/ and /z/
texts by using one or two sounds. Post-lesson
appropriate paragraphs 6. Pupils in groups place some of their personal classroom objects in middle of
reading
a desk or table. They take turns to say: That’s (name of pupil) ’s (noun)
strategies
If they are correct, they give the object back to the pupil who owns it.
WE
EK:
3-5 TOPIC: Free time CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Interrogatives with
3- verb ‘to be’; Prepositions of place e.g. at school
19/
4/2
3

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Skill Main Skill 1. Write on board: ‘Where are you in the classroom?’ Write: ‘near’, ‘between’, learning according
Speaki Speaki ‘opposite’ and ‘next to’ in a vocabulary box. Elicit sentences from pupils to to needs of your
describe their position in the classroom e.g. I’m near / I’m not near the door. I’m Student’s pupils. Please see
ng 2.1 ng between ’s desk and ’s desk etc. the seven
Book Activities
2.1.1 Lesson delivery 5 and 6 p.7 differentiation
strategies at Section
4.
Communicate Give detailed 2. Follow instructions in Teacher’s Book, p.21, Exercise 5. While they are asking At Step 4, provide
simple information Teacher’s
the questions to their partner, pupils write down how many sentences have ‘Yes’ less confident
information about Book p.21
answers and how many ‘No’. Find out the total of yes and no answers. Which pupils with two
intelligibly themselves has more – no or yes answers? question starters:
Complement Complement 3. Pupils look at the table with person, city and place in Activity 6. Check if they Are you
ary Skill ary Skill know which countries Rio, New York, London and Cairo are in. Show pictures of
the people and elicit information about them: Lionel Messi is a footballer, Taylor in_? Are
Writi Writi
Swift is a singer, Kristen Stewart is an actor and Robert Downey Junior is an you at ?
ng ng actor. Alternatively, write a different table on the board with people familiar to
4.2 4.2. pupils.
Communicate Give detailed 4. Follow instructions for Teacher’s Book, p.21, Exercise 6. Remind pupils to
basic information choose different people, different cities and different places.
information about 5. Extra activity: If time, do Activity 4. Pupils in pairs write questions with
intelligibly for a themselves words in the six sentences then ask and answer the questions in pairs.
range of Note how well pupils spoke about themselves, asked questions about a partner
purposes in and wrote about themselves.
print and digital
media
Post-lesson
6. Who am I? Sit on a seat at front of class. Tell pupils you are a famous Malaysian
person. They ask questions starting with ‘Are you…’ to find out who you are.
WE
EK:
3-5 TOPIC: Free time CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adjectives e.g.
3- and ICT boring, bad, unpopular
19/
4/2
3

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Write on board: ‘big ←→small’, ‘fast ←→slow’ with symbol to show they’re learning according
opposites. Elicit big, small, fast, slow. Animals. Ask: Are any animals small and Student’s to needs of your
Skill Skill slow? (snail) Big and fast? (cheetah). Explain these words are adjectives. Book Activities pupils. Please see
They describe things. 1 and 2 p.8 the seven
Readin Readin differentiation
Lesson delivery Teacher’s
g 3.2 g 3.2.2 Book p.22 strategies at Section
2. Pupils read adjectives in Activity 1. Ask: Which two letters are at the start of
4.
unpopular? Can they think of other adjectives starting with ‘un-‘? (unhappy,
Understand a Understand
unkind) Explain they are going to read a text with 8 adjectives in blue. They read Please look at
variety of linear specific
and listen (CD 1-09). With a partner, they match blue words with their opposites For CCE – a Strategy 3:
and non-linear information and
in the box. handout for Outcomes. Some
print and digital details of two
3. Pupils read text again. Ask: What’s the name of the first writer? And the each pupil with pupils could write 2
texts by using paragraphs or
second, and the third? Pupils answer questions about children in Activity 2. an image of a sentences and some
appropriate more
Check answers. mobile phone could write three
reading
large enough sentences or more
strategies CCE: ICT – Hold up a mobile phone or show image on board. Find out words
for them to at Step 4.
pupils know about a mobile phone. Write on board screen, keys, answer key,
Complement end call key, sim card, ringtone, charger, hands free. Give handout to each pupil label parts of it
ary Skill and they label parts of the phone, sim card and charger. Find out how often they including keys
Complement
Writi use one. and a sim card
ary Skill
and charger
ng Writi 4. Follow instructions in Optional activity: Vocabulary in Teacher’s Book, p.22. beside it
ng Pupils read text again and write three sentences about things in their bag starting
4.2
with: I’ve got and using an adjective from Activity 1.
4.2.
5. Pupils in pairs swap sentences and find adjectives in their descriptions. Are
4 they the same or different from their partner’s adjectives?
Communicate Note pupils who are slow at reading the paragraphs. Consider why they were
Describe
basic slow. Post-lesson
people, places
information
and objects 6. Pupils in groups of three, take turns to ask and answer the questions: What
intelligibly for a
using suitable have you got in your pocket/on your desk/under your bed? They include an
range of
statements adjective in their answer e.g. I have a small notebook in my pocket.
purposes in
print and digital
media
WE
EK:
3-5 TOPIC: Free time CROSS-CURRICULAR ELEMENT: Financial LANGUAGE/GRAMMAR FOCUS: Adjectives e.g.
3- Education popular, interesting; Verb: have got
19/
4/2
3

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Write ‘Adjectives’ in centre of a mind map. Elicit adjectives from previous learning according
lesson and write around mind map. Pupils say any opposite adjectives they Student’s to needs of your
Skill Skill know. How many opposites can they match? Book Activities pupils. Please see
3 and 4 p.8 the seven
Writing Writing Lesson delivery Activity 3 p. 9 differentiation
2. Write: ‘very’, ‘really’, ‘quite’ on board. Model sentences with words in context
4.2 4.2.4 Teacher’s Book strategies at Section
e.g. ‘I’m very/really interested in music’. Ask: What kind of words go after very,
p.22 and 23 4.
really, quite? Pupils read p.8, Key Phrases.
Communicate Describe
3. Draw table on board with headings TV programmes, Places, People, Games For CCE: At Step 3, some
basic people, places
or Films. Elicit examples of sentences about programmes, places etc. Pupils handout for pupils may not be
information and objects
do Activity 3. They compare with a partner. Choose pupils to say a sentence. pairs of pupils able to write 8
intelligibly for a using suitable
with images sentences so reduce
range of statements 4. Pupils do Activity 4. They memorise two of their sentences then in pairs tell
and cost of the number to 4–6,
purposes in each other.
four different and monitor pupils
print and digital CCE: Financial Education – find out if pupils know the cost of a mobile phone. Give
mobile as they write to see
media pairs of pupils the handout. In turn, they say a sentence about the phones using
Complement if any need support.
Key Phrases. Ask if they think it’s important to have an expensive phone. phones
Complement ary Skill
ary Skill
Speaking
Speaking
2.1 2.1.5
5. Pupils re-read the text on p.8, Activity 1, which they did in previous lesson.
Describe They find examples of: has got, have got, hasn’t got and haven’t got. Choose
Communicate
people, places pupils to give examples and to say if they are from Paul’s, Ben’s or Maria’s text
simple
and objects or from Activity 2.
information
using suitable 6. Read the table in p.9, Activity 3 with pupils then they complete it.
intelligibly
statements
Note how well pupils described places, people and objects when writing about
them.
Post-lesson
7. Pupils in small groups prepare 3–4 questions to ask you about things you
have got. Choose a leader from each group to ask two of their questions.
Pupils from other groups can’t repeat the same question.
WE
EK: LESSON: 10 (Language Arts 2) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
3-5
3- CROSS-CURRICULAR ELEMENT: Language / LANGUAGE/GRAMMAR FOCUS: Connectors (first, next,
19/ TOPIC: This Tooth Creativity and Innovation finally)
4/2
3

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES

Language Arts Language Arts 1. Pupils share what they remember from the poem [Pre-Lesson Task 9 – Poems needs of your pupils
Memory Chain] before going through the poem.
page18 and class. Please
5.3 5.3.1 see the seven
Lesson delivery Contemporary differentiation
Express Respond Children’s strategies listed in
imaginatively and 2. Tell pupils that they are going to create a mask and tell their story about the Literature the introduction.
an imaginative intelligibly falling tooth in groups. Teaching Please also consider
response through creating 3. In groups, pupils discuss on how to create the mask. Guidebook the following:
simple role- plays 4. Teacher encourages pupils to use connectors (first, next and finally) in their (BPK)
to literary texts and simple story so that it is easier to narrate it. – Poetry Provide pupils with
poems 5. Provide time for pupils to create the mask of a person with a loose tooth opportunities
Other imaginative (either boy or girl) and their story based on their imagination and creativity.
responses 6. Then, pupils take turn to narrate their story.
Mask to contribute in their
own ways (in terms
as appropriate of drawing, colouring,
Complement Complement Post-lesson sample or narrating).
ary Skill ary Skill
7. Pupils take notes on one of the memorable stories presented by their friends (Strategy 5)
Speaking Speaking on a piece of paper [Post-Lesson Task 10 – What about you?]
2.3 2.3.1
Communicate Narrate short

appropriately to basic stories and
a small or events
large
group
LESSON: 11 (Listening 3) MAIN SKILL FOCUS: Listening THEME: World of Knowledge

WE
EK:
3-5 TOPIC: Free time CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns and Adjectives
3- Patriotism e.g. Spain, Spanish, China, Chinese
19/
4/2
3

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Project or pin world map on board as support for warm-up. Follow instructions learning according
for warm-up activity, Teacher’s Book, p.24. Choose a pupil to point to Malaysia Student’s to needs of your
Skill Skill on map. Book Activities pupils. Please see
Listenin Listenin Lesson delivery
differentiation
2. Pre-teach ‘globe’. Pupils in pairs do p.10, Activity 1. Say country names again Activities
g 1.2 g 1.2.5 1–3 p.11 strategies at Section
and pupils repeat. Which countries sound similar in English and Malay (or other
4.
languages pupils know)?
Understand Understand a Teacher’s Book
3. Play a word game with the six blue words in quiz, p.10, Activity 2: Say: Please look at
meaning in a sequence of p.24 and p.25
Listen then find the blue word. e.g. What is something we wave on special Strategy 1: Task
variety of supported
familiar questions days. What word means a person is very good and really popular? World map as At Step 4
contexts 4. Pupils do p.10, Activity 2. Help pupils to notice endings of nationalities by an image or encourage more-
writing - ish, -an -ian, -ese on board. poster proficient pupils to
CCE: Patriotism – ask pupils why it’s important to be able to give information Flash cards to say longer
about your country. Elicit examples of facts they know about Malaysia e.g. flag, hold up with sentences.
ary Skill ary Skill
food, money, important people, important buildings. Where? What?
Readi
Readi Who? on them
5. Hold up three flash cards (Where? What? Who?) and elicit examples of
ng questions that start with these question words. Pupils do p.11, Activity 1. Check for Step 5
ng
answers. Pupils do p.11, Activity 2 (CD1.12)
3.2
3.2.3 6. Pupils read key phrases in Activity 3. They listen to (CD1.12) again.
Understand With a different partner, they complete the five sentences. Check
Guess the
a variety of answers.
meaning of
linear and Note any pupils who found understanding the questions in Steps 3 and 5 hard.
unfamiliar words
non-linear from clues Post-lesson
print and provided by title,
digital texts topic and other
by using known words
appropriate
reading
strategies
7. Pupils sit in a circle and take turns to ask a Where, What and Who question.
WE
EK:
3-5 TOPIC: Free time CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Question
3- Patriotism words; Nationalities (adjectives) e.g. American,
19/ Italian
4/2
3

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Write: ‘Where’, ‘What’, ‘Who’ in circles on board. Say sentences about learning according
yourself. Pupils say which question word matches each sentence. For Student’s to needs of your
Skill Skill example, I’m your teacher. (Who + are you?) I live in a city in Malaysia. (Where Book Activity pupils. Please see
+ do you live?) I like watching films and running. (What + are your interests?) 2 (to check the seven
Speaki Speaki Write these on board. understanding differentiation
of new strategies at Section
ng 2.1 ng Lesson delivery
language 4.
2. Pupils in pairs take turns to say three sentences about where they live, what from previous
Communicate 2.1.1
and who they like. Partners match sentences with a question (Where, What or lesson using At Step 3 it is often
simple
Give detailed Who). a different more effective to
information
information 3. Pupils look at the six photos on p.10 again. In pairs, they choose two photos task) p.10 have small groups
intelligibly
about each and say sentences about them using Key Phrases from p.11, Activity 3. I of pupils for talking
Complement themselves think that’s … I’m not sure that’s…. I don’t know where / what / who that is. Activity 3 and writing
ary Skill (Key activities because it
3. Tell pupils they are going to write a group quiz. Pupils do p.11, Activity 4, Use It!
Writi Complement Phrases is more likely each
Follow instructions in Teacher’s Book, p.25, Exercise 4.
ary Skill only) pupil will
ng 5. Each group chooses their ‘best’ question and one pupil writes it on paper. contribute. Make
Writi Activit
Display questions on a wall with a heading e.g. ‘Can you answer our questions?’
4.3 y4 mixed-ability
ng
p.11 groups.
4.3.
2
Communicate Spell a range of
CCE: Patriotism – ask pupils why it’s important to say good/positive things about Teacher’s Book
with high frequency
their country. Elicit positive examples e.g. good schools, helping environment, p. 25
appropriate words accurately
language form in independent good technology.
and style for a writing
Note how well pupils give information about themselves and how well they
range of
spell words from the activities such as know, think, sure, right and write.
purposes in
print and digital Post-lesson
media
6. Choose a post-lesson task from Section 3 to review and consolidate
topic vocabulary.
WE
EK:
3-5 TOPIC: Free time CROSS-CURRICULAR ELEMENT: ICT LANGUAGE/GRAMMAR FOCUS: Question
3- words; Conjunctions: and, but, or
19/
4/2
3

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Write ‘email’ on board. Explain an email is a text you write on a computer and learning according
that ‘e’ stands for ‘electronic’. Find out who writes emails, who they send emails Student’s to needs of your
Skill Skill to and who they get emails from. Book pupils. Please see
Activities 5– the seven
Readin Readin Lesson delivery
7 p.11 differentiation
2 Pupils do p.11 Activity 5. Explain the text is from an email and words in blue
g 3.3 g 3.3.1 strategies at Section
are called conjunctions. Pupils compare answers with a partner. Check with Teacher’s Book 4.
class. Ask: What question was easy/difficult? Is Beth’s email easy/difficult to p. 25
Read Read and enjoy
read? Please see Strategy
independently A2 fiction/non-
CCE: ICT – Write on board school email address. Read it aloud. Ask: What does 5: learning
for information fiction print and
@ mean and where is it? (after name on email, before domain name). Explain we preferences and
and enjoyment digital texts of
call ‘.’ dot. Write Malaysian email addresses on board e.g. Legoland, local shop. needs for support.
interest
Complement Choose pupils to say them using ‘at’ and ‘dot’. Ask pupils if they like reading and At Step 6: At Step 3 some
ary Skill Complement writing emails. Three cards pupils will feel more
Writi ary Skill 3. Write on board ‘and’, ‘or’, ‘but’ and three sentences e.g. I like cheese I like for each confident if you read
Writi ice cream. I like cheese I don’t like ice cream. Would you like cheese ice group with the email aloud at
ng and, but, or the same time as
cream!? Pupils say which conjunction is missing in the sentences (and, but, or).
ng on them they are reading it.
4.3
4.3. This is possible with
a small group.
1
Communicate Use capital 4. Pupils do Activity 6. Follow instructions in Teacher’s Book, p.25, Exercise 6.
with letters, full stops, Ask: Can you find another comma in Beth’s email? (after sport, before
appropriate commas in lists especially)
language form and question
5. Pupils do Activity 7. In pairs, they compare sentences to check if they have the
and style for a marks same conjunction. Check answers. Ask: Which sentence has a comma? (number
range of appropriately in 3)
purposes in independent
Note any pupils who have difficulty reading the email and understanding
print and digital writing at
media the questions about it.
discourse
level
Post-lesson
6. Pupils in small groups place their three conjunction cards face down on a
desk. They take turns to turn over a card and say something about themselves
using the conjunction on the card. They mix the cards then repeat activity.
WE
EK:
3-5
3- TOPIC: Free time CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Conjunctions: and, but,
19/ or
4/2
3

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Skill Main Skill 1. Write ‘International Friends’ on board and elicit information about the email learning according
Writi Writi from previous lesson e.g. Who is the email from? How old is she? Where does to needs of your
she live? Ask: What is at the start of the email? What is at the end of the email? pupils. Please see
ng ng Student’s
Lesson delivery Book the seven
4.2 4.2. differentiation
2. Write a fact file on board. Pupils complete it individually before writing Activity 8
p.11 strategies at Section
1 email. Name:
4.
Age:
Communicate Give detailed Brothers and sisters:
basic information School: Teacher’s Book
information about p. 25 See Strategy 4: Time
Into:
intelligibly for a themselves Interested in: Some pupils will
range of Fact file on a
Speaks: take longer to write
purposes in worksheet with
After completion, pupils compare information with a partner. an email than
print and digital key words for
3. Follow instructions for Teacher’s Book, p.25, Exercise 8. Pupils use notes others. Suggest they
media each pupil to
from fact file and Key Phrases from Activity 8 to write an email. When finished, write about only one
write notes –
Complement they check if email has: a start; all the information from fact file; some interest. Proficient
Complement see example at
ary Skill conjunctions (and, but, or); a question; an end. pupils can write
ary Skill Step 2
about several
Reading 4. Pupils swap emails with a partner and read them. They put a smiley face if
Reading interests.
email has features in Step 3; a smiley face if it has Key Phrases; a smiley face if
3.2 they like the email.
3.2.1
Understand a Note how well pupils wrote details about themselves in the fact file and in the
Understand the
variety of linear
main idea of email. Post-lesson
and non-linear
simple texts of 6. Post-lesson Task 1: Spot the Differences. Prepare email in Activity 5 so there
print and digital
two paragraphs are 5–6 mistakes. Read it aloud. Pupils put hands up hand when they hear a
texts by using
or more mistake and correct it. How many words did they spot and correct accurately?
appropriate
reading
strategies
WE LESSON: 15 (Language Arts 3) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
EK:
3-5 CROSS-CURRICULAR ELEMENT: Language /
TOPIC: Cats Creativity and Innovation LANGUAGE/GRAMMAR FOCUS: Verbs (continuous
3-
tense)
19/
4/2
3

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES

Language Language 1. Teacher draws outlines of pet animals (e.g. a cat, fish, dog, etc.) and lets Poems needs of your pupils
pupils predict the animal groups (answer: pets) [Pre-Lesson Task 8 – Predict page15 and class. Please
Arts 5.2 Arts 5.2.1 the contents] see the seven
Contemporary differentiation
Express Explain in simple Lesson delivery Children’s strategies listed in
personal language why Literature the introduction.
responses to they like or dislike 2. Introduce the poem. Discuss the corresponding images on the page. Teaching Please also consider
literary texts an event, 3. Divide pupils to four big groups and each group is assigned to a stanza. Guidebook the following:
description or 4. Each group has to read the stanza and the other three groups’ members (BPK)
character in a text have to individually point to the corresponding picture (read: scratching the – Poetry Some pupils might
gate, others: point at the gate in the book). not be able to come
Complement Complement 5. Teacher informs pupils that they have to think of possible suggested actions out with their own
ary Skill ary Skill based on the cats’ actions. reasons. Teacher will
6. Pupils pair up and think of their possible actions. then have to accept
7. Teacher conducts ‘Hot Seat’ activity where each pair comes in front. Others
Listening Listening phrases and
can choose the four cats’ actions (scratching the backdoor, scratching the incomplete
gate, scratching the bee-hive or napping on a chair) and ask questions (e.g. sentences.
Do you like it? What do you want to do?)
1.2 1.2.2 (Strategy 3)
Understan Understand
Post-lesson
d meaning with support
in a specific
8. Pupils look at the pictures on the poem for a minute and then, teacher asks
variety of information
them to close it.
familiar and details of
9. Teacher gives a few statements and pupils have to nod or shake their head
contexts longer simple
to show whether the statement is true or false (e.g The cat is eating a mouse
texts on
– shake their head) [Post-lesson Task 8- Test Your Memory]
a range of
familiar topics
LESSON: 16 (Language Awareness 1) MAIN SKILL FOCUS: Language Awareness THEME: teacher to complete
WE
EK:
3-5 TOPIC: Free Time CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language
3- from Starter Unit
19/
4/2
3

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Language Language Pre-lesson English Plus 1 Differentiate learning
Awareness Awareness 1. Review language from Starter unit with an activity from list of pre-lesson according to the needs
lessons should lessons should Student’s Book of your pupils and
tasks. Lesson Delivery
be presented be presented Activities 1, 2, class.
2. Follow instructions in Teacher’s Book, p. 23, Exercises 1 and 2. Pupils look at 4, 5 p.9
and and Please see the seven
practised using a practised using a the four drawings and identify differences between the use of this, that, these,
differentiation
Main Skill and a Main Skill and a those.
3. Pupils in pairs place 6 classroom objects on a desk. One object on its own and strategies listed in the
Complement Complement Teacher’s
two or three objects near the front of desk; one object and two or three objects at introduction. Please
ary Skill ary Skill Book p.23
the back of desk. Pupils stand up and take turns to say either: This is near us. also consider the
(Listening, (Listening,
That following:
Speaking, Speaking, Use self-
Reading or Reading or isn’t near us. These s are near us. Those s aren’t near us. *Pupils will need
assessment
Writing). Writing). 4. Follow instructions in Teacher’s Book p. 23, Exercises 4 and 5. support
worksheet
Teachers Teachers can use Note: understanding and
below
can use Year 5 Year 5 Content completing the self-
and ● Plan further activities for this unit to develop language skills according to
Content and Learning assessment
Standards your pupils’ needs. worksheet, especially
Learning in DSKP ● You can use information about your pupils’ performance which you at the beginning of
curriculum
Standards in document. collected using formative assessment strategies while teaching this unit. the year.
DSKP curriculum Pupils can complete it
document. in their own language
● The information could include your observation of pupils
if necessary.
interacting in classroom activities and their performance in written
activities.
● Plan activities which focus on language practice in a meaningful, fun
and communicative way.
Post-lesson
4. Ask pupils to think about their learning and performance in this unit. They
then complete the self-assessment worksheet (see below and see note in
differentiation strategies column).*
5. Collect the worksheets from pupils and review them to note pupils’
responses. If there are any areas of concern, prepare a review of these in
upcoming lessons.
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 OK A little

Great
…use adjectives and some Great OK A little

adverbs to describe objects
…ask and answer questions Great OK A little

about myself and other people
…write and email about myself OK A little

Great
● I’m proud of myself because I can very well.
● In the next unit, I will better/more.

Unit 1
(Unit 1)

WE
EK:
6-9 TOPIC: Towns and cities CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: there’s, there are; a,
2- an; some, any
5/5/
23

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Write on board: ‘Town’, ‘City’. Elicit which is bigger and names of towns and learning according
cities in Malaysia. Ask: Do you live in a town or a city? If neither, ask where e.g. a Student’s Book to needs of your
Skill Skill village, the countryside. Pupils say if there is something famous in the place Activities 1, 2, pupils. Please see
where they live. 3, 4 the seven
Listenin Listenin p.12 and 13 differentiation
Lesson delivery
2. Pupils look at photos and drawings of famous places in London Guide p.12– Teacher’s 4.
13 of the Student’s Book. Find out if pupils have been to London and if they went Book p.26
Understand Understand
to any places in the Guide. Teachers read See Strategy
meaning in a with support
3. Read the 14 sentences aloud and say ‘mmm’ for gap in each sentence. the following 7: Feedback
variety of the main idea
familiar of longer Read aloud the vocabulary in the box on Activity 1. Pupils repeat each word. sections: At Steps 3, 4 and 5
Check meaning of vocabulary pupils don’t know. In pairs, they do Activity 1, - Vocabulary provide positive
contexts simple texts
CD-1.13. Check answers. - Aim feedback about
on a range of
- Background pupils’ listening
familiar topics 4. Pupils do Activity 2, CD-1.14. Check answers then play CD track again. Ask:
How many places do the people say? (10) skills, especially to
Complement Complement Exercis learners who find
ary Skill 5. Pupils read sentence starters in Activity 3. Give pupils clues to help them listen e4 listening for topic
ary Skill
for answers e.g. In sentence 2, does the person live in a town or a city? What’s p.27 vocabulary in
Writing Writing the adjective in sentence 3? Pupils listen to CD-1.14 again and complete the longer texts difficult.
4.2 sentences.
4.2.4
6. Follow instructions for Activity 4, Teacher’s Book, Exercise 4,
Communicate Describe
basic p.27. Note pupils who have difficulty listening for the main idea in
information people, places longer texts Post-lesson
intelligibly for a and objects 7. Do Post-lesson Task 6: Make a Word Ladder, to review and consolidate
range of using suitable topic vocabulary.
purposes in statements
print and digital
media
SCHEME OF WORK: TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 18 (Speaking 4) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge

WE
EK:
2- TOPIC: Towns and cities CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: there’s, there are; a,
5/5/ Patriotism an; some any
23

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Skill Main Skill 1. Pupils in groups brainstorm words in a mind map about towns and cities. A learning according
pupil from each group says two words from mind map and writes words on Student’s to needs of your
Speaking Speaking board. Help pupils with spelling of e.g. square, restaurant, theatre, building. Book Activities pupils. Please see
2.1 2.1.5 Lesson delivery
differentiation
2. Write on board as a model: ‘There’s a…’, ‘There isn’t a/an …’, ‘There are Teacher’s
Communicate Describe strategies at Section
some…’, ‘There aren’t any…’. Elicit sentence endings about places in London Book p.27
simple people, places 4.
e.g. There’s a river. There isn’t a space station. There are some theatres.
information and objects There aren’t any Malaysian markets. At Step 1:
intelligibly using suitable For each
statements 3. Pupils do p.13, Activity 5. Pupils compare with a partner. Ask: Are your See Strategy
group, A4
sentences the same or different? Choose pupils to read a sentence to whole 3: Outcomes
Complement paper with a
class.
Complement ary Skill mind map. In At Step 3,
ary Skill 4. Pupils read Key Phrases. Choose two pupils to read speech bubbles. They do centre, a box in differentiate outcome
Writing Activity 6 (Use It!) and tell their partner the sentences they think of. They should with Towns
Writing by challenging more
try to produce 5 sentences each (fast finishers could do more). Choose pupils to and Cities
4.2.1 proficient pupils to
read a sentence aloud. written in it and
4.2 write two additional
Give detailed 5. Pupils in small groups agree on 2 or 3 good things about where they live, lines from the sentences and
Communicate information then agree on something that’s not good. Draw a line down centre of board. box. expect less confident
basic about Write good things as a heading on left; not good things on right. One pupil from pupils to complete
information each group gives an example of each. At Step 6:
themselves three or four.
intelligibly for a Paper for each
Note pupils who describe places well orally and those who need support to do
range of group to write
this. Post-lesson one sentence
purposes in
print and digital 6. Pupils in same small groups agree on one sentence from Step 5 with a good for a wall
media thing about where they live and write it clearly. Display sentences on wall. display
LESSON: 19 (Reading 4) MAIN SKILL FOCUS: Reading THEME: World of Knowledge

WE
EK:
2- TOPIC: Towns and cities CROSS-CURRICULAR ELEMENT: Creativity LANGUAGE/GRAMMAR FOCUS: Present simple
5/5/ and Innovation tense interrogatives: Is it...? Is / Are there… How
23 many…?

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. See Section 3, Pre-lesson Task 4: I’m Going To…. Pupils write 2 or 3 goals learning according
for the lesson. Student’s to needs of your
Skill Skill Book pupils. Please see
Lesson delivery
Activities 1, the seven
Readin Readin 2. Write on board as a model: ‘I think a good place for a holiday is...’, ‘That’s 2, 3 p.14 differentiation
because it’s good for...’ Pupils think of a good holiday place and give a reason
why it’s good. They use the two sentence starters on board to share ideas with a Teacher’s 4.
partner. Book
Understand a Use with
3. Tell pupils they’re going to be creative. They’re going to predict Optional See Strategy 4: Time
variety of linear support familiar
and non-linear print and digital answers to questions about a text on p.14. Follow instructions for Exercise activity: At Step 6 some
print and digital resources to 1 on p.28 in Teacher’s Book. Encourage pupils to start sentences with: ‘I Readi pupils will need
texts by using check meaning think…’. After predicting, they read the text and check predictions. ng some more time to
appropriate 4. Pupils do Activity 2, CD1.15. Follow instructions for Exercise 2 on p.28 in p.28 look up dictionaries
reading Teacher’s Book. Ask: What helped you to answer the questions? (e.g. At Step 6: for meanings of
strategies photos, numbers) Dictionaries for words. More able
Complement
5. Pupils do Activity 3. They use an online or paper dictionary to check meaning each pupil or pupils could check
of 4 or 5 words in blue that they don’t understand. Ask pupils: Which four words pairs of pupils meaning of
ary Skill Speaki
are adjectives? (fantastic, comfortable, exciting, horrible) additional
ng vocabulary
Speaking
e.g. cruise, oasis,
2.1.5 relax
2.1 Note pupils who are able to use photos and questions to predict content and
Describe
people, places check meaning of words and those who need support.
Communicate
simple and objects Post-lesson
information using suitable 6. Pupils in small groups decide if they think the cruise ship is a good place
intelligibly statements for a holiday and say why or why not.
LESSON: 20 (Writing 4) MAIN SKILL FOCUS: Writing THEME: World of Knowledge

WE
EK:
8- TOPIC: Towns and cities CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense
12/ Creativity and Innovation ‘to be’ interrogatives Is there…? Are there…? How
5/2 many…?
3

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Pupils in pairs say things they remember on the cruise ship and what people learning according
can do on it. Write words they mention on board. How many things did they Student’s Book to needs of your
Skill Skill remember? Activities 1, 5 pupils. Please see
and the seven
Writing Writing Lesson delivery
6 differentiation
2. Pupils do p.15, Activity 1. Follow instructions in Teacher’s Book, p.29, Exercise p.
4.2 4.2.4 strategies at Section
1. 1 4.
Communicate Describe 3. Say: You’re going to be creative again. Pupils close their eyes and 5
imagine a holiday park. Allow at least 30 seconds for this. Ask: Does the See Strategy
basic people, places
park have sports activities/a climbing wall/shops/restaurants? Pupils do Teacher’s 7: Feedback
information and objects
intelligibly for a using suitable Activity 5. Book p.29 At Steps 3 and 5,
range of statements 4. Pupils do Activity 6 (Use It!) in small groups. Follow instructions in monitor pupils as
purposes in Teacher’s Book, p.29, Exercise 6. they write and
print and digital 5. Elicit and write on board some: adjectives (‘popular’, ‘new’, ‘nice’); adverbs provide positive
media (‘very’, ‘really’, ‘quite’); conjunctions (‘and’, ‘but’). ‘There is/isn’t…’; ‘There are feedback to those
Complement
some/There aren’t any…’ Pupils do Finished! using some words on board. who have difficulty
writing sentences to
ary Skill 6. Pupils exchange texts with a partner. They draw a smiley face for: good
Speaki describe a holiday
things in the park; adjectives; use of very, really or quite; conjunctions. They park. Focus on use
Speaki draw a big smiley face if they like the holiday park.
ng of vocabulary,
ng 2.2 Note how well pupils can describe a holiday park with suitable spelling of words
2.2.1
statements. Post-lesson presented in book
Use and praise pupils for
Keep 7. To review topic vocabulary, do Post-lesson Task 4: Correct the Mistake.
appropriate writing
interaction
communicati going in short e.g. 3, 4 or 5
on strategies exchanges by sentences well.
asking
suitable
questions
SCHEME OF WORK: NON-TEXTBOOK-BASED LESSON (Unit 1)
LESSON: 22 (Consolidation 1) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge

WE
EK:
8- TOPIC: Towns and cities CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple tense
12/ Patriotism ‘to be’: Is / Are there…? How many?; Quantifiers: some,
5/2 any
3

WE
EK:
8- TOPIC: Towns and cities CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Adjectives: dirty/ clean,
12/ Values quiet/noisy, friendly/unfriendly, safe/dangerous, old/modern
5/2
3

WE
EK:
8- TOPIC: Towns and cities CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Comparative
12/ Values adjectives: quieter, friendlier, more expensive, better,
5/2 worse, further
3

WE
EK:
15- TOPIC: Towns and cities CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: population,
19/ Creativity and Innovation business, monument, castle, zoo; Adverbs: quite, really,
5/2 very
3

WE
EK:
15- TOPIC: Towns and cities CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Adjectives:
19/ Creativity and Innovation interesting, friendly, nice, pretty, favourite; Adverbs:
5/2 quite, really, very
3
EK
: CROSS-CURRICULAR ELEMENT: Language / LANGUAGE/GRAMMAR FOCUS: Vocabulary
TOPIC: Serenade Creativity and Innovation
15- (musical instruments)
19/
5/2
3
LESSON: 28 (Consolidation 2) MAIN SKILL FOCUS: Writing THEME: World of Knowledge

WE
EK:
15- TOPIC: Towns and cities CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: there is/are…;
19/ Values Is/Are there…? How many…? Comparative
5/2 adjectives
3
WE
EK:
15- TOPIC: Options: Extra Listening and CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple
19/ Speaking tense interrogatives, e.g. When’s your birthday?;
5/2 Adverbs: quite, really, very
3
WE
EK:
15- TOPIC: Options: Extra Listening and CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple
19/ Speaking Creativity and Innovation tense interrogatives, e.g. When’s your birthday?;
5/2 Adverbs: quite, really, very
3

WE
EK:
15- TOPIC: Towns and cities CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Adjectives:
19/ friendly, interesting, favourite, old, fantastic,
5/2 different, exciting
3

WE
EK:
22- TOPIC: Towns and cities CROSS-CURRICULAR ELEMENT: Patriotism an: LANGUAGE/GRAMMAR FOCUS: Adjectives:
26/ Creativity and Innovation friendly, interesting, favourite, old, fantastic,
5/2 different, exciting
3
EK:
22- CROSS-CURRICULAR ELEMENT: Language / LANGUAGE/GRAMMAR FOCUS: Describing
TOPIC: Serenade Creativity and Innovation / Entrepreneurship
26/ objects (simple sentences)
5/2
3
WE
EK:
22- TOPIC: Towns and cities CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language
26/ from Unit 1
5/2
3
How did I do in Unit 1?
…talk about places in towns and Great OK A little

cities
…use adjectives, prepositions Great OK A little
and adverbs to describe places
…ask and answer questions Great OK A little

about places in towns and cities
…plan and write a description of Great OK A little

a place

Unit 2
(Unit 2)
W:
6- LESSON: 35 (Listening 7) MAIN SKILL FOCUS: Listening THEME: World of Self, Family and Friends
9/6/
23 TOPIC: Days CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of
frequency: always, usually, normally, often,
sometimes, never

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Elicit days of week and choose pupils to write on board. Find out pupils’ learning according
favourite day with a show of hands. Write numbers on board below each day. Student’s to needs of your
Skill Skill Ask: Which day is the favourite of most pupils? Why? Book pupils. Please see
Activities 1, the seven
Listenin Listenin Lesson delivery
3, 4 p.22 differentiation
2. Write ‘Daily Routines’ on board. Pupils do p.22, Activity 1 (CD 1.21). Give
g 1.1 g 1.2.1 Teacher’s strategies at Section
handout to each pupil. They look at the five table headings and read words in
Book p.36 4.
blue in Days and Nights Quiz. Explain words in blue are daily routines. They write
them in columns 1–5 in table. Pupils compare with a partner. They listen to See Strategy 2:
meaning in a with support For Step 2:
CD1.21 and check answers. Explain that we will come back to the Days and Type and amount of
variety of the main idea Handout for
Nights Quiz next lesson. support At Step 3:
familiar texts of longer each pupil with
3. Pupils listen to Activity 3 (CD1.22). Follow instructions for Exercise 3 in For pupils who find
simple texts the table
Complement Teacher’s Book p.36. listening difficult,
on a range of enlarged so
ary Skill pause after each
familiar topics 4 Draw a horizontal line on board. Write ‘never’ on left of line, ‘always’ on right. that pupils can
speaker to check
Pupils read adverbs in box in Activity 4. Explain ‘normally’ means most of the write the
Writing Complement answers
time and give a personal example e.g. I normally have breakfast at 7.30am. routines in
ary Skill Elicit where to write the other four adverbs on board. each column
4.3 Writing 5. Pupils listen to CD1.22 again and complete sentences with an adverb.
Communicate Note pupils who have difficulty listening to and understanding more than one or
4.3.2 two dialogues. Note also pupils who spell words incorrectly in table and in
with
appropriate Spell a range of sentences.
language form high-frequency Post-lesson
and style for a 6. Choose a Post-lesson Task from Section 3 to review frequency adverbs.
words accurately
range of
in independent
purposes in
writing
print and digital
media
W:
6-
9/6/
23 TOPIC: Days CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of frequency:
usually; Verbs: brush, study, watch, help, relax, chat online
W:
6-
9/6/
23 TOPIC: Days CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Adverbs of
frequency: always, usually, normally, often,
sometimes, never
W:
6-
9/6/
23 TOPIC: Days CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Adverbs of
Creativity frequency: always, usually, normally, often,
sometimes, never
W:
6- LESSON: 39 (Language Arts 7) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
9/6/
23 CROSS-CURRICULAR ELEMENT: Language /
TOPIC: Watching a Bumble Bee Creativity and Innovation LANGUAGE/GRAMMAR FOCUS: True/false sentences
W:
LESSON: 40 (Consolidation 3) MAIN SKILL FOCUS: Listening THEME: World of Self, family and friends
12-
16/
6/2 TOPIC: Days CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Time expressions:
3 Technology o’clock quarter past, half past, quarter to; at (time) on (day)
a.m. p.m.
W:
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6/2 TOPIC: Days CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple
3 Values tense affirmative and negative (to state facts and
routines)
W:
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16/
6/2 TOPIC: Days CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple
3 tense affirmative and negative (to state facts and
routines)
W:
12-
16/
6/2 TOPIC: Days CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Present simple
3 tense: interrogatives
W:
12-
16/
6/2 TOPIC: Days CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple
3 Patriotism tense: interrogatives
W:
16/
6/2 CROSS-CURRICULAR ELEMENT: Language /
3 TOPIC: Watching a Bumble bee Creativity and Innovation / Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Vocabulary (Insects)
W:
LESSON:46 (Consolidation 4) MAIN SKILL FOCUS: Speaking THEME: World of Self, Family and Friends
19-
23/
6/2 TOPIC: Days CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple
3 tense: interrogatives and time expressions
W:
19-
23/
6/2 TOPIC: Days CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: What’s on? What do
3 Values you want to do? Let’s go to (the)…, What about (the)…?
W:
LESSON:48 (Speaking 9) MAIN SKILL FOCUS: Speaking THEME: World of Self, family and friends
19-
23/
6/2 TOPIC: Days CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: What do you want to
3 Values do?
What about (the)…? Let’s go to (the)…
in the morning, in the afternoon, in the evening, at lunch
W:
19-
23/
6/2 TOPIC: Days CROSS-CURRICULAR ELEMENT: Values LANGUAGE/GRAMMAR FOCUS: also, and, but
3
W:
LESSON:50 (Writing 9) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
19-
23/
6/2 TOPIC: Days CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Adverb: also
3
W:
23/
6/2 CROSS-CURRICULAR ELEMENT: Language / LANGUAGE/GRAMMAR FOCUS: Providing
3 TOPIC: And Something Weird Happened Creativity and Innovation reasons (because)
W:
19-
23/
6/2 TOPIC: Days CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language
3 from Unit 2
…talk about daily routines OK A little

Great
…use adverbs of frequency Great OK A little

to describe daily routines
…describe a celebration in my country OK A little

Great
…plan and write a Great OK A little

description of a special day

Unit 3
(Unit 3)
W:
26-
27/6/
TOPIC: Wild Life CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Nouns: wolf, ostrich,
23
Technology scorpion, rat, octopus; Verb + prep.: looks like, sounds like

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Write ‘Wild life’ on board. Explain pupils are going to learn about wild learning according
animals from around the world. Follow instructions for Think! on Teacher’s Student’s to needs of your
Skill Skill Book
Book p.46. pupils. Please see
Listenin Listenin Activities 1– the seven
Lesson delivery
4 p.32–33 differentiation
g 1.2 g 1.2.2 2. Pupils do Activity 1, CD1.28. Follow instructions Teacher’s Book p.46
Exercise 1. Ask: What do you think ID means? (identification)
Understand Understand Book p.46– 4.
meaning in a with support 3. Explain that pupils are going to read Key Phrases used when guessing or
identifying something. Say: looks like, sounds like. Pupils repeat. They do 47 See Strategy 5:
variety of specific
Activity 2. Follow instructions for Exercise 2 on p.46 of Teacher’s Book. Play Learning
familiar information At Step 5:
CD1.28 again. preferences and
contexts and details of Photos of an
needs
longer simple In pairs (A and B), pupils choose elephant, frog or dog (not identified from CD). ostrich, bat,
texts on a They take turns to make its sound or draw a picture. Pairs use Key Phrases to eagle, At Step 2, some
Complement range of identify partner’s animal. A says Key Phrase 1. B says 2, 3 or 4, and 5. Then they scorpion, rat pupils may need to
ary Skill familiar topics swap. and octopus listen to the
Choose pairs to say dialogue aloud. dialogues again.
Speaking Complement
4. Pupils do Activity 3, CD1.29. Follow instructions in Teacher’s Book p.46, Ex. 3. This will also help
ary Skill
them at Step 3.
2.2 Speaki 5. Show photos of ostrich, bat, eagle, scorpion, rat and octopus to check
meaning of vocabulary in Activity 4 box. Pupils should know: bat, bear, crocodile,
Use ng rabbit, snake, spider, whale from previous levels. Pupils in four teams do Activity
appropriate 4, CD1.30. Follow instructions for Exercise 4 on p.46 of Teacher’s Book.
2.2.1
communicati If time is limited, teams choose two or three photos to identify. Ask: Which
on strategies Keep animal names are similar in Malay? (panda, gorilla/gorilla, giraffe/zirafah)
interaction
going in short Note how well pupils listen for specific information in the
exchanges by dialogues. Post-lesson
asking
suitable
questions
6. Play a science sorting game. Write ‘fish’, ‘bird’, ‘mammal’, ‘reptile’, ‘insect’
on board. Give example of each. Ask: Which words are similar? (mamalia,
reptilia). Pupils in small groups classify animals from Activity 4 according to
category.
W:
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TOPIC: Wild Life CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS Present simple tense
23
Technology interrogatives: Does it, Has it got, How many, What
colour / size is it? What type of animal is it?

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Pupils in pairs brainstorm animals from previous lesson. Can they remember learning according
10/ 15 / 20 animals? Pupils open books and check with animals in Activity 4 Student’s to needs of your
Skill Skill Book
p.32. pupils. Please see
Speaki Speaki Activities 5, the seven
Lesson delivery
6, 7 p.33 differentiation
ng 2.1 ng 2. Follow instructions for Exercise 5 on p.47 of Teacher’s Book. Ask: Which
animal is easy to identify? Which is difficult? Pupils indicate with a show of Teacher’s Book
Communicate 2.1.5 4.
hands. p. 47
simple
Describe 3. Pupils do Activity 6. They guess meaning of land, wings and tail. They See Strategy 2:
information At Step 5:
people, places should remember live, water and legs from previous levels. Ask: Which Type and amount of
intelligibly Worksheet with
and objects animal is it? (crocodile) What type of animal is it? (reptile) support
Complement using suitable Venn diagram
4. Write question starters on board: Does it…? Has it got…? How many…? Is it large enough At Step 4, some
ary Skill statements
- er than a / an…? What colour/size …? Pupils do Activity 7, Use It! Follow for pupils to pupils won’t need to
Readi instructions in for Exercise 7 on p.47 in Teacher’s Book. They use question write animal look at the question
starters as support. names in both starters on board. A
ng Complement few pupils may need
ary Skill 5. Draw Venn diagram on board with ‘water’ above right circle and ‘land’ above circles and in
3.2 left. Explain that pupils put animals into different groups: water, land, or water intersection the starters written
Readi and land. Elicit examples e.g. water = whale; land = gorilla; both water and land on paper to have
Understand a beside them.
= frog. Hand out worksheet to pairs of pupils. Explain science words are often
variety of linear ng They can then refer
put in diagrams.
and non-linear to them more
3.2.3 6. Pupils do ‘Finished?’ Check by asking: Do you agree lives in
print and digital easily. This also
texts by using Guess the water/land/water and land?
makes the task
appropriate meaning of Note pupils who describe animals accurately and those who find this
quicker to do.
reading unfamiliar words hard. Post-lesson
strategies from clues
provided by title,
topic and other
known words
7. Pupils draw a Venn diagram with ‘fly’ above left circle and ‘swim’ above right.
In pairs they classify animals in three parts of the diagram. The diagrams can
be displayed.
W:
26-
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TOPIC: Wild Life CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Superlative adjectives:
23
Environmental Sustainability ugliest, rarest, most beautiful, common, interesting,
colourful

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Use Pre-lesson Task 1: ABCs, and adapt by using animal learning according
Student’s to needs of your
Skill Skill names. Lesson delivery
Book pupils. Please see
2. Pupils do Think! at top of p.34. Ask: Is there another animal you think is ugly? Activities 1–
Readin Readin Accept L1 and translate. the seven
3 differentiation
g 3.2 g 3.2.3 3. Write on board: protect, species, become extinct, danger, help, rare. Pupils p. 34 strategies at Section
use dictionaries or explain the meanings. They follow instructions in Teacher’s 4.
Understand a Guess the
Book Teacher’s Book
variety of linear meaning of p.48 Exercise 1. p. 48 See Strategy 5:
and non-linear unfamiliar words
CCE: Environmental Sustainability – Ask pupils why it is important to protect Learning
print and digital from clues At Steps 3 and preferences and
texts by using provided by title, animal species
5: If possible, needs
appropriate topic and other 4. Follow instructions for Exercise 2 on p.48 in Teacher’s Bok. dictionaries for
reading known words 5. Pupils do Activity 3: They guess meanings of words in blue from the context, each pupil or At Step 3: Some
strategies and then check with a partner. If there are any words they are unsure of, they pairs pupils may need
Complement help to look up
Complement ary Skill can use a dictionary or other resource. Pupils now use dictionaries to check
‘common’ and ‘dull’. Ask: Which word in blue is the opposite of dull? (colourful). dictionaries and
ary Skill understand
Readi Also, check they remember the meaning of. ‘rare’ (from Activity 2).
Readi meanings in
ng 6. Pupils read text again and say the two words that come before beautiful,
English. If possible,
ng interesting, common and colourful (the most). They find the word before
3.3.1 use bilingual
ugliest, rarest, biggest, weirdest (the). Ask pupils if they enjoyed reading the
3.3 dictionaries.
Read and enjoy text and why.
Read A2 fiction/non- Note how well pupils can guess meanings of words from clues in the
independently fiction print and text. Post-lesson
for information digital texts of
and enjoyment interest
7. Pupils in small groups agree on the three most beautiful and the three most
colourful animals they know. Do pupils know if any of the animals are in danger
of extinction?
W:
3-
7/7/2
TOPIC: Wild Life CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Comparative and
3
Creativity and Innovation Superlative adjectives: e.g. weirder, weirdest, rarer, rarest

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Pre-lesson English Plus 1
Differentiate
Main Main 1. Pupils brainstorm adjectives to describe animals then do Warm-up. Student’s learning according
Follow instructions in Teacher’s Book p.49 Warm-up. Book to needs of your
Skill Skill
Lesson delivery Activities 1– pupils. Please see
Writing Writing 4 the seven
2. Pupils do p.35 Activity 1. Follow instructions for Exercise 1 on p.49 of
p.35 (text on differentiation
4.3 4.3.2 Teacher’s Book.
p.34 for Activity strategies at Section
Communicate Spell a range of 3. Pupils look at text on p.34 again and do Activity 2. They compare answers 4.
2 p.35)
with high-frequency with a partner. Check answers. How quickly did pupils find the words?
See strategy 4: Time
appropriate words accurately 4. Show map of Canada on board. Point out the Rocky Mountains. Explain there Teacher’s
language form in independent are many very big National Parks with lots of wild animals in the mountains. Book p.49 At Steps 4 and 5:
and style for a writing Write on board: ‘hot’, ‘cold’, ‘high’, ‘good’, ‘beautiful’, ‘interesting’. Pupils do Activity Some pupils will
At Step 4: A
range of 3. Choose pupils to go to board and write the superlative of the adjectives. need more time to
map of
purposes in Help pupils to notice double ‘t’ in ‘hottest’. Write ‘big’ on board. Ask: How do write sentences.
Canada
print and digital Complement you spell biggest? More proficient pupils
media ary Skill will be able to write
an additional 1 or 2
Complement Speaking more sentences.
ary Skill
Speaki 2.1.5 5. Pupils do Activity 4. Read study strategy aloud to whole class. Pupils write
sentences with superlative forms using words in both boxes. They compare
ng 2.1 Describe with a partner. Choose pupils to read sentences to whole class.
people, places CCE: Creativity and Innovation – pupils develop creative cognitive skills (HOTS)
Communicate
and objects when they think of and produce their own ideas.
simple
using suitable
information Note pupils who are slow at writing sentences with superlative adjectives.
statements
intelligibly
Post-lesson
6. Pupils in small groups write three or four sentences about Malaysia
using superlative adjectives and ideas from text about Canada.
W:
LESSON: 58 (Consolidation 5) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
3-
7/7/2
TOPIC: Wild Life CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Questions: Do you
3
Creativity want to…? Is it (adjective)? Where are you now? How
are you?
W:
3-
7/7/2
TOPIC: Wild Life CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Modal auxiliary
3
Technology verbs: can (positive use) can’t (negative use) for ability
W:
3-
7/7/2
TOPIC: Wild Life CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Verbs: e.g.
3
Technology communicate, survive, kill, grow
W:
3-
7/7/2
TOPIC: Wild Life CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Giving examples:
3
Environmental Sustainability such as, like, for example
W:
10-
15/7/
TOPIC: Wild Life CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS Comparative and
23
Environmental Sustainability superlative adjectives; Modal auxiliary verbs: can and
can’t for ability; such as, for example, like
W:
14/7/
23 CROSS-CURRICULAR ELEMENT: Language / LANGUAGE/GRAMMAR FOCUS: simple sentences
TOPIC: And Something Weird Happened Creativity and Innovation to describe things
W:
LESSON: 64 (Consolidation 6) MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
10-
14/7/
TOPIC: Wild Life CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Asking for permission:
23
Values Is it ok if…? Can I / we…? Giving permission: Yes, of
course. Refusing permission: I’m sorry, but…No, I’m
afraid you can’t.
W:
10-
14/7/
TOPIC: Wild Life CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Comparative and
23
superlative adjectives e.g. heavier, heaviest, more
colourful, most colourful
W:
10-
14/7/
TOPIC: Wild Life CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS Modal auxiliary verbs:
23
Values can and can’t for ability
W:
10-
14/7/
TOPIC: Wild Life CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Modal auxiliary
23
Technology verbs: can and can’t for ability
W:
10-
14/7/
TOPIC: Wild Life CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple
23
Science and Technology: tense interrogatives: Is it (adjective)? Can it (verb)?
W:
14/7/
TOPIC: And Something Weird Happened Creativity and Innovation / Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Reasoning (because)
W:
LESSON: 70 (Language Awareness 4) MAIN SKILL FOCUS: Teacher to complete THEME: Teacher to complete
17-
21/7/
TOPIC: Wild Life CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language
23
from Unit 3
*How did I do in Unit 3?
…talk about animals and their Great OK A little

abilities
…use superlative adjectives Great OK A little
to describe animals
… ask and give permission to Great OK A little

do things
…plan and write a leaflet about Great OK A little

an endangered animal in my
country

Unit 4
(Unit 4)
W:
31/7-
4/8/2
TOPIC: Learning World CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: school
3
Creativity and Innovation subjects; Adjective phrases: good at, great at, not good /
great at

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Pupils in pairs answer questions in Think! p.42. Follow instructions in learning according
Teacher’s Book p.56. Student’s to needs of your
Skill Skill Book Activities
Lesson delivery pupils. Please see
Listenin Listenin 1 and 2 p.42– the seven
2. Read aloud 5 or 6 definitions of school subjects in the box in Activity 1 e.g. In 43 differentiation
g 1.3 g 1.3.1 this subject you draw and paint. Sometimes you make models; In this subject you
do calculations with numbers and money. Pupils guess the school subject from Teacher’s Book
Use Guess the 4.
the box. p. 56
appropriate meaning of
3. Explain pupils are going to listen to the school questions. They listen for ten See Strategy 4: Time
listening unfamiliar words Read
strategies in a from clues school subjects and guess the meaning of words they don’t know. Pupils do Some pupils will
Background to
variety of provided by p.42 and 43 Activity 1, CD1.38. Follow instructions in Teacher’s Book p.56 need more time to
schools in
contexts other known Exercise 1. answer the quiz
England for
words 4. Pupils do Activity 2. Pupils read questions again and think of answers. With a own questions than
Complement
partner, they answer questionnaire orally. Find out which pairs have same information others. This may be
ary Skill Complement
answers to questions 1, 3, 4, 8. Explain answers are opinions. Write on board 2, because they don’t
ary Skill
Readi 5, 6, 7, 9. Check answers then say these are facts. Ask: Do you know the At Step 2: understand the
Readi answer to 10? Which questions are easy to answer, opinions or facts? Definitions of 5 question; can’t
ng or 6 school remember the
ng 5. Pupils do Optional Activity: Vocabulary. Explain pupils are going to be
3.3 creative. Follow instructions on p.56 in Teacher’s Book. After drawing subject subjects to English words; are
3.3.1 pictures, pupils show them to a partner who identifies the subjects. Pupils then read aloud to slower thinkers or
Read pupils. any combination of
label their drawings. CCE: Creativity and Innovation – Ask: Which subjects help
independently Read and enjoy these.
you to think creatively?
for information A2 fiction/non-
and enjoyment fiction print and Note pupils who have difficulty understanding meaning of: organised,
digital texts of geography, physical, economic when they’re listening to CD.
interest
Post-lesson
6. Find out pupils’ three favourite subjects. Say a subject and pupils put hand
up if they like it. Do a tally on board. Ask: Which are the class’s top three
favourite subjects?
W:
31/7-
4/8/2
TOPIC: Learning World CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Verbs: study,
3
enjoy, prefer; Adjectives: strict, organized.
W:
31/7-
4/8/2
TOPIC: Learning World CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: types of
3
Values school – primary, secondary, private, public, boarding
W:
31/7-
4/8/2
TOPIC: Learning World CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present continuous
3
tense affirmative and negative
W:
31/7- LESSON: 75 (Language Arts 13) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
4/8/2
TOPIC: And Something Weird Happened Creativity and Innovation LANGUAGE/GRAMMAR FOCUS: Creative writing
W:
LESSON: 76 (Consolidation 7) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
31/7-
4/8/2
TOPIC: Learning World CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present continuous
3
Creativity and Innovation tense affirmative and negative
W:
31/7-
4/8/2
3 TOPIC: Learning World CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Questions: Do you +
verb, Do you usually/ever..? Verbs: concentrate, revise
W:
LESSON: 78 (Speaking 14) MAIN SKILL FOCUS: Speaking THEME: World of self, family and friends
7-
11/8/
TOPIC: Learning World CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple
23
Values tense affirmative and negative; Auxiliary verbs do and
don’t.
W:
LESSON: 79 (Reading 14) MAIN SKILL FOCUS: Reading THEME: World of self, family and friends
7-
11/8/
23
and simple tenses
W:
7-
11/8/
23
and simple tenses
W:
11/8/
23 CROSS-CURRICULAR ELEMENT: Language / LANGUAGE/GRAMMAR FOCUS: Verbs to display a
TOPIC: Miss Antrobus Creativity and Innovation degree of liking (hate, dislike, like and love)
W:
LESSON: 82 (Consolidation 8) MAIN SKILL FOCUS: Writing THEME: World of Self, Family and Friends
7-
11/8/
TOPIC: Learning World CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present continuous
23
Creativity and Innovation and simple tenses
W:
7-
11/8/
TOPIC: Learning World CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Pronunciation of long
23
and short vowels, diphthongs, voiced and unvoiced
consonants
W:
14-
18/8/
TOPIC: Learning World CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Interrogatives: How do
23
you say / spell…? Can you help me with…? Can you say
that again, please?
W:
14-
18/8/
TOPIC: Learning World CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Nouns: exchange
23
and ICT programme, centre, break, woodwork; Adjectives:
medium- sized, compulsory, optional; Conjunction: so
W:
14-
18/8/
23
and ICT and simple tenses; Conjunction: so; Such as, for
example, like
W:
18/8/
23 CROSS-CURRICULAR ELEMENT: Language / LANGUAGE/GRAMMAR FOCUS: Reasoning (the use
TOPIC: Miss Antrobus Creativity and Innovation / Entrepreneurship of because)
SCHEME OF WORK: Project-based Lesson (Unit 4)
W:
LESSON: 88 (Project 1) MAIN SKILL FOCUS: Project-Based Learning THEME: Teacher to select
14-
18//8
TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT: Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select
/23
select
…talk about school and Great OK A little

school subjects
…identify a writer’s opinion OK A little

Great
…talk about things happening Great OK A little

now and what people are doing
now
…plan and write an email OK A little

Great

Unit 5
(Unit 5)
W:
21-
25/8/
TOPIC: Food and health CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: I like… I quite / really
23
Science and Technology like... I don’t mind… I don’t like… I really don’t like… I
hate…

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Skill Main Skill 1. Pupils answer Think! question, top of Student’s Book p.52. Follow instructions in learning according
Listeni Listeni Teacher’s Book p.66. Student’s to needs of your
ng 1.2 ng Book pupils. Please see
Lesson delivery Activities 1, the seven
1.2.1 2, 3 differentiation
p.52 and 53 strategies at Section
2. Activity 1, CD2.02: Explain meaning of: vegetarian, vending machine, fizzy Teacher’s 4.
drink. Follow instructions in Teacher’s Book p.66 Exercise 1. Ask: What helps Book p.66
meaning in a with support See Strategy 5:
you to understand the texts? (photos, key words in bold)
variety of the main idea Learning
familiar texts of longer 3. Pupils do Activity 2. Follow instructions in Teacher’s Book p.66 Exercise 2. preferences and
simple texts Ask: Why is it helpful to organise topic vocabulary in a word web? (to remember needs
on a range of it, to understand how to group words, to make links between new vocabulary)
familiar At Step 2: Some
topics pupils may need you
Complement CCE – Science and Technology – Draw the word web on board but change to pause the CD
Complement
ary Skill snacks to carbohydrates. Explain that food with carbohydrates gives us energy after each text. They
ary Skill
Listeni e.g. potatoes and bread. Pupils find how often rice, pasta, chips are in the text (2, may also find it hard
Listeni
ng 1.1 3, 3 times). Explain the importance of eating something from each category of to concentrate on
ng listening to all 9
food but in different amounts. Ask: Which food / drink is the heathiest? (fruit,
1.1.1 vegetables, water). texts.
Recognise 4. Pupils do Activity 3, CD2.03. Follow the instructions in Teacher’s Book p.67 Note: At Step 3
Recognise and Exercise 3. Can they think of some more food words with short /i/ and long /i:/
and reproduce draw pupils’
reproduce with
target sounds? (milk, peach, peas). Ask: Where is the short /i/ in biscuit, olive and
little or no attention to the
language apricot?
support a wide word
sounds 5. Pupils do Optional Activity: Vocabulary. Follow instructions for first
range of target ‘carbohydrates’.
language Optional Activity: Vocabulary in Teacher’s Book p.66. Ask: what is
phonemes Note how well pupils understand the texts about food. different about the
Post-lesson spelling in English
See instructions in Post-lesson Task 6: Make a Word Ladder. Use the topic of and Malay? (c in
food. English, k in
Malay; y in English, i
in Malay)
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TOPIC: Food and health CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: I like… I quite / really
23
Science and Technology like... I don’t mind… I don’t like… I really don’t like… I
hate

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Brainstorm food items from previous lesson. Write on board and pupils put learning according
one hand up if they like the food, two hands if they really like it. Student’s to needs of your
Skill Skill Book pupils. Please see
Lesson delivery Activities 4–
Speaki Speaki the seven
2. Pupils do Activity 4, CD2.04. Hand out worksheet for each pupil to complete. 6 differentiation
ng 2.2 ng Explain they write in the table the food that the four students like. Follow p.52 and 53 strategies at Section
Use 2.2.1 instructions in Teacher’s Book p.67 Exercise 4. 4.
Teacher’s
appropriate CCE – Science and Technology– Pupils look at list of food in table again. Ask: Book p.67
Keep See Strategy 4: Time
communicati Which food is good for your health? (chicken salad, fish, vegetable soup).
interaction At Step 2:
on strategies Explain food made from milk is called ‘dairy’. Ask: Which food is made from At Step 4: Some
going in short Worksheet
milk? (cheese). pupils will take
Complement exchanges by with table for
3. Pupils do Activity 5, CD2.04. Follow the instructions in Teacher’s Book p.67 longer to respond to
ary Skill asking each pupil.
Exercise 5. Pupils read ‘School Food’ texts again. They find the person who questions about food
suitable Draw table
Writi doesn’t like vegetables; (girl from UK); who really likes pasta, chicken pieces and likes and dislikes
questions with 4 rows
water (girl from Spain). especially when
ng and 2 columns using the key
Complement
4. Pupils in pairs do Activity 6, Use it!. Follow instructions in Teacher’s Book with headings:
4.3 ary Skill phrases: I quite like
p.67 Exercise 6. Names;. Food. and I don’t mind.
Communicate Writi 5. Pupils do Finished? Divide class into two halves, A and B. Pupils in A write Write names
with a perfect school lunch; pupils in B write a horrible school lunch. When finished in three rows
ng
appropriate they find a partner from other half of class and compare lunches. Choose pairs of first column
language form 4.3. to read different types of lunch. Ask: Which is the most perfect and the most (1: Lydia
and style for a horrible? and Sophie; 2:
1
range of Note how fluently pupils speak when describing likes and dislikes to each other. Ben, 3:
purposes in Use capital Georgia). In
print and digital letters, full stops, second column
media commas in lists pupils write
and question food these
marks in people like.
independent
writing at
discourse level
Post-lesson
Do Post-lesson Task 9: What about Me? Choose food items and pupils ask
about your likes and dislikes.
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TOPIC: Food and health CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Adjectives: healthy,
23
Science and Technology unhealthy, popular, typical; Nouns: lifestyle, vitamins,
dessert

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Write on board title of text p.54, The sports interview… Sumo Style. Pupils learning according
look at the two photos on p.54. See instructions for Pre-lesson Task 8: Predict Student’s to needs of your
Skill Skill Book
the Content in Section 3. pupils. Please see
Readin Readin Activities 1– the seven
Lesson delivery 3 p.54 differentiation
g 3.2 g 3.2.3 2. Write on board: ‘healthy or unhealthy?’. Pupils do Activity 1. Follow
Understand a Guess the instructions in Teacher’s Book p.68 Exercise 1 Also ask: Do sumo wrestlers 4.
Book p.68
variety of linear meaning of have a healthy or unhealthy lifestyle? What’s in the special food they eat?
(vitamins) See Strategy 2:
and non-linear unfamiliar words After Step 3: A
Type and amount of
print and digital from clues 3. Pupils do Activity 2, CD2.05. Follow instructions p.68 Exercise 2 in Teacher’s handout with
support
texts by using provided by title, Book. Explain that in Activity 2 pupils summarised the interview. Check pupils table showing 3
appropriate topic and other understand ‘Do they ever…? Ask: Do you ever eat different foods? What are key vitamins: A, At Step 2: Give
reading known words they? B C; examples pupils who are slow
strategies CCE – Science and Technology – Explain that vitamins keep us healthy, are in of food with readers the four
Complement vitamins A, B, questions (a–d) in
Complement ary Skill most food we eat and that vitamins have letters. For example, vitamin A is in
oranges, green vegetables, carrots and milk. Vitamin A is good for our eyes. Give C; body part Activity 1 written on
ary Skill they are good four separate pieces
Readi pupils the handout. In pairs, they say which foods they eat and why they are good
Readi for them. for: of paper. Pupils can
ng A (carrots, move each question
ng 4. Write the blue words from text on board. Pupils do Activity 3 with a dictionary.
3.2.4 eggs, fish, to match 1–4 in text.
Follow instructions in Teacher’s Book p.68 Exercise 3. Also ask: What is another
3.2 milk - eyes, This helps them to
Use with meaning of train? (type of transport). What does enormous mean? (really big)
skin) focus on the text
Understand a support familiar What desserts do you like? What’s a typical Malaysian dish?
B (meat, eggs content without
variety of linear print and digital 5. Pupils do Optional Activity: Reading. Follow instructions p.68 in Teacher’s Book. brown rice - having to remember
and non-linear resources to Note pupils who make an effort to guess the meaning of new words using skin, body for the questions.
print and digital check meaning photos and topic words as clues. energy); C
texts by using (oranges,
Post-lesson NB: CCE – Say
appropriate lemons,
6. See instructions in Section 3 Post-lesson Task 3: Test my Friends. vitamin has the
reading beans, peas;
same spelling in
strategies for strong
English and Malay
teeth and
but do they sound
bones).
the same?
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TOPIC: Food and health CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Quantifiers: some,
23
Values any, many, much, a lot of

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Write on board the gap-fill sentences in Optional Activity: Vocabulary Plus – learning according
see Teacher’s Book p.68. Pupils complete with five words from previous Student’s to needs of your
Skill Skill Book
lesson. pupils. Please see
Writing Writing Activity 4 the seven
Lesson delivery p.54 differentiation
4.3 4.3.1 2. Pupils in pairs do Activity 4, Use it! They decide if a wrestler’s life is interesting Activities 1–3 strategies at Section
or not then think of three reasons why it is or isn’t interesting. They write a p.55 (pupils 4.
Communicate Use capital
paragraph starting; ‘We think a wrestler’s life is…’; ‘That’s because…’, and give also look at
with letters, full stops,
their three reasons. Find out how many pairs think it’s interesting. Choose some texts in See Strategy
appropriate commas in lists
pairs to read their texts aloud. p.52 and 3: Outcomes
language form and question
53 again)
and style for a marks in CCE – Values – Ask pupils what makes someone’s life interesting. Give At Step 2: Less
range of independent prompts such as hobbies, family, things people collect, how people help Teacher’s Book proficient pupils
purposes in writing at others. p.68 and 69 can think of then
print and digital discourse level 3. Pupils do Activity 1. Follow instructions in Teacher’s Book p.69 Exercise 1 write two rather
media (texts on p.52 and p.53 with the words: apple, juice – South Africa; egg – China than three reasons
Complement
and South Africa; bread, pasta – India and Australia; NB sweet isn’t in text, for the text
ary Skill sweets in USA, water – USA, Spain, snack – USA)
Readi
4. Pupils do Activity 2. Tell pupils to look at the food in the photos to check
Readi
ng meaning of words in the box. Follow instructions in Teacher’s Book p.69
ng Exercise 2. Explain that the photo on the right is a famous painting. The painter
3.2.4 made faces using fruit and vegetables.
3.2
Use with 5. Pupils do Activity 3. They compare words with a partner. Check answers.
Understand a support familiar Note how well pupils wrote paragraph about the sumo wrestler and if they
variety of linear print and digital used punctuation correctly.
and non-linear resources to
print and digital check meaning Post-lesson
texts by using 6. Pupils draw a fruit and vegetable face then describe it using ‘There’s
appropriate a/some…’, ‘There are many / some…’
reading
strategies
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LESSON: 94 (Consolidation 9) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
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TOPIC: Food and health CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Quantifiers: some,
23
Environmental Sustainability any, many, much, a lot of
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TOPIC: Food and health CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Weights and prices:
3
Financial Education gram, kilo, a quarter / three quarters of a kilo, half a kilo,
fraction; How much is…? It costs…
W:
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8/9/2
TOPIC: Food and health CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Weights and
3
Financial Education prices: gram, kilo, a quarter / three quarters of a kilo,
half a kilo, fraction. How much is…? It costs…
W:
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8/9/2
TOPIC: Food and health CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Adjectives: fit, unfit,
3
Values tired, lazy, hungry; Imperative verbs: Eat, Don’t eat, Go,
Don’t go
W:
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8/9/2
TOPIC: Food and health CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Verbs + gerund: like -
3
Values ing, prefer –ing, love -ing, don’t like -ing, hate –ing
W:
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TOPIC: The Meal Creativity and Innovation / Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Verbs
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8/9/2
TOPIC: Food and health CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Verb + gerund e.g. I
3
Values like playing; Affirmative and negative imperatives e.g.
Go, Don’t go
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LESSON: 101(Listening 18) MAIN SKILL FOCUS: Listening THEME: World of Knowledge
11-
15/9/
TOPIC: Food and health CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: dollars, euros,
23
Financial Education pounds, cents; Would you like…? I’ll have… Anything else?
W:
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TOPIC: Food and health CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present simple
23
Financial Education tense; Would you like…? Anything else? I’ll have…
please.
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TOPIC: Food and health CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Sequencing
23
and ICT adverbs: first, after that, next, finally
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TOPIC: Food and health CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Sequencing
23
and ICT adverbs: first, after that, next, finally
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TOPIC: Seaside Creativity and Innovation LANGUAGE/GRAMMAR FOCUS: Reasoning (because)
W:
LESSON: 106 (Language Awareness 5) MAIN SKILL FOCUS: Speaking and writing THEME: Teacher to complete
11-
15/9/
TOPIC: Food and health CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of language
23
from Unit 5
…talk about food and order Great OK A little

food and drink
…talk about healthy habits OK A little

Great
…give advice OK A little

Great
…plan and write a food blog OK A little

Great

Unit 6
(Unit 6)
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9/2 TOPIC: Sport CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Sports vocabulary:
3 Science and Technology fan, competition, race, team, stadium, champion

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Pre-lesson English Plus 1
Differentiate
Main Main 1. Draw a mind map on board with Sports in centre. Pupils brainstorm sports Student’s learning according
they know. Record in mind map. Book to needs of your
Skill Skill
Lesson delivery Activities 1-3 pupils. Please see
Listenin Listenin p.62–63 the seven
2. Pupils do p.62, Activity 1, CD2.12. Ask: How many sports end with -ball? (3)
differentiation
g 1.3 g 1.3.1 How many sports end with -ing? (7)
Use Guess the 3. Pupils in pairs do Activity 2. Write on board: ‘I think it’s ...’ ‘Is it…?’ Mime a 4.
Book p.76–
appropriate meaning of sport. Pupils guess using a sentence starter. Pupils in pairs mime and guess 3 or
77 See Strategy 2:
listening unfamiliar words 4 sports.
Type and amount of
strategies in a from clues 4. Pupils look at photos of sports on p.62 and 63. They don’t read the texts yet.
support
variety of provided by Ask questions about 1, 3, 4, 6, 9, 10 e.g. What sport can you see in number 9?
contexts other known What are the people doing in number 4? Write answers to quiz on board in a At Step 5: Put pupils
words jumbled order. See answers in Teacher’s Book p.76 Exercise 3. in mixed ability pairs
5. Check pupils understand: fans, competition, race, team. Pupils read the so they can support
Complement sports quiz and in pairs, they use the jumbled quiz answers on board to answer each other to read
ary Skill Complement the quiz. They can use dictionaries to check any words they are unsure of. and answer the quiz
ary Skill Check answers. Ask: Which words in blue are the same in English and Malay? questions
Reading
Reading (stadium, Olympic/Olympik)
3.2
3.2.4 CCE – Science and Technology – Ask pupils how we use technology in sports
Understand a
variety of linear Use with (e.g. to make video replays of matches, to make special sports equipment, to
and non-linear support familiar help with time-keeping). Also ask if they think technology helps sportsmen and
print and digital print and digital women to win.
texts by using resources to Note pupils who find it hard to follow a sequence of
appropriate check meaning questions. Post-lesson
reading
6. Choose a post-lesson task from Section 3 to review sport vocabulary.
strategies
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9/2 TOPIC: Sport CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Prepositional phrases:
3 in a team / club; Phrasal verb: to be into something

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main
Skill Skill 1. Pupils play guess the sport game. Follow the instructions for Optional learning according
Activity: Vocabulary in Teacher’s Book p.77. Student’s to needs of your
Speaki Speaki
2.3.1 Activities 4, the seven
2. Pupils do Activity 4, CD2.13. Follow the instructions in Teacher’s Book 5, 6 p.63 differentiation
p.77 Exercise 4.
Communicate Narrate short Teacher’s strategies at Section
appropriately basic stories 3. Pupils do Activity 5. Follow the instructions in Teacher’s Book p.77 Exercise Book p.77 4.
to a small or and events 5. Write on board ‘1) Do you …’, 2) ‘What’s your…?’, 3) ‘What do you…?’. Ask:
What are the first questions the interviewer asks? (Do you do any sports? See Strategy 5:
large group Learning
What’s your favourite sport? What do you think about sport?). Pairs ask and
answer questions. preferences and
Complement needs
Complement 4. Write on board: ‘Sports crazy’ and elicit what the phrase could mean. Pupils in
ary Skill ary Skill pairs do Activity 6 Use It!. Follow instructions in Teacher’s Book p.77 Exercise 6. At Step 2: Some
Listening Find out who is in a team or in a sports club. Explain when you are ‘into sport’ pupils may need you
Listening
that means you like it. Ask: Who is into skiing / golf / volleyball etc? Find out who to pause the audio
1.2 1.2.1 are the most sports crazy pupils in the class. after each interview
Understand 5. Pupils in small groups do Finished?. They write 3 or 4 quiz questions about so they have time to
Understand complete the gap-fill
with support sport for another group to answer. Write question starters on board for pupils to
meaning in a sentences.
the main idea use e.g. ‘How many…?’, ‘Which country…?’, ‘What’s/Who’s the most
variety of
of longer famous…?’ At Step 3: It would
familiar
simple texts Note how well pupils narrate information about sporting events they participate help some pupils to
contexts
on a range of photocopy the three
familiar topics in. Post-lesson
audio scripts of
6. Write on board: ‘Liane’, ‘Lewis’, ‘Ray’. Put pupils in teams. Elicit information interviews so they
from the interviews at start of lesson e.g. Who plays football? Who likes can listen and read
swimming? Who is in the school football team? Who thinks skiing is fun? Who what the people say.
likes winning? Who is a basketball fan? Give a point to the team who answers
See Teacher’s Book
correctly.
pp.150–151 for
audio scripts.
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9/2 TOPIC: Sport CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Noun suffixes -er, -or
3 e.g. winner, competitor; Dates e.g. 1988; 2016

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main
Skill Skill 1. Pupils do Think! question at top of p.64. Elicit information about the learning according
Olympic Games from pupils. Note: check where next Olympics are and Student’s Book to needs of your
Readin Readin
when. Activities 1, 2 pupils. Please see
g 3.2 g 3.2.2
and the seven
Lesson delivery 3
p.64 differentiation
2. Write current year on board, say it, pupils repeat. Write year pupils were born,
Understand a Understand strategies at Section
specific year they started school, next year on board. Say the years on board, class
variety of linear Teacher’s 4.
information and repeats then choose individual pupils to say them.
and non-linear Book p.78
details of two 3. Write years on board ‘1896’, ‘1900’, ‘1912’, ‘1916’, ‘1920’, ‘1924’, ‘1936’, ‘1960’, See Strategy 1: Task
print and digital
texts by using paragraphs or ‘1988’, ‘2012’, ‘2016’. Pupils choose one year and write it down on a piece of At Step 3: More
appropriate more paper. Say a year on the board and pupils who wrote the date, hold it up. Find proficient pupils can
reading out the year most pupils wrote. Ask: Are there any years you didn’t write down? read more than the
strategies Tell pupils they are going to read and find information about specific sports. 7 texts highlighted
Pupils do Activity 1. on board. For many
4. Pupils do Activity 2, CD2.14. Follow the instructions in Teacher’s Book pupils reading all 11
ary Skill ary Skill
p.78 Exercise 2. Ask: Which four sports are mentioned in the questions? pieces of information
Reading Reading (swimming, marathon running, golf and rugby). is likely to be too
3.2 5. Write the five blue words in the text on board. Pupils do Activity 3. After demanding so focus
3.2.4
checking meanings in dictionaries, write on board: ‘winner’, ‘competitor’, on the seven in Step
Understand a Use with ‘spectator’, swimmer, ‘medallist’. Ask: Which words have the same letters at the 3.
variety of linear support familiar end? (winner / swimmer; competitor / spectator). Ask: Can you think of a sports
and non-linear print and digital word ending in -ist? (cyclist)
print and digital resources to Note pupils who found reading details in all 7 pieces of information
texts by using check meaning
appropriate hard. Post-lesson
reading
strategies 6. Pupils do Optional Activity: Vocabulary plus to consolidate sports vocabulary.
See Teacher’s Book p.78.
W:
LESSON: 110 (Writing 19) MAIN SKILL FOCUS: Writing THEME: World of Stories
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9/2 TOPIC: Sport CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense of
3 Creativity and Innovation verb ‘to be’ affirmative and negative: there was / wasn’t,
there were / weren’t

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Explain that pupils are going to write about sports they like watching. Pupils learning according
do Pre-lesson Task 4: I’m Going To... Relate the task to writing skills e.g. topic Student’s to needs of your
Skill Skill Book
vocabulary, spelling, punctuation. pupils. Please see
Writing Writing Activity 4 the seven
Lesson delivery p.64 differentiation
4.2 4.2.3 2. Pupils in pairs do p.64, Activity 4, Use It!. Pupils compare with partners which
piece of information they thought was the most interesting. Find out how many
Communicate Narrate Book p.78 4.
pairs had the same piece of information.
basic factual
3. Write on board sentence starters e.g. ‘I really like watching…’, ‘I prefer Student’s Se Strategy
information events and
watching…’, ‘I sometimes/usually like watching…’. Pupils write two or three Book Activities 7:
intelligibly for a experiences
sentences about sports they like watching. They exchange with a partner and 1 and 2 p.65 Feedback
range of of interest
purposes in compare sentences. Ask pairs: Are any sports the same? Choose pupils to read At Step 3: Provide
their sentences aloud. Find out the sport most pupils like watching. Ask: Which Teacher’s
print and digital positive feedback
sport do you not like watching and why? Book p.79
media Complement about pupils’ writing
ary Skill 4. Pupils look at Rules p.65, Activity 1. Write on board: ‘was’, ‘wasn’t’, ‘were’, and for less
‘weren’t’. Pupils look at years on the Olympics Timeline again and write down proficient pupils
Complement Reading past verbs in them. (1896-were, 1900-weren’t, were, 1912-was, 1916-weren’t, praise their effort and
ary Skill 1920- wasn’t, 1924-were, 1936-was, 1960-was 1988-wasn’t, 2012-was, 2016- determination as well
Reading 3.3.1 were)
Read and enjoy 5. Explain pupils are going to read a story about a race called the Marathon.
3.3
A2 fiction/non- They do Activity 2. Follow instructions in Teacher’s Book p.79 Exercise 2.
Read fiction print and
Note how well pupils wrote factual information about sports of
independently digital texts of
for information interest interest. Post-lesson: Creativity and Innovation
and enjoyment 6. Write on board ‘Imagine!’ ‘In (date)… I was in a …team. There was… There
were…’ Pupils in pairs use sentence starters to make up an imaginary sport
story.
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9/2 CROSS-CURRICULAR ELEMENT: Language / LANGUAGE/GRAMMAR FOCUS: Logical sequence
TOPIC: Seaside Creativity and Innovation / Entrepreneurship
3 of steps

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES

Language Language 1. Teacher writes “Going to the beach” on the board. Poems needs of your pupils
2. Pupils brainstorm their ideas on the topic, and they have to rearrange their Page 19 and class. Please
Arts 5.3 Arts 5.3.1 ideas to become a plan. [Pre-lesson Task 3 – Sequence the information] see the seven
Contemporary differentiation
Express Respond Lesson delivery Children’s strategies listed in
imaginatively and Literature the introduction.
an imaginative intelligibly 3. Teacher divides pupils into smaller groups. Each group is given a randomly Teaching Please also consider
response through creating ordered steps to follow (Circle the items, list the items, draw the items and Guidebook the following:
simple role- plays label the items in the picture). (BPK)
to literary texts and simple 4. Pupils have to discuss on the arrangement of the steps to come up with the – Poetry Teacher
poems scene at the seaside. (Make sure the end product is a seaside scene with differentiates the
Other imaginative label.) outcomes by the
responses 5. Upon completion, pupils put up their work for others to read and check if they numbers of words
miss any items from the poem. changed from the
as appropriate original poem.
Complement Complement (Strategy 3)
ary Skill ary Skill Post-lesson
Speaking Speaking 6. Exit ticket – “What I have learned today.”
2.2 2.2.2
Use Agree a set of

basic steps
appropriate needed to
communication complete short
strategies classroom tasks
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9/2 TOPIC: Sport CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Past tense of verb ‘to
3 Patriotism be’ affirmative and negative: there was / wasn’t, there
were / weren’t; Countable/uncountable nouns and
determiners: some, any, a, an

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Show photos of life in Malaysia 100 years ago e.g. clothes, transport, roads, learning according
buildings, markets. Write on board: ‘There was/wasn’t…’, ‘There were /weren’t Student’s Book to needs of your
Skill Skill Activities 4, 5,
…’. Elicit differences between life then and life today. pupils. Please see
Writing Writing 6, 8 p.65 the seven
Lesson delivery
Teacher’s differentiation
4.2 4.2.3 2. Pre-teach ‘marathon’. Explain pupils are going to read a story about the
Book p.79 strategies at Section
first marathon. They do p.65, Activity 4. Follow instructions in Teacher’s
Communicate Narrate 4.
Book p.79 Exercise 4. Pupils check where they put the apostrophe in
basic factual Step 1: Show
wasn’t and weren’t. Explain the apostrophe shows where a letter is See Strategy
information events and photos of a
missing. Ask: Which letter is missing? (o) 3: Outcomes
intelligibly for a experiences town, city,
range of of interest 3. Pupils in pairs or in groups of three do Activity 5, Use It! Pupils tell each village in At Step 2: Expect
purposes in other their sentences and decide which are the same and which are different. Malaysia 100 more proficient
print and digital Choose pupils to read a sentence aloud. years ago – pupils to write 8
media Complement CCE – Patriotism – Ask pupils why it is important to know about life in your from books or sentences about the
ary Skill country in the past. Find out if they think life today is better than life 100 years on Google Malaysia 100 years
Complement images
ago and why. ago. Less proficient
ary Skill Speaki
4. Pupils do Activity 6. Do the first sentence as a model. Follow pupils should try to
Speaki ng instructions in Teacher’s Book p.79 Exercise 6. write 4 or more
sentences.
ng 2.1 2.1.2 5. Pupils do Activity 8. Read the example aloud. Check answers. Pupils in pairs
say sentences and write numbers that are the same for both pupils.
Communicate Find out about
simple Note how well pupils can write about experiences in the past.
and describe
information experiences up
intelligibly to now
Post-lesson
6. Choose a post-lesson task from Section 3 to review and consolidate use of
was, wasn’t, were, weren’t.
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9/2 TOPIC: Sport CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past
3 Values tense: regular and irregular verbs
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29/
9/2 TOPIC: Sport CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past
3 Patriotism tense: regular and irregular verbs
W:
25-
29/
9/2 TOPIC: Sport CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Past time
3 expressions: last (day/month/year), in (month/year), on
(day), ago
W:
29/
9/2 CROSS-CURRICULAR ELEMENT: Language / LANGUAGE/GRAMMAR FOCUS: coordinating
TOPIC: The Dark Creativity and Innovation conjunctions
3 – and
W:
25-
29/
9/2 TOPIC: Sport CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Present simple and
3 and ICT past tense verbs: do / did, is / was. Nouns: strategy,
simulation, rally; Adjectives: fun, exciting, boring,
complicated, terrible
W:
2-
6/1
0/2 TOPIC: Sport CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Simple past tense: was,
3 wasn’t, were, weren’t, went
W:
2-
6/1
0/2 TOPIC: Sport CROSS-CURRICULAR ELEMENT: Creativity LANGUAGE/GRAMMAR FOCUS: Simple past tense:
3 and Innovation was, were, went
W:
2-
6/1
0/2 TOPIC: Sport CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense
3 Values regular and irregular verbs: called, completed, continued,
broke, won
W:
2-
6/1
0/2 TOPIC: Sport CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Simple past tense
3 regular and irregular verbs, e.g. was, won; Phrases: At the
age of.., when he was…
W:
6/1
0/2 CROSS-CURRICULAR ELEMENT: Language / LANGUAGE/GRAMMAR FOCUS: Vocabulary (similar
TOPIC: The Dark Creativity and Innovation / Entrepreneurship
3 and suitable word replacement)
W:
LESSON: 124 (Language Awareness) 6 MAIN SKILL FOCUS: Speaking THEME: World of Knowledge
2-
6/1
0/2 TOPIC: Sport CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Review of
3 Creativity language learned in Unit 6
…talk about different sports Great OK A little
…read for specific information Great OK A little
…talk and write about past events Great OK A little
…write a profile about a sports star Great OK A little

Unit 7
(Unit 7)
W:
9-
13/1
TOPIC: Growing up CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Nouns:
0/23
and ICT moustache, beard, height; Adjectives: round, short,
average, slim

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Main 1. Draw on board a stick person and write ‘Describing people’. Pupils learning according
brainstorm words about people’s features from previous learning e.g. tall Student’s to needs of your
Skill Skill Book
/small, curly/ fair/ straight hair, brown/ blue eyes, wears glasses. Write words pupils. Please see
Listenin Listenin around stick figure. Activities 1– the seven
3 p.72 differentiation
g 1.1 g 1.1.1 Lesson delivery
2. Pupils do p.72, Activity 1. Follow instructions in Teacher’s Book p.86
Recognise Recognise Book p.86– 4.
Exercise 1. Ask: Which adjective is similar to short? (small) Which is similar to
and reproduce and 87
slim? (thin) See Strategy
target reproduce
CCE – ICT – find out what pupils know about avatars e.g. an image of a person, 7: Feedback
language target At Step 5:
sounds language for online games, can move them around, change them. Ask if they play video paper for each At Step 4: Give
phonemes games with avatars and what they like about avatars. pupil to write positive feedback
intelligibly 3. Pupils do Activity 2, CD2.21. Follow the instructions in Teacher’s Book p.86 their three about attitude and
Complement Exercise 2. Pupils should practise saying their sentences to a partner. Make sentences for effort to pupils who
ary Skill sure pupils say factual, positive descriptions about themselves. teacher to do their best to listen
Complement 4. Explain that pupils are going to listen for words with long sounds. Pupils do collect and put carefully to sounds
Speaki in a container but can’t identify odd
ary Skill Activity 3, CD2.22. Follow instructions in Teacher’s Book p.87 Exercise 3. Write
ng 2.1 on board: ‘hear’, ‘loud’, ‘square’, ‘white’. Pupils identify sound and say number one out and who find
Speaki some sounds hard to
1–4.
Communicate reproduce
ng 5. Write on board ‘Spot the mistake’. Pupils use sentences they wrote about
simple
information 2.1.1 themselves in Activity 2 but change two adjectives. They write them on paper
intelligibly and put their name on the back. Collect sentences and put in a container. Take
Give detailed one out, say the name of the pupil and read description to class. Pupils put up
information
about their hands if they spot the mistake. Choose pupils to say the mistakes then ask
themselves the pupil who wrote the sentences if they’re right or wrong.
Note pupils who try hard to recognise and reproduce specific sounds.
Post-lesson
6. Choose a post-lesson task to review new vocabulary to describe people.
W:
9-
13/1
TOPIC: Growing up CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns:
0/23
Creativity and Innovation moustache, beard, height; Adjectives: round, short,
average, slim
W:
9-
13/1
TOPIC: Growing up CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Nouns: skin;
0/23
Values Adjectives: curly, cute, bald, blonde, spiky
W:
9-
13/1
TOPIC: Growing up CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past
0/23
Values tense affirmative and negative e.g. had/didn’t have
W:
13/1
0/23 CROSS-CURRICULAR ELEMENT: Language / LANGUAGE/GRAMMAR FOCUS:
TOPIC: Gulliver’s Travels Creativity and Innovation have/don’t have/reasoning
W:
9-
13/1
TOPIC: Growing up CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Prepositional phrases:
0/23
Environmental Sustainability at the back/front, in the middle, on the left/right, next to
W:
LESSON: 131 (Listening 23) MAIN SKILL FOCUS: Listening THEME: World of Stories
16-
20/1
TOPIC: Growing up CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Simple past tense
0/23
Values interrogatives: When, What, Where, How was / did, Did
he ?
W:
LESSON: 132 (Speaking 23) MAIN SKILL FOCUS: Speaking THEME: World of Stories
16-
20/1
0/23
Financial Education regular and irregular verbs: travelled, went, grew up, left,
got, spoke
W:
16-
20/1
0/23
Creativity and Innovation interrogative word order: What / When did he...? Did he…?
W:
16-
20/1
0/23
Values interrogative word order: What / Who did you...? Did you…?
W:
20/1
0/23 CROSS-CURRICULAR ELEMENT: Language / LANGUAGE/GRAMMAR FOCUS: True and
TOPIC: Gulliver’s Travels Creativity and Innovation False statements
W:
LESSON: 136 (Consolidation 14) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
16-
20/1
TOPIC: Growing up CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Adjectives: curly,
0/23
Values spiky; Simple past tense irregular verbs: went, saw, left,
had, got
W:
23-
27/1
0/23
Creativity and Innovation interrogatives: When / Where did…? How old were you?
Did you…? What was…?
W:
23-
27/1
TOPIC: Growing up CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Present tense: What
0/23
Values can I do? Why don’t you..? Past tense: e.g. When did you
first.. ?
W:
LESSON: 139 (Reading 24) MAIN SKILL FOCUS: Reading THEME: World of Stories
23-
27/1
TOPIC: Growing up CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Simple past tense
0/23
interrogatives: who, what, when, how, where did / was /
were
W:
23-
27/1
0/23
Creativity and Innovation regular and irregular verbs e.g. grew up, wanted;
Homophones: fun/one; sun/son
W:
27/1
0/23 CROSS-CURRICULAR ELEMENT: Language /
TOPIC: Gulliver’s Travels Creativity and Innovation LANGUAGE/GRAMMAR FOCUS: There is/There are
W:
LESSON: 142 (Language Awareness 7) MAIN SKILL FOCUS: Reading THEME: World of Knowledge
23-
27/1
TOPIC: Growing up CROSS-CURRICULAR ELEMENT: Language LANGUAGE/GRAMMAR FOCUS: Review of
0/23
language learned in Unit 7
…describe people Great OK A little
… talk, write and ask questions Great OK A little

about events in the past
… listen for specific information Great OK A little

about people’s lives
…role-play an interview and ask Great OK A little

for and give advice

Unit 8
(Unit 8)
W:
30/10
-
2/11/ TOPIC: Going away CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Nouns: washbag,
23 Environmental sustainability suitcase, rucksack, tent, insect spray, guidebook,
mosquito

LEARNING
NT NG S/ ON
OUTLINE
RD RD ES
Main Skill Main Skill 1. Write on board ‘Going away’ and say this is the topic for Unit 8. Pupils answer learning according
Listeni Listeni Think! question at top of p.82. Follow instructions in Teacher’s Book p.96. Student’s to needs of your
Activities 1– the seven
1.3.1 2. Pupils in pairs do Activity 1, CD2.29. Read aloud the 20 words in blue in the 4 p.82–83 differentiation
quiz. Pupils listen and follow the words in each question then match words to
Use Guess the photos. If they don’t know a word, encourage them to look at clues in the photos.
Book p.96– 4.
appropriate meaning of Pupils listen to the CD and check answers. Ask: Which words were hard to
listening unfamiliar words match with the photos? e.g. (phrasebook, guidebook; swimming costume, 97 See Strategy 4: Time
strategies in a from clues trunks). Explain the difference between them. Ask: Which words are similar in
variety of provided by At Step 4: Some
Malay? (phrase book – buku frasa, shampoo – syampu)
contexts other known pupils will need
3. Pupils with a different partner do Activity 2. Ask: Which things have you both more time to read
words got? the quiz and answer
Complement CCE – Environmental Sustainability – Pupils say which objects are made of the multiple- choice
ary Skill Complement plastic. Ask why plastic is bad for the environment. Find out which plastic objects questions. Tell them
Listening ary Skill they think can be made from other materials e.g. bamboo toothbrush, metal to do quiz numbers
water bottle, sleeping bag made of recycled materials. 1, 4, 6, 7, 8. If they
1.2. Listening
1.2.2 4. Pupils do Activity 3. Follow instructions in Teacher’s Book p.96 Exercise 3.
Understand have time, they can
meaning in a Understand 5. Pupils look at photos in Activity 1 again. They check how many words they answer some more.
variety of with support remember. Encourage pupils to say: Please could you tell us what number …
familiar specific is?
contexts information 6. Explain they are going to listen to four people talking about things they take
and details of on holiday. Pre-teach ‘mosquito’. Pupils do Activity 4, CD2.30. Follow
longer simple instructions in Teacher’s Book p.96 Exercise 4.
texts on a
Post-lesson
range of
familiar topics 7. Follow instructions in Pre-lesson Task 9: Memory Chain. This task can also be
done at the end of a lesson. Write on board: ‘Last year I went camping and I
took…’
W:
30/10
-
2/11/ TOPIC: Going away CROSS-CURRICULAR ELEMENT: LANGUAGE/GRAMMAR FOCUS: Present simple tense
23 Environmental sustainability affirmative: I think we need…It depends where…It’s good
to have…
W:
30
/1 TOPIC: Going away CROSS-CURRICULAR ELEMENT: Information LANGUAGE/GRAMMAR FOCUS: Adjectives: cool,
0- and ICT expensive, boring, new, huge, new; Noun: cousin; Verb:
2/ surf
11
/2
3
W:
30/10
-
2/11/ TOPIC: Going away CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Future plans: be going
23 Financial Education to
+ verb affirmative, negative and interrogative
W:
30/10 LESSON: 147 (Language Arts 25) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
-
2/11/ CROSS-CURRICULAR ELEMENT: Language /
TOPIC: Gulliver’s Travels Creativity and Innovation / Entrepreneurship LANGUAGE/GRAMMAR FOCUS: Reasoning (because)
23
W:
30/10
-
2/11/ TOPIC: Going away CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: Future plans: be going
23 Patriotism to
+ verb affirmative, negative, interrogative
W:
6-
10/11
/23 TOPIC: Going away CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Adjectives: extreme,
Technology foggy, windy, icy, rainy, cloudy, snowy, stormy,
temperature
W:
6-
10/11
/23 TOPIC: Going away CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Nouns: ice, snow,
Technology and Global Sustainability temperature, research centre, seasons, in summer/winter
W:
6-
10/11
/23 TOPIC: Going away CROSS-CURRICULAR ELEMENT: Language, LANGUAGE/GRAMMAR FOCUS: ‘Will’ for predicting: I/
Patriotism you/ he/ she/ we/ they will / won’t + verb, there will / won’t
+ verb
W:
13-
17/11
/23 TOPIC: Going away CROSS-CURRICULAR ELEMENT: ICT and LANGUAGE/GRAMMAR FOCUS: be going to + verb,
Creativity will and won’t + verb
W:
17/11
/23 CROSS-CURRICULAR ELEMENT: Language /
TOPIC: Gulliver’s Travels Creativity and Innovation LANGUAGE/GRAMMAR FOCUS: Punctuations
W:
13-
17/11
/23 TOPIC: Going away CROSS-CURRICULAR ELEMENT: Language and LANGUAGE/GRAMMAR FOCUS: going to + verb
Environmental Sustainability (affirmative, negative and interrogative), will and won’t +
verb
W:
20-
24/11
/23 TOPIC: Going away CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Nouns: forecast,
Technology coast; Prepositional phrases: in the
north/south/east/west; will + verb, wont’ + verb
W:
20-
24/11
/23 TOPIC: Going away CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS going to be + verb; will,
Technology, Creativity and Innovation e.g. It’ll be…
W:
20-
24/11
/23 TOPIC: Going away CROSS-CURRICULAR ELEMENT: Science and LANGUAGE/GRAMMAR FOCUS: Nouns: theme
Technology park, family ride, water ride, thrill ride, rollercoaster
W:
27/11
-
1/12/ TOPIC: Going away CROSS-CURRICULAR ELEMENT: Patriotism LANGUAGE/GRAMMAR FOCUS: Superlative adjectives:
23 e.g. scariest, fastest, most exciting, most dangerous
W:
27/11 LESSON: 159 (Language Arts 26) MAIN SKILL FOCUS: Language Arts THEME: World of Stories
-
1/12/ CROSS-CURRICULAR ELEMENT: Language /
TOPIC: Gulliver’s Travels Creativity and Innovation LANGUAGE/GRAMMAR FOCUS: Pronunciation
23
SCHEME OF WORK: Project-based Lesson (Unit 8)
W:
LESSON: 160 (Project 2) MAIN SKILL FOCUS: Teacher to select THEME: Teacher to select
27/11
-
1/12/ TOPIC: Teacher to select CROSS-CURRICULAR ELEMENT: Teacher to LANGUAGE/GRAMMAR FOCUS: Teacher to select
23 select
…talk and write about holidays Great OK A little
… talk and write about future plans Great OK A little
… describe weather conditions Great OK A little
…make predictions about the future Great OK A little

7. Appendix 1: Learning Standards mapping
The mapping table lists all 160 lessons in the Scheme of Work and the Learning Standards
for the main and complementary skills. Language Awareness Lessons do not have
designated Learning Standards in order to allow teachers to choose the ones that best suit
learning needs.
Key
L=Listening; S=Speaking; R=Reading; W=Writing; LA=Language Arts; LAW=Language

Awareness; CON=Consolidation; PRO=Project-based lesson
Less Skill Unit Main Complementa

on ry
Starter
Unit
1 L1 Start L1.2.1 R3.2.1
er
2 S1 Start S2.1.1 W4.2.1
er
3 R1 Start R3.2.1 S2.2.1
er
4 W1 Start W4.2.4 L1.2.4
er
5 LA1 N/A LA5.2.1 R3.2.3
6 L2 Start L1.1.1 R3.2.1
er
7 S2 Start S2.1.1 W4.2.1
er
8 R2 Start R3.2.2 W4.2.4
er
9 W2 Start W4.2.4 S2.1.5
er
10 LA2 N/A LA5.3. S2.3.1
1
11 L3 Start L1.2.5 R3.2.3
er
12 S3 Start S2.1.1 W4.3.2
er
13 R3 Start R3.3.1 W4.3.1
er
14 W3 Start W4.2.1 R3.2.1
er
15 LA3 N/A LA5.2.1 L1.2.2
16 LAW Start
1 er
Unit 1
17 L4 1 L1.2.1 W4.2.4
18 S4 1 S2.1.5 W4.2.1
19 R4 1 R3.2.4 S2.1.5
Less Skill Unit Main Complementar
on y
20 W4 1 W4.2.4 S2.2.1
21 LA4 N/A LA5.3.1 W4.2.4
22 CON 1 S2.2.1 W4.2.4
1
23 L5 1 L1.2.2 W4.3.2
24 S5 1 S2.1.2 L1.1.1
25 R5 1 R3.2.2 W4.3.2
26 W5 1 W4.2.5 R3.2.1
27 LA5 N/A LA5.2.1 R3.3.1
28 CON 1 W4.3.2 S2.2.1
2
29 L6 1 L1.2.5 W4.3.2
30 S6 1 S2.2.1 L1.2.5
31 R6 1 R3.2.4 W4.2.4
32 W6 1 W4.2.5 S2.1.5
33 LA6 N/A LA5.3. S2.1.5
1
34 LAW 1
2
Unit 2
35 L7 2 L1.2.1 W4.3.2
36 S7 2 S2.2.1 R3.2.3
37 R7 2 R3.3.1 W4.3.2
38 W7 2 W4.2.4 S2.3.1
39 LA7 N/A LA5.2.1 R3.2.2
40 CON 2 L1.2.2 S2.1.4
3
41 L8 2 L1.2.4 R3.2.3
42 S8 2 S2.1.1 L1.1.1
43 R8 2 R3.2.3 L1.2.5
44 W8 2 W4.2.1 S2.1.5
45 LA8 N/A LA5.3.1 S2.1.2
46 CON 2 S2.2.1 W4.2.1
4
on ry
47 L9 2 L1.3.1 R3.2.4
48 S9 2 S2.1.4 W4.2.2
49 R9 2 R3.2.3 S2.3.1
50 W9 2 W4.3.3 R3.2.2
51 LA9 N/A LA5.2. R3.2.2
1
52 LAW 2
3
Unit 3
53 L10 3 L1.2.2 S2.2.1
54 S10 3 S2.1.5 R3.2.3
55 R10 3 R3.2.3 R3.3.1
56 W10 3 W4.3.2 S2.1.5
57 LA10 N/A LA5.3. R3.2.2
1
58 CON 3 L1.2.1 S2.2.1
5
59 L11 3 L1.2.5 R3.2.4
60 S11 3 S2.1.2 W4.3.2
61 R11 3 R3.2.2 W4.2.4
62 W11 3 W4.3.3 R3.2.2
63 LA11 N/A LA5.3. W4.2.4
1
64 CON 3 S2.2.1 L1.2.5
6
65 L12 3 L1.1.1 R3.3.1
66 S12 3 S2.2.1 W4.3.2
67 R12 3 R3.3.1 L1.2.1
68 W12 3 W4.3.2 L1.1.1
69 LA12 N/A LA5.2.1 S2.1.5
70 LAW 3
4
Unit 4
71 L13 4 L1.3.1 R3.3.1
72 S13 4 S2.1.1 W4.2.1
Less Skill Unit Main Complementar
on y
73 R13 4 R3.2.2 S2.1.2
74 W13 4 W4.3.2 L1.3.1
75 LA13 N/A LA5.3. W4.3.3
1
76 CON 4 W4.2.4 S2.2.1
7
77 L14 4 L1.2.5 L1.2.2
78 S14 4 S2.1.2 S2.2.1
79 R14 4 R3.2.3 W4.2.4
80 W14 4 W4.2.4 S2.2.2
81 LA14 N/A LA5.2. R3.2.2
1
82 CON 4 W4.3.2 R3.2.3
8
83 L15 4 L1.1.1 S2.2.1
84 S15 4 S2.1.5 L1.2.4
85 R15 4 R3.2.1 S2.1.1
86 W15 4 W4.3.3 R3.2.2
87 LA15 N/A LA5.3. W4.3.3
1
88 PRO N/A
1
Unit 5
89 L16 5 L1.2.1 L1.1.1
90 S16 5 S2.2.1 W4.3.1
91 R16 5 R3.2.3 R3.2.4
92 W16 5 W4.3.1 R3.2.4
93 LA16 N/A LA5.2. S2.1.4
1
94 CON 5 W4.2.3 S2.2.2
9
95 L17 5 L1.2.3 L1.2.5
96 S17 5 S2.2.1 S2.2.2
97 R17 5 R3.3.1 S2.1.3
98 W17 5 W4.2.1 S2.1.3
99 LA17 N/A LA5.3.1 L1.2.2
on ry
100 CON1 5 W4.2.2 S2.1.3
0
101 L18 5 L1.1.1 R3.2.3
102 S18 5 S2.1.1 L1.2.5
103 R18 5 R3.3.1 S2.3.1
104 W18 5 W4.3.3 W4.2.5
105 LA18 N/A LA5.2.1 S2.1.1
106 LAW5 5
Unit 6
107 L19 6 L1.3.1 R3.2.4
108 S19 6 S2.3.1 L1.2.1
109 R19 6 R3.2.2 R3.2.4
110 W19 6 W4.2.3 R3.3.1
111 LA19 N/A LA5.3. S2.2.2
1
112 CON1 6 W4.2.3 S2.1.2
1
113 L20 6 L1.2.3 R3.2.4
114 S20 6 S2.1.2 L1.2.5
115 R20 6 R3.2.3 L1.1.1
116 W20 6 W4.3.2 S2.1.1
117 LA20 N/A LA5.2. W4.2.5
1
118 CON1 6 L1.2.4 S2.2.1
2
119 L21 6 L1.3.1 R3.2.1
120 S21 6 S2.3.1 W4.3.1
121 R21 6 R3.2.2 R3.3.1
122 W21 6 W4.3.3 W4.2.5
123 LA21 N/A LA5.3.1 S2.3.1
124 LAW6 6
Unit 7
125 L22 7 L1.1.1 S2.1.1
on ry
126 S22 7 S2.1.5 L1.2.4
127 R22 7 R3.2.4 S2.1.5
128 W22 7 W4.2.1 R3.2.1
129 LA22 N/A LA5.2.1 R3.3.1
130 CON1 7 L1.2.2 L1.2.5
3
131 L23 7 L1.2.3 R3.2.3
132 S23 7 S2.1.1 W4.2.1
133 R23 7 R3.2.3 W4.3.2
134 W23 7 W4.2.1 S2.3.1
135 LA23 N/A LA5.3. R3.2.2
1
136 CON1 7 R3.2.4 W4.3.2
4
137 L24 7 L1.2.4 S2.1.2
138 S24 7 S2.1.3 W4.2.2
139 R24 7 R3.3.1 W4.3.1
140 W24 7 W4.2.5 L1.1.1
141 LA24 N/A LA5.3. W4.2.2
1
142 LAW7 7
Unit 8
143 L25 8 L1.3.1 L1.2.2
144 S25 8 S2.1.4 W4.2.3
145 R25 8 R3.2.2 L1.2.3
146 W25 8 W4.3.2 S2.3.1
147 LA25 N/A LA5.2.1 S2.1.5
148 CON1 8 W4.3.1 W4.2.3
5
149 L26 8 L1.3.1 L1.2.3
150 S26 8 S2.2.2 L1.2.5
151 R26 8 R3.2.3 W4.2.5
152 W26 8 W4.3.3 R3.2.2
on ry
153 LA26 N/A LA.5.3. W4.3.1
1
154 CON 8 L1.2.2 S2.1.4
16
155 L27 8 L1.2.3 L1.2.2
156 S27 8 S2.2.2 S2.3.1
157 R27 8 R3.3.1 R3.2.2
158 W27 8 W4.2.3 S2.1.2
159 LA27 N/A LA5.3. S2.3.1
1
160 PRO N/A
2
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8 Blok E9, Kompleks Kerajaan
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RPT English Year 5 2023

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RPT English Year 5 2023

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KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH

2020 Version 1.0

1. Content and organisation of the Scheme of Work

3. Pre-lesson and post-lesson tasks

4. Differentiation strategies for Primary pupils

5. Glossary of terms in Year 5

7. Appendix 1: Learning Standards mapping

A. Textbook-Based lessons: The materials for these lessons includes learning

B. Non-Textbook-Based lessons: There are four types of non-textbook based lessons:

How are the Primary Year 5 Scheme of Work lessons organised?

Teachers should note the following:

2. Main Skill Focus

● World of Self, Family and Friends

7. Content and Learning Standards

Textbook-based lessons in the Learning Outline provide teachers with a structured

11. Differentiation strategies

Suggested pre-lesson tasks

AIM: To review vocabulary

MATERIAL: Board, notebooks and pens

1. Put pupils in small groups or pairs.

PRE-LESSON TASK 2: GUESS THE ANSWER

AIM: To practise checking own predictions

PRE-LESSON TASK 3: SEQUENCE THE INFORMATION

AIM: To practise putting information in a logical order

PRE-LESSON TASK 4: I’M GOING TO…

AIM: To set individual lesson goals to develop pupil

autonomy MATERIALS: Notebook

1. Write on the board In this lesson, I’m going to…

PRE-LESSON TASK 5: SIT DOWN, STAND UP*

AIM: To review topic vocabulary

MATERIALS: True and false sentences about the topic

PRE-LESSON TASK 6: FINGER WRITING*

AIM: To practise spelling of topic vocabulary

PRE-LESSON TASK 7: BEAT THE TEACHER*

PRE-LESSON TASK 8: PREDICT THE CONTENT

AIM: To help and prepare pupils for a Listening or Reading

text MATERIALS: Board and pictures

PRE-LESSON TASK 9: MEMORY CHAIN*

AIM: To review topic

1. Ask pupils to stand or sit in circles.

PRE-LESSON TASK 10: SAY WHAT’S MISSING*

AIM: To review topic vocabulary

MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet

PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS)

AIM: To practise distinguishing different sounds

MATERIALS: Board (or flashcards)

PRE-LESSON TASK 12: WORD SALAD*

AIM: To review vocabulary or language

MATERIALS: Word cards

Suggested post-lesson tasks

POST-LESSON TASK 1: SPOT THE DIFFERENCES

AIM: To provide practice in listening for

detail MATERIALS: Text

POST-LESSON TASK 2: MAKE CONNECTIONS

POST-LESSON TASK 3: TEST MY FRIENDS

AIM: To review topic vocabulary or

language MATERIALS: Notebooks

POST-LESSON TASK 4: CORRECT THE MISTAKE

AIM: To review topic language, and to review spelling and punctuation