Year 5 Remedial

Instruction
Toolkit

In collaboration with:
The Year 5 Remedial Instruction Toolkit is the product of a collaboration between LeapEd
Services Sdn. Bhd, FINCO, and the English Language Teaching Centre to support Year 5
Primary pupils with their English proficiency, including literacy.

The Toolkit was written and designed by:

Project Lead & Writer: Gary Husler, Chief Education Development Officer,
LeapEd Services

Writer: Dr. Jayanti a/p Sothinathan, Chief Education Solutions

and Design Officer, LeapEd Services

Writer: Rajveen Kaur a/p Joginder Singh, Education Specialist,

LeapEd Services

Graphic Design: Loqman Nur Hakim bin Zainal, Graphic Designer,

LeapEd Services

With thanks to the reviewers from the English Language Teaching Centre:

Dr. Kalminderjit Kaur a/p Gurcharan Singh

Dr. Sheila Adelina a/p Ramasamy
Dr. Sharmini Siva
Vikneswaran a/l Sukumaran

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©Copyright LeapEd® Services Sdn. Bhd. 2023

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Contents
1. Introduction 5

2. How the Year 5 Remedial Instruction Toolkit Works 6

3. Lesson Planning with the Year 5 Remedial Instruction Toolkit 9

4. Using Vocabulary Mats 10

5. Using Phonics Activities 13

6. Diagnostic Testing 14

7. Taking a Differentiated Approach 15

8. Grouping your Pupils 17

9. Incorporating Remedial Instruction Strategies in your Classroom 18

10. Toolkit Activities 19

Starter Unit 19

Unit 1: Towns and Cities 47

Unit 2: Days 75

Unit 3: Wild Life 108

Unit 4: Learning World 145

Unit 5: Food and Health 181

Unit 6: Sport 211

Unit 7: Growing Up 239

Unit 8: Going Away 269

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Introduction
Welcome to the Year 5 Remedial Instruction Teacher Toolkit for Year 5 English teachers.

In the rich tapestry of Malaysia's diverse educational landscape, English, as a second

language, occupies a special place. It's not just a subject in the curriculum but a bridge
to the world, providing our pupils access to global opportunities and understanding.
However, as with any skill, mastering English comes with its own set of challenges.

Every classroom in Malaysia has a mix of learners. While some pupils naturally grasp
the intricacies of the English language, others require more tailored support to navigate
its nuances. It's for these pupils, the ones who face challenges and obstacles in their
English learning journey, that this toolkit has been designed.

With the particular challenges and capabilities of the Malaysian primary pupil in
mind, the Year 5 Remedial Instruction Teacher Toolkit aims to:

• Enable teachers to provide level-appropriate English curriculum access to

all pupils, regardless of their current proficiency.

• Enhance support across all facets of the English curriculum, tailored to

individual learning levels.

• Foster a culture of success in English language learning, ensuring every

pupil experiences and celebrates progress.

• Boost the enjoyment and engagement in English lessons, reinforcing the

belief that success in English is within every pupil’s reach
The journey of learning is filled with ups and downs. As educators, our role isn't just to
teach, but to inspire, motivate, and support. With this toolkit in hand, we hope to equip
you with the resources and strategies to make every pupil’s journey a rewarding one.

Thank you for your dedication and commitment to elevating English education in
Malaysia. Let's embark on this journey together, ensuring no pupil is left behind.

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How the Year 5 Remedial Instruction Toolkit Works
Teachers support their pupil’s English learning proficiency
through a wide variety of practices and input. One such input is
the English Textbook, English Plus 1, which is aimed
at pupils with a general English proficiency level of CEFR
High A1 leading to Low A2 across all four skills. However, the
reality in most year 5 English classrooms is that not all
pupils are able to access this level of text, meaning that a
significant number of pupils are making less and less
progress as they advance through primary education.
Coupled with a good understanding and application of
fundamental pedagogy such as Differentiation and
Assessment for Learning, English teachers using this Toolkit
will be able to better support these pupils in each and every
lesson throughout the academic year.

Each unit in the Toolkit corresponds with the units in English

Plus 1 as follows:
• Starter Unit
• Towns and cities
• Days
• Wild life
• Learning world
• Food and health
• Sport
• Growing up
• Going away

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 At the beginning of each unit in the Toolkit, you will find a content map that clearly indicates how each of the activities in that
unit links to English Plus 1, the Year 5 English Scheme of Work, the Year 5 English Learning Standards, the relevant CEFR descriptors,
and relevant Learning Standards from the Year 2, Year 3, and Year 4 curriculum.

The English Plus 1 Textbook The English Plus 1 Exercise

Page Number is the page Number is the specific
number that the Toolkit activity number from the
activities correspond to in relevant English Plus 1 page
English Plus 1. that the Toolkit activities
replace.

The Toolkit Page Number is

where you can find the The Skill Focus is the specific
activities in this Toolkit for English skill that the lesson
the relevant Scheme of and activities focus on. The
Work lesson number. Toolkit activities correspond
to the skill focus

The Scheme of Work lesson

The Learning Standards are
number corresponds to the
from year 2 to year 5.
Year 5 English Scheme of
Throughout the Toolkit, you
Work.
will see that each activity is
labelled with these Learning
Standards at the relevant
level.

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 On each page of the Toolkit, you will find 3 different levelled activities that
correspond to the following, as per the content map;

An image of the
English Plus 1
The Year 5 The English Plus Activity that the
Learning 1 page number Toolkit activities
Standard to which the replace
activities
correspond

The Skill
Focus of the The English Plus 1
activities activity number
that the Toolkit
activities
The Year 5 replace
Scheme of Work
Lesson Number

The relevant
Learning Standards 3 different level
from the year 2, -appropriate
year 3, and year 4 alternative
curriculum that activities for
these activities are remedial pupils
designed to meet

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Lesson Planning with the Year 5 Remedial Instruction Toolkit
When planning English lessons, teachers should add the Toolkit to the documents required for planning their lessons in addition to
English Plus 1 Pupil and Teacher’s Books, the Scheme of Work document, the Year 5 syllabus, and the Year 5 DSKP.

The activities that are provided in the Toolkit are designed to replace one of the activities from each relevant Scheme of Work and
not to replace the whole lesson. In this way, teachers should continue to plan the way they usually do with the additional step of
adding the Toolkit activities to the relevant step in the Scheme of Work.

In this example, the activities from the Toolkit on the

previous page are linked to Scheme of Work Lesson 17,
activity number 2, so, when planning the lesson, the
teacher would simply do the following:

1. Find the relevant step in the Learning Outline

Column.
2. For remedial pupils, plan to use the Toolkit
activities for this step instead of the English
Plus 1 activity.
3. Plan how to share the Toolkit activities with
their remedial pupils (e.g., photocopying,
printing, asking pupils to copy etc.).

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Using Vocabulary Mats
One of the most common challenges for
young learners learning a second language
is the size of their active vocabulary. Active
vocabulary in this context means the number
of words that pupils can use when
practicing the productive skills of speaking
and writing. Some researchers believe that
a word becomes active when a learner has
been exposed to that word or used that word
anywhere between 10 and 20 times. In
addition to this, moving through the CEFR
proficiency levels requires that pupils have a wider and deeper active vocabulary as
the table below shows:

CEFR Level Approximate Number of Active Vocabulary

A1 500-1,000 words
A2 1,000-2,000 words
B1 2,000-4,000 words
B2 4,000-8,000 words
C1 8,000-16,000 words
C2 16,000+ words

It is because of the importance of building an active vocabulary that each unit in the Toolkit has
level-appropriate Vocabulary Mats, which were derived from the relevant syllabus documents
for each level, as below:

Vocabulary Mat Level Source Syllabus Document

Low A1 Year 2 English Syllabus Document
Mid A1 Year 3 English Syllabus Document
High A1 Year 4 English Syllabus Document

There are many ways that teachers can use the Vocabulary Mats in their lessons, however a few
guiding principles should be pointed out as good practice.

1. If possible, at the beginning of each unit, aim to give each remedial pupil a copy of their
own Vocabulary Mat that they can either paste inside their English Textbooks, or better still,
keep on their desks for every English lesson.
2. The mats feature common words that pupils are likely to use often. Regularly include
these words in lessons so pupils see them often. This repeated exposure helps pupils
learn and remember the words better.
3. Encourage pupils to use these words in sentences or in conversation. This practice helps
move the words from just being recognized to being used naturally.
4. Review the words often. Quick, regular reviews can help reinforce learning and make sure
pupils are comfortable with the words.
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5. Make learning these words fun. Use games, quizzes, or challenges to keep pupils engaged
and interested in using their new vocabulary.

6. Connect the words to real-life situations. When pupils see how these words fit into their daily
lives, they’re more likely to understand and remember them.

Example activities for Vocabulary Mats

Teacher-Led Activities
Picture-Word Match:
1. The teacher holds up the vocabulary mat for the class to see.
2. The teacher points to a picture and asks a pupil to say the word that matches the picture.
3. To reverse the activity, the teacher can say a word and ask pupils to point to the
corresponding picture.
4. This can be done in a quick-fire manner to keep the pace lively and engaging.

Picture Storytelling:
1. The teacher points to a picture on the mat and uses the word in a sentence to start a story.
2. Pupils take turns to continue the story by choosing another picture and incorporating the
related word into the next sentence.
3. This encourages pupils to think creatively and practice using the words in context.

What’s Missing?:
1. Show the vocabulary mat to the pupils and give them a moment to memorize the
pictures and words.
2. Cover the mat and then cover one of the pictures with a piece of paper.
3. Uncover the mat and ask the pupils which word/picture is missing.
4. This helps with word recall and reinforces memory.

Pair Activities
Picture Descriptions:
1. Pupils work in pairs with one vocabulary mat.
2. One pupil describes a picture without saying the word while the other guesses the word.
3. They take turns describing and guessing to practice speaking and listening skills.

Find the Pair:

1. Each pair has a vocabulary mat.
2. One pupil points to a picture, and the other has to say the word as quickly as possible.
3. Then, the other pupil points to a different picture, and the roles are reversed.
4. This can be turned into a timed challenge to add a competitive element.

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Memory Game:
1. Both pupils look at the mat for a short period, trying to memorize the words and
pictures.
2. They then turn the mat over or cover it and take turns to recall the words by describing
the pictures or the context in which the word might be used.

Independent Activities

Word Illustration:
1. Pupils look at each picture and practice drawing it next to the word in their notebook.
2. This helps reinforce the connection between the word and its meaning.

Sentence Creation:
1. Pupils select a picture and write a sentence using the word that corresponds to that picture.
2. They can write this in their notebooks, providing a personal context to the word.

Self-Quiz:
1. Pupils cover the words and look at the pictures, trying to recall the word that each
represents.
2. They can write down the words they remember and then check to see if they were correct.

Minimal Monitoring Activities

Silent Gallery Walk:

1. Pupils walk around the classroom looking at the vocabulary mats placed
around the room.
2. They silently say the words to themselves as they look at each picture.
3. This can be a quiet, reflective activity that allows for individual pacing.

Word-Picture Association:
1. pupils look at a picture and say the word out loud, then use the word in a
sentence quietly or in their head.
2. This reinforces both the meaning of the word and its use in context.

Picture Stories:
1. Pupils create a short story in their notebooks using the words from the mat, inspired
by the pictures.
2. They can share these stories with their peers if time allows.

These activities are designed to leverage the visual cues provided by the pictures on the
vocabulary mats, making the learning process more interactive and engaging for
the pupils .

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 Using Phonics Activities
Some of the remedial pupils you have may
not be comfortable or confident with basic
phonics, which could be one of the reasons they
are a remedial pupil. Following the Primary
English Curriculum Framework, a focus on phonics
finishes by the end of year 2, and it is for this
reason that the phonics activities in this Toolkit
are aimed at Low A1 (or year 2) level pupils only.

If teachers believe that their pupils are

significantly below the Low A1 level and require a
more systematic and ongoing phonics support
remedial programme, then teachers should aim
to use the multiple phonics activities found in the
Year 4 Remedial Instruction Toolkit.

The phonics activities can be found at the end of each unit, in contrast to the
Vocabulary Mats, each of the activities has step-by-step instructions for teachers
on how pupils can do the activities.

Note that all year 2 phonics have been covered with activities in this toolkit as below;

Unit Starter 1 2 3 4 5 6 7 8
/ue/, /wh/, /ew/, /au/,
Phonics /ear/ & /ure/ /ay/ & /ie/ & /oy/
/aw/ & /ph/ & /oe/ & /a-e/ &
/air/ & /er/ /ou/ /ea/ & /ir/
/e-e/ /i-e/ /o-e/ /u-e/

QA
?
?

?
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Diagnostic Testing
Teachers need to have both qualitative and quantitative information about each
pupil's general English proficiency and the types of challenges they face, so that
they can ensure their pupils receive the correct level-appropriate activities during
their English lessons.
Teachers can do this by using the Root Cause Analysis, CEFR Level Testing, and
Progress Checking document, for which detailed instructions and walkthrough
videos have been provided.
Briefly, the Root Cause Analysis, CEFR Level Testing, and Progress Checking
document is broken down into 4 steps, as below;

Steps 1 & 2 above are covered in the Root Cause Analysis, CEFR Level Testing,
and Progress Checking document. Step 3 is the activities that can be found
in this Toolkit. Step 4 is a combination of the Root Cause Analysis, CEFR Level
Testing, and Progress Checking document and good teaching pedagogy,
particularly Assessment for Learning.

For a detailed explanation on how to use the Root Cause Analysis, CEFR Level
Testing, and Progress Checking document, please see the Root Cause Analysis,
CEFR Level Testing, and Progress Checking document and the accompanying
video series.

_________

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Taking a Differentiated Approach
This Toolkit by its very design takes a differentiated content approach for pupils to
progress with their English language learning. However, there are several other ways
in which teachers can support their pupils through differentiated instruction in each
of their English lessons. Using a combination of differentiation approaches will ensure
that all pupils are supported with their specific learning challenges throughout the year.

Differentiate by Amount of Support

Differentiating by the amount of support in a primary English classroom could involve
providing extra help to remedial pupils to meet their learning needs. For instance,
teachers might give these pupils additional one-on-one attention during whole-
class activities, guiding them through reading with more frequent check-ins to ensure
comprehension. By offering more individualised instruction and adjusting the level of
direct guidance, the teacher can help remedial pupils gain confidence and improve
their English language skills.

Toolkit Tip: When setting up the Toolkit activities, spend more time with the groups of
remedial pupils to ensure that they understand what task completion and
success looks like.

Differentiate by Process
Differentiating by process for remedial pupils means adapting the way they learn to
fit their unique needs. This could look like a teacher breaking lessons into smaller steps
for pupils who need more time to grasp concepts, or modeling tasks like sentence
construction before having pupils try on their own. Pupils might work together in
pairs, allowing them to support each other's learning. Visual aids like story maps can
also help organise thoughts, and when asking questions, the teacher can tailor them to
be more direct for pupils who might get lost with too many options. This approach
ensures that every pupil engages with the lesson in a way that's just right for their
stage of learning.

Toolkit Tip: When doing Toolkit activities, try getting pupils to work in pairs or small
groups to support each other’s understanding of the tasks.

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Differentiate by Product
Differentiating by product allows pupils, especially those who need more support,
to demonstrate their understanding in various ways that align with their abilities and
strengths. Teachers might allow some pupils to write a short story to show their
grasp of narrative structure, while others might illustrate a comic strip to achieve the
same objective. For a lesson on vocabulary, one pupil could create a poster with
definitions and drawings, whereas another might write sentences or a poem using
the new words. The idea is to provide options that cater to different learning profiles,
ensuring that all pupils can show what they know in a format that allows them to
succeed. This not only helps pupils feel more confident but also gives the teacher
a clearer view of each pupil’s comprehension and skills.

Toolkit Tip: The productive skills activities in the Toolkit (speaking and writing) naturally
differentiate by product compared to the activities in English Plus 1. The key skill of the
teacher in differentiating by product is for teachers to adjust their expectations of what
remedial pupils can achieve and to celebrate their task success.

Differentiate by Feedback
Differentiating by feedback involves tailoring the guidance and responses that
pupils receive based on their individual work and needs. For remedial pupils,
this might mean providing more detailed explanations on their assignments,
highlighting both what they did well and what specific areas need improvement.
A teacher could offer verbal praise to encourage a pupil who is making progress
in reading fluency, while written comments might be used to guide another pupil
on how to enhance their story writing. The feedback could also be immediate for
some tasks, such as correcting pronunciation during reading practice, or it could
be delayed, such as comments on a writing piece that a pupil has been working
on over several days. By customising feedback, the teacher ensures that each
pupil understands their successes and knows exactly what steps to take to
continue their learning journey effectively.
Toolkit Tip: When monitoring remedial pupils who are completing the Toolkit
activities, ensure that you provide regular immediate feedback and praise.

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Grouping Your Pupils
After teachers have completed the
Root Cause Analysis and CEFR Level
Testing diagnostic tests for their
pupils, they will have a clear
understanding of their pupil’s
proficiency across all four skills:
speaking, listening, reading, and writing.

Knowing each pupils’ level will

allow teachers to accurately group
pupils according to their
proficiency level and thus ensuring
that each pupil in the class
receives level-appropriate tasks.

Equally, it is important to understand that through continuous monitoring and assessment

for learning, teachers will know when pupils are ready to move to a different level for
a particular skill. For example, if a pupil scores Low A1 at the beginning of the academic
year for reading, this does not mean that they will stay in the Low A1 group for the rest of
the year. It will be up to the teacher to regularly monitor and check each pupils’
progress and adjust their groupings accordingly.

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Incorporating Remedial Instruction Strategies in your Classroom
In the English classroom, especially when working with pupils who might need a bit
more support, it's crucial to use strategies that meet their unique needs. Remedial
instruction is all about understanding these needs and finding ways to help every
pupil succeed.

Provide Clear Instruction of Literacy Components:

This means teaching the basics of reading and writing in a way that's easy to
understand. For instance, when introducing a new letter or sound, use repetitive
and consistent language. Show them with clear examples and repeat these regularly.

Support Learners to Explicitly Develop Their Communicative Competence:

This involves helping pupils improve their speaking and listening skills, not just reading
and writing. For younger learners, this might look like simple conversational games or
"show and tell" sessions where they get to speak about a favorite toy or book.

Embed Visual and Verbal Resources in Lessons to Support Pupil Learning:

Visual aids like charts, images, or videos can make a huge difference in understanding. If
teaching vocabulary, for example, pictures combined with spoken and written words can
help reinforce memory and understanding.

Encourage Peer-Assisted Learning Opportunities:

Let pupils help each other. Sometimes, a concept that's hard to understand from a
teacher becomes clearer when explained by a friend. Pairing a pupil who understands
a topic well with one who's struggling can benefit both.

Build on Pupils' Home Language, Culture, and Social Experiences:

If a pupils’ native language has a similar word or sound, use it as a bridge to the English
equivalent. Incorporate stories, songs, or traditions from their home culture into lessons to
make learning more relatable.

Assess Language and Literacy Challenges and Monitor Progress:

Regularly check how pupils are doing. This doesn't always mean a formal test. It can
be as simple as a conversation, a short writing task, or a listening activity. The idea is to
understand where they're facing difficulties and adjust teaching accordingly.

Encourage Collaborative Small-Group Learning Opportunities:

Similar to peer-assisted learning, this strategy puts pupils into small teams to tackle a
task. It allows for more interaction, discussion, and shared understanding. For instance, a
group might be given a short story to read and then act out, helping each member
understand the narrative better.

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Starter Unit

In collaboration with:
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
1 23 4 2 Listening I can Understand Understand Understand Understand with
understand with support with support with support support the main
when somebody the main idea the main idea the main idea idea of longer
talks about their of simple of short of longer simple texts on a
family or friends sentences. simple texts. simple texts. range of familiar
in simple topics.
sentences.
2 24 4 4&5 Speaking I can talk about Give simple Ask about Explain and Give detailed
my hobbies personal and express give reasons information
and interests. information basic for basic about
using basic opinions. opinions. themselves.
statements.

3 26 5 6 Reading I can read and Understand Understand Understand the Understand the
understand a the main idea the main idea main idea of main idea of
simple, short of simple of short simple texts of simple texts of
description of a sentences. simple texts. one or two two paragraphs
person. paragraphs. or more.

4 27 6 4 Writing I can write Describe Describe Describe Describe people,

words and short objects using people and people and places and
sentences next suitable objects using objects using objects using
to pictures. words and suitable suitable suitable
phrases.. words and statements. statements.
phrases..

5 Language Arts

6 29 7 3 Listening I can Recognise Recognise Recognise and Recognise and

understand a and reproduce and reproduce with reproduce with
very simple with support reproduce support a wide little or no
description of a range of high with support range of target support
an object frequency a range of language a wide range of
(e.g. its size, target target phonemes. target language
colour and language language phonemes.
location). phonemes. phonemes.
20
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number

7 30 7 5 Speaking I can ask Give simple Ask about Explain and Give detailed
questions personal and express give reasons information
about where information basic for basic about
people and using basic opinions. opinions. themselves.
things are. statements.

8 32 8 2 Reading I can describe Understand Understand Understand Understand

things. specific specific specific specific
information information information information and
and details and details and details of details of simple
of simple of short simple texts texts of two
sentences. simple texts. of one or two paragraphs or
paragraphs. more.

9 34 8 3 Writing I can describe Describe Describe Describe Describe people,

things. objects using people and people and places and
suitable objects using objects using objects using
words and suitable suitable suitable
phrases. words and statements. statements.
phrases.
10 Language Arts

11 36 11 2 Listening I can Understand Understand Understand Understand a

understand an increased a wide range longer sequence of
very short range of short of short supported supported
conversations supported supported questions. questions.
when people questions. questions.
speak slowly
and clearly.
12 38 11 4 Speaking I can ask and Give simple Ask about Explain and Give detailed
answer personal and express give reasons information
questions information basic for basic about
about a person, using basic opinions. opinions. themselves.
family, and statements.
interests.
21
 Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number

13 40 11 5 Reading I can read and Read and Read and Read and enjoy Read and enjoy
understand a enjoy simple enjoy A1 A1 fiction/non- A2 fiction/non-
simple, short print and fiction/non- fiction print fiction print and
description of digital games fiction print and digital digital texts of
a person, e.g. at sentence and digital texts of interest. interest.
My name is level. texts of interest.
Lisa. I am nine
years old.

14 41 11 8 Writing I can write a Ask for and Express Explain and Give detailed
simple give basic simple give reasons information
personal personal opinions. for simple about
description information opinions. themselves.
about myself. using basic
questions and
statements.

15 Language Arts

16 Language Awareness

Vocabulary Vocabulary Mats

Phonics Phonics

22
 Learning Standard 1.2.1 Listening

SOW 1 - English Plus 1 pg. 4, Activity 2

Low A1 – LS: Understand with support the main idea of simple sentences.
Listen to a girl talking about herself. Use the words in the box to answer the
questions.

twelve skateboarding Kate Jack playing video games

1. What is her name? _______________________________

2. How old is she? _________________________________

3. What is her brother’s name? ________________________

4. What are her brother’s hobbies? ______________________

Mid A1 – LS: Understand with support the main idea of short simple texts.
Listen to a girl talking about herself. Answer the questions.

1. What is her name? _______________________________

2. How old is she? _________________________________

3. What is her brother’s name? ________________________

4. What are her brother’s hobbies? ______________________

High A1 – LS: Understand with support the main idea of longer simple texts.
Listen to a girl talking about herself. Answer the questions.

1. What is her name? ________________________________

2. How old is she? ___________________________________

3. What are her hobbies? ______________________________

4. What is her brother’s name? ___________________________

5. What are her brother’s hobbies? ________________________

23
 Learning Standard 2.1.1 Speaking

SOW 2 - English Plus 1 pg. 4, Activity 4 & 5

Low A1 – LS: Give simple personal information using basic statements.

Write 4 sentences about hobbies you like and don’t like. Use ideas from your textbook or
use your own ideas.

I like swimming.
I don’t like playing the piano.

1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________

Work in pairs. Share your sentences with your friend.

I like swimming. I don’t like tennis.

Mid A1 – LS: Ask about and express basic opinions.

Write 4 sentences about your hobbies. Use ideas from your textbook or use your own ideas.

I’m into playing computer games.

TIP: ‘I’m into’ means the
I’m not into swimming.
same as ‘I like’.

1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________

Work in pairs. Ask questions about your friend’s hobbies.

I’m into playing computer

What are your hobbies?
games. How about you?

24
 Learning Standard 2.1.1 Speaking

High A1 – LS: Explain and give reasons for basic opinions.

Write 4 sentences about your hobbies. Use ideas from your textbook or
use your own ideas.

I’m into playing computer games because it is fun. TIP: ‘I’m into’ means the
I’m not into swimming because I don’t like water same as ‘I like’.

1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________

Work in pairs. Ask questions about your friend’s hobbies.

I’m into playing computer

What are your hobbies? games because it is fun.
How about you?

25
 Learning Standard 3.2.1 Reading

SOW 3 - English Plus 1 pg. 5, Activity 6

Low A1 – LS: Understand the main idea of simple sentences.

Choose the correct words.

Subject Verb
1. I / you like swimming.
I
2. You / I are my friend. like
You
3. She / you is my sister.
4. He / you likes playing football. He
likes
She

Mid A1 – LS: Understand the main idea of short simple texts.

Choose the correct words.
Subject - Verb
I
You don’t like

He
She doesn’t like
It

This is my friend, Aidil. He / you is into playing computer games. He also

like / likes watching TV. It is / are his favourite thing to do. He isn’t / doesn’t
like cleaning his bedroom.

High A1 – LS: Understand the main idea of simple texts of one or two paragraphs.
Choose the correct words.
Subject Possessive
Pronoun
I my
You yours

He his
She hers

This is I / my friend, Farah. She / Her grandparents live in a big house in Johor.
She / Her grandparent’s house is near to my / our grandparent’s house. She has
an older brother who lives in Penang. His / Her house is not very big because
he is still young.

26
 Learning Standard 4.2.4 Writing

SOW 4 - English Plus 1 pg. 6, Activity 4

Low A1 – LS: Describe objects using suitable words and phrases.

Choose 4 objects from the list. Draw them in, on, or under the desk.

1. bag
2. book
3. ruler
4. notebook
5. pencil
6. pen

Write sentences about your picture.

The bag is in the desk.

1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________

Mid A1 – LS: Describe people and objects using suitable words and phrases.
Choose 4 objects from the list. Draw them in, on, under, in front of, or next to the bookcase.
1. box
2. camera
3. chair
4. flower
5. glasses
6. window
Write sentences about your picture.
The box is next to the bookcase.

1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________

27
 Learning Standard 4.2.4 Writing

High A1 – LS: Describe people and objects using suitable statements.

Choose 4 objects from the list. Draw them in front of, next to, opposite or by the bookcase.
1. comic
2. cup
3. a glass
4. homework
5. a kitten
6. a plate
Write sentences about your picture.
A kitten is by the bookcase.

1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________

CREATIV

28
 Learning Standard 1.1.1 Listening

SOW 6 - English Plus 1 pg. 7, Activity 3

Low A1 – LS: Recognise and reproduce with support a range of high frequency
target language phonemes.

Listen to the sentences. Underline the /z/ sound when you hear it.

1. Charlie’s mum is at home.

2. Her speakers are in Charlie’s room. /Z /

Mid A1 – LS: Recognise and reproduce with support a range of target language phonemes.

Listen to the sentences. Underline the /z/ sound when you hear it.

1. Charlie’s mum is at home.

2. Her laptop is in the drawer.

3. Her speakers are in Charlie’s room. /Z /

Can you find more ‘s’ that sound like /z/ in activity 3 in your textbook?

High A1 – LS: Recognise and reproduce with support a wide range of target language
phonemes.

Listen to the sentences. Underline the /z/ sound when you hear it.

1. Charlie’s mum is at home.

2. Her laptop is in the drawer.

3. Her speakers are in Charlie’s room. /Z /

Can you find more ‘s’ that sound like /z/ in activity 3 in your textbook?

29
 Learning Standard 2.1.1 Speaking

SOW 7 - English Plus 1 pg. 7, Activity 5

Low A1 – LS: Give simple personal information using basic statements.

Complete the sentences and questions using ‘can’ or ‘can’t’.
1. I ________ fly.
_______ you fly? Can you fly?
2. I ________ jump up high.
_______ you jump up high?
3. I ________ drive.
No, I can’t. Can you fly?
_______ you drive?
4. I ________ catch a ball.
_______ you catch a ball?
5. I ________ speak English.
_______ you speak English?

Ask your friend your questions.

Mid A1 – LS: Ask about and express basic opinions.

Write questions using the words in the box and ‘can’.

drive fly run very fast speak English read

1. Can you cook?

2. _____________________________________________________
3. _____________________________________________________
4. _____________________________________________________
5. _____________________________________________________
6. _____________________________________________________
Ask your friend your questions.

Can you cook? Yes, I can. How about you? No, I can’t but I can help my mum.

30
 Learning Standard 2.1.1 Speaking

High A1 – LS: Explain and give reasons for basic opinions.

Write questions using the words in the box and ‘can’ or ‘good at’.
cook / cooking speak English / speaking English swim / swimming

run / running play chess / playing chess sing / singing

Are you good at cooking?
Can you cook?
1. ______________________________________________________
2. ______________________________________________________
3. ______________________________________________________
4. ______________________________________________________
5. ______________________________________________________
6. ______________________________________________________
Ask your friend your questions.

No, i’m not, but I am good

Are you good at cooking? Yes, I am. How about you? at eating!

31
 Learning Standard 3.2.2 Reading

SOW 8 - English Plus 1 pg. 8, Activity 2

Low A1 – LS: Understand specific information and details of simple sentences.

Read the sentences and answer the questions.
What have you got in your bag?

I’ve got an old phone in my bag. I haven’t got any pens. I’ve also got a small notebook
in my bag, but I haven’t got a pencil case.

1. There are two things in her bag. True / False.

2. She’s got a new phone in her bag. True / False.
3. She’s got a pen in her bag. True / False.
4. She’s got a notebook in her bag. True / False.
5. Has she got a phone in her bag?

Ask your friend what is in his or her bag.

Mid A1 – LS: Understand specific information and details of short simple texts.
Read the sentences and answer the questions.

What have you got in your bag?

I’ve got my books for school, an old pencil case with some pencils and a ruler, and a
present for my dad. He hasn’t got this book. It’s about cooking and it’s very interesting
(if you like cooking!).

1. Has she got some pencils in her bag?

a)Yes, she has. b) No, she hasn’t.
2. Has she got a present for her dad?
a)Yes, she has. b) No, she hasn’t.
3. Has she got an old phone in her bag?
a)Yes, she has. b) No, she hasn’t

Ask your friend what is in his or her bag.

32
 Learning Standard 3.2.2 Reading

High A1 – DSKP: Understand specific information and details of simple texts of one
or two paragraphs.
Read the sentences and answer the questions.
What have you got in your bag?
I’ve got my books for school, an old pencil case with some pencils and a ruler, and a
present for my dad. He hasn’t got this book. It’s about cooking and it’s very interesting
(if you like cooking!).

What have you got on your desk?

I’ve got some books, one or two old video games, and some mini speakers.
They’re small, but they’re really good. And I’ve got a photo of my cousins in Australia.
They’ve got a pet parrot. His name’s Sinbad and he’s really popular with my cousin’s
friends. I haven’t got any pets.
1. Has she got some pencils in her bag?
a) Yes, she has. b) No, she hasn’t.
2. Has she got a present for her dad?
a) Yes, she has. b) No, she hasn’t.
3. Has she got a pet?
a) Yes, she has. b) No, she hasn’t

Ask your friend what is in his or her bag or on his or her desk.

33
 Learning Standard 4.2.4 Writing

SOW 9 - English Plus 1 pg. 8, Activity 3

Low A1 – LS: Describe objects using suitable words and phrases.

Write 4 sentences about the things in the table. First, choose if your sentence is about a
place, person, or game or movie. Then use one of the adjectives below to write your
sentence.
Example: Lionel Messi is a famous footballer.

Place Person Game or Movie

hot famous sad
rainy cool funny
cold nice interesting

1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
4. _________________________________________________

Tell your friend your sentences.

Mid A1 – LS: Describe people and objects using suitable words and phrases.
Write 5 sentences about the things in the table. First, choose if your sentence is about a
place, person, or game or movie. Then use one of the adjectives below to write your
sentence.
Example: Spiderman is an interesting movie.

Place Person Game or Movie

dirty famous sad
fantastic nice funny
scary cool interesting

1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
4. _________________________________________________
5. _________________________________________________

Tell your friend your sentences.

34
 Learning Standard 4.2.4 Writing

High A1 – LS: Describe people and objects using suitable statements.

Write 6 sentences about the things in the table. First, choose if your sentence is about a
place, person, or game or movie. Then use one of the adjectives below to write your
sentence.
Example: My hometown is a boring village.
Place Person Game or Movie

boring brave bad

huge careful brilliant
little famous loud

1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
4. _________________________________________________
5. _________________________________________________
6. _________________________________________________
Tell your friend your sentences.

35
 Learning Standard 1.2.5 Listening

SOW 11 English Plus 1 pg. 11, Activity 2

Low A1 – LS: Understand an increased range of short supported questions.

Listen to two people talking and fill in the gaps.

1. ____________ Neymar Junior from?

2. Yes, that’s right. He’s from _____________.
3. ____________ a taco?
4. I think it’s an ______________ from Africa.

Where is Where’s
What is What’s
Who is Who’s

Mid A1 – LS: Understand a wide range of short supported questions.

Before listening to two people talking, underline the questions in the text below.

M = Man, W = Woman
M: OK. Where’s Neymar Junior from?
W: Erm, I think he’s from Spain. And you?
M: I’m not sure. I think he’s from Brazil.
W: Brazil? Yes, that’s right. He’s from Brazil.
M: Right then. What’s a taco?
W: Ooh, I don’t know. And you?
M: I think it’s an animal from Africa.
W: An animal? From Africa? Mmm. I’m not sure. Is it food?
M: Food? Ah yes. It’s Italian food.
Listen to two people talking. Are their answers to the questions right or wrong?

1. Where’s Neymar Junior from? ________________________ Right / Wrong.

2. What’s a taco? __________________________________ Right / Wrong.

36
 Learning Standard 1.2.5 Listening

High A1 – LS: Understand longer supported questions..

Listen to two people talking about questions 1 & 2 in exercise 1. Are their answers
right or wrong? Use the script below to help.
M = Man, W = Woman
M: OK. Where’s Neymar Junior from?
W: Erm, I think he’s from Spain. And you?
M: I’m not sure. I think he’s from Brazil.
W: Brazil? Yes, that’s right. He’s from Brazil.
M: Right then. What’s a taco?
W: Ooh, I don’t know. And you?
M: I think it’s an animal from Africa.
W: An animal? From Africa? Mmm. I’m not sure. Is it food?
M: Food? Ah yes. It’s Italian food.

37
 Learning Standard 2.1.1 Speaking

SOW 12 English Plus 1 pg. 11, Activity 4

Low A1 – LS: Give simple personal information using basic statements.

Work in groups. Write questions for a quiz.
Where’s Taylor Swift from?
What’s a lizard?
1. Where’s ____________________________ from?
2. What’s a ________________________________?
3. Where’s ____________________________ from?
4. What’s a ________________________________?
5. ________________________________________
6. ________________________________________

Ask and answer the questions in teams. Use the key phrases.

We think....
Where’s Taylor Swift from? We think she’s from the USA. I’m not sure.
I don’t know.

Mid A1 – LS: Ask about and express basic opinions.

Work in groups. Write questions for a quiz.
Where’s Taylor Swift from?
What’s a lizard?
1. Where’s ____________________________ from?
2. What’s a ________________________________?
3. __________________________________________
4. __________________________________________
5. __________________________________________
6. __________________________________________

Ask and answer the questions in teams. Use the key phrases.

We think....
Where’s Taylor Swift from? We think she’s from the USA. I’m not sure.
I don’t know.

38
 Learning Standard 2.1.1 Speaking

High A1 – LS: Explain and give reasons for basic opinions.

Work in groups. Write questions for a quiz.
Where’s Taylor Swift from?
What’s a lizard?
1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
4. _________________________________________________
5. _________________________________________________
6. _________________________________________________

Ask and answer the questions in teams. Use the key phrases.

We think....
Where’s Taylor Swift from? We think she’s from the USA.
I’m not sure.
I don’t know.

QUIZ
39
 Learning Standard 3.3.1 Reading

SOW 13 English Plus 1 pg. 11, Activity 5

Low A1 – LS: Read and enjoy simple print and digital games at sentence level.
Read the email and answer the questions.

1. How old is Sarin? _____________________________________

2. Where is she from? ___________________________________

3. How many brothers does she have? ________________________

4. What are her hobbies? _________________________________

5. What does she love doing? ______________________________

Hi, my name is Sarin. I’m 11 years old and I’m from Bangkok, Thailand. I live with my mum
and dad and two brothers. I’m the oldest child. I really like swimming, playing tennis, and
reading books. But what I really love to do is have movie nights watching Netflix with
my family.
Bye for now.

Mid A1 – LS: Read and enjoy A1 fiction/non-fiction print and digital texts of interest.
Read the email and answer the questions.
1. Where does Sarin live? _____________________________________

2. How many brothers does she have? ____________________________

3. What does she like to do after school? ___________________________

4. What does she do with her family during movie nights? ________________

5. What is the best part of her week? ______________________________

Hi, my name is Sarin. I'm 11 years old and I'm from Bangkok, Thailand. I live with my mum,
dad, and my two brothers in a nice house. I'm the oldest child in my family. I really like
swimming, playing tennis, and reading books. After school, I often play tennis with my
friends at the park. But what I really love to do is have movie nights watching Netflix with my
family. We all sit together, eat popcorn, and enjoy the movies. It's the best part of my week!
Bye for now.

High A1 – LS: Read and enjoy A1 fiction/non-fiction print and digital texts of interest.
As per textbook.

40
 Learning Standard 4.2.1 Writing

SOW 14 English Plus 1 pg. 11, Activity 8

Low A1 – LS: Ask for and give basic personal information using basic questions
and statements.

Write an email to Sarin.

Hi Sarin
My name is ______________. I am _____________(age). I live with __________
________________________ (family). I like ___________________________
________________________ (hobbies).
Bye for now.

Mid A1 – LS: Express simple opinions.

Write an email to Sarin. Use the ideas in the box.
your name your age your family where you live your hobbies
Hi Sarin
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Bye for now.

High A1 – LS: Explain and give reasons for simple opinions.

Write an email to Sarin. Use the ideas in the box.
your name your age your family where you live your hobbies
your school your friends
Hi Sarin
_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Bye for now.

41
Vocabulary Mats

Low A1

swimming keeping fit playing football playing the piano

playing tennis watching TV riding a bike bag

book pencil case rubber ruler

42
Mid A1

Scene : Scene : Scene :

Scene : Scene : Scene :

drawing playing computer playing hockey skateboarding

games

playing table tennis bookcase box camera

clock flower guitar

chair

43
High A1

going shopping ice skating going to the cooking

cinema

comic kitten homework laptop

noodles plate bike phone

44
 3.1.3 Blend Phonemes

/ear/

1. Put pupils in pairs or small groups and give each pair or group a dice.
2. Student A rolls the dice and reads the words that correspond to the number on the dice.
3. Student B listens to the words and corrects any errors.
4. Student B then rolls the dice and steps 1-3 are repeated.
5. As an extension, pupils can practice writing the words in their exercise books.

45
 3.1.3 Blend Phonemes

/air/

1. Put pupils in pairs or small groups and give each pair or group a dice.
2. Student A rolls the dice and reads the words that correspond to the number on the dice.
3. Student B listens to the words and corrects any errors.
4. Student B then rolls the dice and steps 1-3 are repeated.
5. As an extension, pupils can practice writing the words in their exercise books.

46
Unit 1
Towns and Cities

In collaboration with:
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number

17 51 12 2 Listening I can talk Understand Understand Understand Understand with

about places with support with support with support support the main
in a town or the main idea the main idea the main idea idea of longer
city. of simple of short of longer simple texts on
sentences. simple texts. simple texts. a range of
familiar topics.

18 52 13 6 Speaking I can talk Describe Understand Describe Describe people,

about places objects using with support people and places and
in a town or suitable words the main idea objects using objects using
city. and phrases. of short suitable suitable
simple texts. statements. statements.

19 53 14 3 Reading I can predict Use a picture Recognise Recognise and Use with support
the content dictionary to and use with use with little familiar print and
of a text from find, list and support key or no support digital resources
photos. categorise features of a key features of to check
words from simple a simple meaning.
Year 2 topics monolingual monolingual
and themes. dictionary. dictionary.

20 54 15 5 Writing I can ask and Describe Describe Describe Describe people,

answer objects using people and people and places and
questions suitable words objects using objects using objects using
about places. and phrases. suitable suitable suitable
words and statements. statements.
phrases.

22 55 15 6 Speaking I can ask and Keep Keep Keep Keep interaction

answer interaction interaction interaction going in short
questions going in short going in short going in short exchanges by
about places. exchanges by exchanges by exchanges by asking suitable
using suitable using using suitable questions.
non-verbal repeating key words (i) to
responses. words from show
the other understanding
speaker. (ii) to ask for
clarification.
48
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
23 57 16 3 Listening I can Understand Understand Understand Understand with
understand with support with support with support support specific
people specific specific specific information and
comparing information information information details of longer
places. and details of and details and details of simple texts on
simple of short longer simple a range of
sentences. simple texts. texts. familiar topics.

24 58 17 5 Speaking I can compare Find out Find out and Find out and Find out about
things. about personal describe describe and describe
information basic experiences in experiences up
by asking everyday the past. to now.
basic routines.
questions.

25 59 19 1 Reading I can write a Find out and Understand Understand Understand

description describe specific specific specific
of a town or experiences information information information and
city. in the past. and details and details of details of simple
of short simple texts texts of two
simple texts. of one or two paragraphs or
paragraphs. more.
26 61 19 5 Writing I can write a Connect words Connect Connect Connect
description of and proper sentences sentences sentences into
a town or city. names using using basic using basic one or two
basic coordinating coordinating coherent
coordinating conjunctions. conjunctions. paragraphs using
conjunctions. basic coordinating
conjunctions and
reference
pronouns.
28 63 20 2 Writing I can write a Spell a narrow Spell an Spell most high Spell a range of
description of range of increased frequency high frequency
a town or city. familiar high range of words words accurately
frequency familiar high accurately in in independent
words frequency guided writing. writing.
accurately in words
guided writing. accurately in
guided
writing.
49
 Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
29 65 92 2 Listening I can Understand an Understand Understand Understand a
understand increased a wide range longer sequence of
and give range of short, of short, supported supported
personal supported supported questions. questions.
information. questions. questions.

30 67 92 4&5 Speaking I can Keep Keep Keep Keep interaction

understand interaction interaction interaction going in short
and give going in short going in going in short exchanges by
personal exchanges by short exchanges by asking suitable
information. using suitable exchanges using suitable questions.
non-verbal by using words (i) to
responses. repeating key show
words from understanding
the other (ii) to ask for
speaker. clarification.
31 68 106 2 Reading I can read the Use a picture Recognise and Recognise and Use with support
words for the dictionary to use with use with little familiar print and
main places find, list and support key or no support digital resources
in my area. categorise features of a key features of to check
words from simple a simple meaning.
Year 2 topics monolingual monolingual
and themes. dictionary. dictionary.

32 69 106 4 Writing I can write a Connect Connect Connect Connect

description of words and sentences sentences into sentences into
a town or city. proper names using basic a coherent one or two
using basic coordinating paragraph coherent
coordinating conjunctions. using basic paragraphs
conjunctions. coordinating using basic
conjunctions coordinating
and reference conjunctions and
pronouns. reference
pronouns.

Vocabulary Vocabulary Mats

Phonics Phonics

50
 Learning Standard 1.2.1 Listening

SOW 1 7 - English Plus 1 pg. 12, Activity 2

Low A1 – DSKP: Understand with support the main idea of simple sentences.
Listen to Simon speaking about his town. Fill in the blanks with the words provided.

French town restaurants do here

1. There are lots of things to _______.

2. There are some cafe’s, cinemas and ________________.

3. My favourite place is a ____________ restaurant.

4. There isn’t a theatre __________.

5. I like living in this ____________.

Mid A1 – DSKP: Understand with support the main idea of short simple texts.
Listen to Simon, Lewis, Sophie and Ben speaking about their towns. Select (T) for True
and (F) for False.
Simon
1. My favourite place is a Chinese restaurant ( T / F ).
2. There is a theatre in my town ( T / F ).
Lewis
3. There isn’t a sports center near our house ( T / F ).
4. There are some parks in the city ( T / F).
Sophie and Ben
5. There isn’t a library near our house (T / F )

High A1 – DSKP: Understand with support the main idea of longer simple texts.
Listen to Simon, Lewis, Sophie and Ben speaking about their towns. Fill in the blanks as
you listen.
Simon
1. Have you got a favourite place in your __________?
2. My favourite place is a ____________ restaurant.
Lewis
3. Tell me about your _________. Do you like it here?
4. We’ve got a sports centre near our _____________.
Sophie and Ben
5. What do you think of your _____________?
6. There is one cafe and it’s at the _______________________.
4. There aren’t any good __________ here.
51
 Learning Standard 2.1.5 Speaking

SOW 18 - English Plus 1 pg. 13, Activity 6

Low A1 – DSKP: Describe objects using suitable words and phrases.

Find a partner and take turns to practise these phrases:

Tell me about your city. ________________. We’ve

Do you like it here? got a sports centre
near our house.

Have you got a favourite Yes, my favourite place is

place in your town? _________________

Mid A1 – DSKP: Describe people and objects using suitable words and phrases.
Match the questions to the descriptions. Take turns asking and answering the questions.

Have you got a favourite ________. There are

place in your town? ___________________
___________________

Is your town a good Yes, my favourite place

place to live? __________________

Tell me about your city. My city is

Do you like it here? ___________________

High A1 – DSKP: Describe people and objects using suitable statements.

Complete the sentences with the correct phrases below to talk about places in
your town or city.
There aren’t.
Are there any…?
There are
In my town Tell me about your city?
My town is…

Do you like it here?

I like….

Have you got any…..? We have…

52
 Learning Standard 3.2.4 Reading

SOW 19 - English Plus 1 pg14, Activity 3

Low A1 – DSKP: Use a picture dictionary to find, list and categorise words
from Year 2 topics and themes.
Use a dictionary and place the words in the category they belong.

have fun watch tv badminton tennis bedroom bathroom jellyfish shark

Animals Home Free Time Sports

Mid A1 – DSKP: Recognise and use with support key features of a simple
monolingual dictionary.
Use a dictionary and draw a line from the picture to the word that describes it.

1. 2. 3. 4. 5.

............House …………….School ………..Ship …………..Church ………..Mosque

High A1 – DSKP: Recognise and use with little or no support key features of a
simple monolingual dictionary.
Use a dictionary and write the words to describe the places from the options
in the box.

Children’s Cruise Family Secondary Beautiful Small

Words to Places Words to Places

describe Describe
Ship School
House Mosque
Playground Church

53
 Learning Standard 4.2.4 Writing

SOW 20 - English Plus 1 pg. 15, Activity 5

Low A1 – DSKP: Describe objects using suitable words and phrases.

Write sentences using “There is”, “There isn’t” by looking at the picture of the
cruise ship.

1.__________________________________________

2.__________________________________________

3.__________________________________________

4.__________________________________________

Mid A1 – DSKP: Describe people and objects using suitable words and phrases.
Write sentences using “There is”, “There isn’t” “There are” “There aren’t” by looking
at the picture of the cruise ship.

1.__________________________________________

2.__________________________________________

3.__________________________________________

4.__________________________________________

High A1 – DSKP: Describe people and objects using suitable statements.

Make statements using the words below. Choose one from the first box and one
from the second box to make a sentence. Then based on the picture indicate if
your statement is True(T) or False (F) by adding ‘T’ and ‘F’ at the end of the sentence.. .
there is a / there isn’t a / there are some / there aren’t any

Swimming pool sports centre climbing wall library restaurants

1.__________________________________________

2.__________________________________________

3.__________________________________________

4.__________________________________________

54
 Learning Standard 2.2.1 Speaking

SOW 22 - English Plus 1 pg. 15, Activity 6

Low A1 – DSKP: Keep interaction going in short exchanges by using suitable

non-verbal responses.
Take turns to ask and answer questions on your town. Use the key words provided
to help you in the list to ask and in the box to answer.

1. Is there a….?
2. Are there….?
3. Is there an…..?
4. Are there any…?

park bridge trees

Mid A1 – DSKP: Keep interaction going in short exchanges by using repeating

key words from the other speaker.
Take turns to ask and answer questions on your town. Use the key words provided
to help you in the list to ask and in the box to answer

1. Is there a…?
2. Are there…?
3. Is there an…?
4. Are there any…?
5. How many…?

buildings tower lake

playground

55
 Learning Standard 2.2.1 Speaking

High A1 – DSKP: Keep interaction going in short exchanges by using suitable

words (i) to show understanding (ii) to ask for clarification.
Take turns to ask and answer questions on your town. Use the key words provided
to help you in the list to ask and in the box to answer.

1. Is there a…?
2. Are there…?
3. Is there an…?
4. Are there any…?
5. How many…?
6. Is there…?

lake field buildings

shop offices

56
 Learning Standard 1.2.2 Listening

SOW 23 - English Plus 1 pg. 16, Activity 3

Low A1 – DSKP: Understand with support specific information and details of

simple sentences.
Listen and fill in the blanks with the words from the text box. Use the pictures
to guide you.
bike shop bike slower town bus
Lukas
L: My favorite place? I don’t know but maybe the ___________.
I: The __________? There are a lot of people with bikes in this_______.
When you go to school, do you prefer the ______or your bike?
L: My bike. The bus is more expensive AND its ___________

Mid A1 – DSKP: Understand with support specific information and details of

short simple texts.
Listen to the recording and fill in the blanks using the words in the box.

bike shop bike slower town bus

Lukas
L: My favorite place? I don’t know but maybe the ___________

I: The __________? There are a lot of people with bikes in this_______.

When you go to school, do you prefer the ______or your bike?

L: My bike. The bus is more expensive AND its ___________

High A1 – DSKP: Understand with support specific information and details of

longer simple texts.
Listen to the recording and fill in the blanks.

Lukas
L: My favorite place? I don’t know but maybe the ________

I: The________? There are a lot of people with bikes in this _____.

When you go to school, do you prefer the _____or your bike?

L: My bike. The bus is more expensive AND its _______

I: But bikes are more ___________?

L: Mmm…yes, they are.

57
 Learning Standard 2.1.2 Speaking

SOW 24 English Plus 1 pg. 17, Activity 5

Low A1 – DSKP: Find out about personal information by asking basic questions.
Take turns asking and answering questions

Is the bus slow in your town?

Is your town safe?

Is your town pretty?

Is the restaurant expensive?

Mid A1 – DSKP: Find out and describe basic everyday routines.

Take turns asking and answering questions

What time do you wake up? I wake up ______

What do you do once you wake up? I ___________________.

Do you eat? I have ______, usually ________

What time do you leave for school? ____________ school at

High A1 – DSKP: Find out and describe experiences in the past.

Take turns asking and answering questions

1. What did you do last weekend? 1. Last month_________________

2. What did you do two weeks ago? 2. Last weekend, _______________
3. What did you do last month? 3. Two weeks ago, ______________
4. What did you do yesterday? 4. Yesterday,__________________

58
 Learning Standard 3.2.2 Reading

SOW 25 - English Plus 1 pg. 19, Activity 1

Low A1 – DSKP: Understand specific information and details of simple sentences.

Read the text below and answer the questions. Use your dictionary to help you.

Edinburgh is a city in the south of Scotland. It’s an old city and it’s got a population of
about 500,000. There are a lot of shops, businesses and monuments.

1. Where is Edinburgh? ______________________________________

2. Is Edinburgh a new city? ____________________________________

3. How many people live in Edinburgh? ____________________________

Mid A1 – DSKP: Understand specific information and details of short simple texts.
Read the text below and answer the questions. Use your dictionary to help you.
Edinburgh is a city in the south of Scotland. It’s an old city and it’s got a population of
about 500,000. There are a lot of shops, businesses and monuments.
I like Edinburgh because it’s an interesting place and the people are really
friendly. The shops here are really good and there are a lot of cinemas. My
favourite places are the castle and the zoo.

1. Where is Edinburgh? _______________________________________

2. Is Edinburgh a new city? ____________________________________

3. How many people live in Edinburgh? ____________________________

4. Where can you watch movies in Edinburgh? _______________________

5. What are some things you can do in Edinburgh? ____________________

59
 Learning Standard 3.2.2 Reading

High A1 – DSKP: Understand specific information and details of simple texts of one or
two paragraphs.
Read the text below and answer the questions. Use your dictionary to help you.
Edinburgh is a city in the south of Scotland. It’s an old city and it’s got a population of
about 500,000. There are a lot of shops, businesses and monuments.
I like Edinburgh because it’s an interesting place and the people are really
friendly. The shops here are really good and there are a lot of cinemas. My
favourite places are the castle and the zoo.
There are some quite nice places near Edinburgh. It’s only a few kilometres
from the sea and there’s a very pretty beach in Portobello. There are also
trains and buses to Glasgow and the north.

1. Where is Edinburgh? ______________________________________

2. Is Edinburgh a new city? ___________________________________

3. How many people live in Edinburgh? ___________________________

4. Where can you watch movies in Edinburgh?______________________

5. What are some things you can do in Edinburgh? ___________________

6. How can you get to Glasgow? ________________________________

60
 Learning Standard 4.2.5 Writing

SOW 26 - English Plus 1 pg. 19, Activity 5

Low A1 – DSKP: Connect words and proper names using basic coordinating conjunctions.
Write about a town or city you know. Explain why you like the town or city and your
favourite places. You could use the words in the boxes to help you.

big busy shops school bus car beach small

I like……because ….is a city in…….. It is nice because…….

My favourite place……… There is……

_______________________________________________________
_______________________________________________________

_______________________________________________________

_______________________________________________________

Mid A1 – DSKP: Connect sentences using basic coordinating conjunctions

in the box.
Write about a town or city you know. Explain why you like the town or city and your
favourite places. You could use the words in the box to help you.

big busy shops school bus car beach small

_______________________________________________________
_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

61
 Learning Standard 4.2.5 Writing

High A1 – DSKP: Connect sentences into a coherent paragraph using basic coordinating
conjunctions and reference pronouns.
Write about a town or city you know. Explain why you like the town or city and your favourite
places. You could use the words in the box to help you.

monuments beach old new trains castle zoo

small big shops people friendly cinemas

_______________________________________________________
_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

62
 Learning Standard 4.3.2 Writing

SOW 28 - English Plus 1 pg. 20, Activity 2

Low A1 – DSKP: Spell a narrow range of familiar high frequency words accurately in
guided writing.
Use the words in the box to fill in the blanks.

in is My at are The

1. _______ river in my town is dirty.

2. I live _____ a noisy part of the city.

3. My flat _________ in an old building.

4. The people __________the market are unfriendly.

5. ____ flat is very big.

Now test your partner. Can your partner spell the words in the box above?
How do you spell ________?

Mid A1 – DSKP: Spell an increased range of familiar high frequency words accurately in
guided writing.
Use the words in the box to fill in the blanks.

and are city old noisy My to

1. It’s a ________ city.

2. I live in the noisy part of the _________.

3. My flat is in an ________ part of the city.

4. The people in the market _________ friendly

5. ____ flat is very big.

6. I often walk ______ the shops.

7. The park is big __________ it has many trees.

Now test your partner. Can your partner spell the words in the box above?
How do you spell ________?

63
 Learning Standard 4.3.2 Writing

High A1 – DSKP: Spell most high frequency words accurately in guided writing.
Fill in the words in the blanks.

a to and The At in

1. ______ shops in town are expensive.

2. I like to walk _________ the park.

3. My house ______ my sister’s house are nearby

4. There is __________ cinema in the city I often go to.

5. _____ the town hall there is a statue.

6. I like to go _______ the shops to look at things.

Now test your partner. Can your partner spell the words from the sentences above?
How do you spell ________?

64
 Learning Standard 1.2.5 Listening

SOW 29 - English Plus 1 pg. 92, Activity 2

Low A1 – DSKP: Understand an increased range of short, supported questions.

Instructions: Match the questions with the answers.

What is your first name? I am from Munich In Germany.

And how old are you, Tobias? It’s Tobias

Where are you from? I’m twelve

Have you got any brothers and sisters? I’ve got a sister

Mid A1 – DSKP: Understand a wide range of short, supported questions.

Instructions: Match the answers to the correct questions and statements

Hello. Are you the new boy? Hello, Luke

Hi I’m Luke. Welcome to Brighton It’s Tobias

What’s your first name? Yes, I am

And how old are you Tobias? I’m twelve

65
 Learning Standard 1.2.5 Listening

High A1 – DSKP: Understand longer supported questions.

Instructions: Read the questions and then listen to the text to answer the
discussion questions below in pairs.

Tobias: I’m from Munich in Germany. My dad’s got a job here in Brighton.
He’s British but my mum is German.
Luke: Wow! Munich. What’s it like?
Tobias: It’s quite big but it’s a very friendly city.
Luke: Ok. Brighton’s a great city.
Tobias: Yes, it is.
Luke: What’s your house like here in Brighton?
Tobias: It’s a modern house near the city centre. It’s quite small but it’s very nice.
My House in Munich is a lot bigger though.
Luke: Have you got any brothers or sisters?
Tobias: Yes. I’ve got one brother. His name’s Peter. He’s only five though.

Instructions (b): Ask pupils to discuss the following questions based on the conversation:

1. Who got a job in Brighton? _______________________________________

2. What is Munich like? ___________________________________________

3. What is Tobias house like? _______________________________________

4. How many siblings does Tobias have, and what is his brother's name?__________

_________________________________________________________

66
 Learning Standard 2.2.1 Speaking

SOW 30 - English Plus 1 pg. 92, Activity 5

Low A1 – DSKP: Keep interaction going in short exchanges by using suitable

non-verbal responses.
Instructions: Take turns to ask and answer questions, filling in the gaps with your
own words.

Question Answer

1. How _____ are you I am_____________years old.

2. Where are you_______? I am from_______________.
3. How many sisters do you have? I have__________________.
4. What is your town like? It is ____________________.

Mid A1 – DSKP: Keep interaction going in short exchanges by using repeating

key words from the other speaker.
Instructions: Take turns to ask and answer questions, filling in the gaps with your
own words.

Eriko: Hi there! I'm Eriko. What's your name?

Liam: Hi, Eriko! I'm Liam. Nice to meet you!

Eriko: _________, ! So, where are you from?

Liam: I'm from _____. How about you?

Eriko: I'm from ______. What is your town like?

Liam: It is ________and _________

High A1 – DSKP: Keep interaction going in short exchanges by using suitable

words (i) to show understanding (ii) to ask for clarification.
Instructions: Take turns to role play Eriko and Liam and ask and answer questions
about each other.

Eriko Yamada Liam Turner

Eleven Twelve

Tokyo, Japan Whitney, England

One brother Three sisters

67
 Learning Standard 3.2.4 Reading

SOW 31 - English Plus 1 pg. 106, Activity 2

Low A1 – DSKP: Use a picture dictionary to find, list and categorise words from
Year 2 topics and themes.
Instructions: Match the words to the correct categories

Sister Dad cafes restaurants Museums Art Gallery

Places to Eat People Holiday activities

Mid A1 – DSKP: Recognise and use with support key features of a simple
monolingual dictionary.

1. 1. 2. 3. 4. 5.

............Stadium …………….City ………..Cafe …………..River ………..Buildings

High A1 – DSKP: Recognise and use with little or no support key features of a
simple monolingual dictionary.
Instructions: Use a dictionary and write the words to describe the places from
the options in the box.

Tall Football Capital Outdoor Long Large

Words to describe Places Words to describe Places

Stadium River
City Buildings
Cafe Art Gallery

68
 Learning Standard 4.2.5 Writing

SOW 32 - English Plus 1 pg. 106, Activity 4

Low A1 – DSKP: Connect words and proper names using basic coordinating conjunctions.
Write about a city in Malaysia. Use the map of Malaysia to guide you.

Name of city:
___________________ is a nice city. There are a lot of
_____________________. It is in the ___________________ of
Malaysia. You can travel to __________________ by ___________
__________. The people are _______________________. It is
famous for ___________________________.

Mid A1 – DSKP: Connect sentences using basic coordinating conjunctions.

Write about a city in Malaysia. Use the map of Malaysia to guide you.

Name of city:
___________________ is a nice city. There are a lot of
_____________________. It is in the ___________________ of
Malaysia. You can travel to __________________ by ___________
__________. The people are _______________________. It is
famous for ___________________________.

69
 Learning Standard 4.2.5 Writing

High A1 – DSKP: Connect sentences into a coherent paragraph using basic coordinating
conjunctions and reference pronouns.
Write about a city in Malaysia. Use the map of Malaysia to guide you.

Name of city:
________ is a nice city. It is ________ There are many________
They are ________in town. It can be________. People are________
I like ______________________________________________
__________________________________________________
__________________________________________________

70
Vocabulary Mats

Low A1

garden park living room jungle

funny warm desert go swimming

fast ocean cold ride a bike

71
Mid A1

school teacher grey happy

mosque temple old classroom

church angry playground scary

72
High A1

Loud supermarket laugh countryside

cinema Library Building cafe

boring circus surprised difficult

73
 Learning Standard 3.1.3 Recognise and sound out with support

/ure/ & /er/

Take turns drawing a card and reading the word out loud. Then place the words into the
correct boxes based on the phoneme you hear.

pure her sure brother cure clever picture teacher

/ure/: /er/:

74
Unit 2
Days

In collaboration with:
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
35 80 22 4 Listening I can understand Understand Understand Understand Understand with
a range of with support with support with support support the main
familiar spoken the main idea the main idea the main idea idea of longer
phrases, e.g. of simple of short of longer simple texts on a
basic phrases sentences. simple texts. simple texts. range of familiar
concerning topics.
myself, my family
and school.

36 81 22 2 Speaking I can talk Keep Keep Keep interaction Keep interaction

about my interaction interaction going in short going in short
daily routine. going in going in short exchanges by exchanges by
short exchanges using suitable asking suitable
exchanges by repeating words (i) to questions.
by using key words show
suitable from the understanding
non-verbal other speaker. (ii) to ask for
responses. clarification.

37 83 23 6 Reading I can read Read and Read and Read and Read and enjoy
short enjoy simple enjoy A1 enjoy A1 A2 fiction/non-
sentences. print and fiction/non- fiction/non- fiction print and
digital games fiction print fiction print digital texts of
at sentence and digital and digital interest.
level. texts of texts of
interest. interest.

38 84 23 7 Writing I can write Describe Describe Describe Describe people,

something objects using people and people and places and
about myself. suitable objects using objects using objects using
words and suitable suitable suitable
phrases. words and statements. statements.
phrases.

76
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number

40 86 93 4 Listening I can Understand Understand Understand Understand with

understand with support with support with support support specific
very short specific specific specific information and
conversations information information information details of longer
when people and details of and details and details simple texts on a
speak slowly simple of short of longer range of familiar
and clearly. sentences. simple texts. simple texts. topics.

41 87 24 2 Listening I can Understand an Understand Understand Guess the

understand increased a wide range longer meaning of
the general range of short of short basic supported unfamiliar words
idea of a text. basic supported classroom from clues
supported classroom instructions. provided by title,
classroom instructions. topic, and other
instructions. known words.

42 89 25 2 Speaking I can use the Give simple Ask about Explain and Recognise and
present simple personal and express give reasons reproduce with
to talk about information basic for basic little or no
facts and using basic opinions. opinions. support a wide
routines. statements. range of target
language
phonemes.

43 91 26 3 Reading I can "i) Reread a Guess the Guess the Understand a

understand word, phrase meaning of meaning of sequence of
the main or sentence unfamiliar unfamiliar supported
ideas in an to understand words from words from questions.
interview meaning. clues clues provided
about the ii) Ignore provided by by title and
celebration. unknown visuals and topic.
words in order the topic.
to understand
a phrase or
sentence."

77
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
44 93 26 5 Writing I can write Ask for and Express Explain and Describe
words for give basic simple give reasons people, places
different personal opinions. for simple and objects
foods and information opinions. using suitable
for the using basic statements.
clothes we questions and
wear. statements.

46 94 27 6 Speaking I can ask and Keep Keep Keep Keep interaction

answer interaction interaction interaction going in short
questions going in short going in short going in short exchanges by
about exchanges exchanges exchanges by using suitable
routines and by using by using using suitable non-verbal
free time. suitable non repeating key words responses.
-verbal words from (i) to show
responses. the other understanding
speaker. (ii) to ask for
clarification.

47 96 28 2 Listening When people Understand Guess the Guess the Use with
speak, I can the message meaning of meaning of support familia
understand the teacher or unfamiliar unfamiliar print and digital
common classmate is words by words from resources to
phrases and communicating using visual clues provided check meaning.
often used by using clues when by knowledge
words on the visual clues a teacher or of the topic.
topics I know when they are classmate is
something speaking. speaking.
about.

78
 Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
48 98 28 4 Speaking I can make Ask about Ask about, Give reasons Ask for, give and
plans and and express make and for simple respond to
suggestions. ability. respond to predictions. simple advice.
simple
predictions.

49 99 29 3 Reading I can read and "i) Reread a Guess the Guess the Narrate short
understand word, phrase meaning of meaning of basic stories
a simple, or sentence to unfamiliar unfamiliar and events.
short role-play, understand words from words from
e.g. a shopping meaning. clues provided clues provided
dialogue. ii) Ignore by title and by title and
unknown topic. topic.
words in order
to understand
a phrase or
sentence."
visuals and
the topic.

50 100 29 5 Writing I can write a Plan, draft Plan, draft Produce a plan Understand
description of and write and write an or draft of one specific
a celebration simple increased paragraph for information and
or a special sentences. range of a familiar topic details of simple
day. simple and modify texts of two
sentences. this paragraphs or
appropriately more.
in response to
feedback.

Vocabulary Vocabulary

Phonics Phonics

79
 Learning Standard 1.2.1 Listening

SOW 35 - English Plus 1 pg. 22, Activity 4

Low A1 – DSKP: Understand with support the main idea of simple sentences.
Listen and fill in the blanks with the given words.

always never sometimes usually normally often

1. My work ………………………. starts early (sometimes / usually)

2. I ……………………. have breakfast (normally / always)

3. I’m …………………. late for school (never / often)

4. The children ………………… go to bed at about 9 o’clock

(normally / sometimes)

Mid A1 – DSKP: Understand with support the main idea of short simple texts.
Listen and complete the sentences with the given words.

1. My work ……………………………….. starts early (sometimes / usually)

2. I ……………………. have breakfast (normally / always)

3. I’m ………………….………. late for school (never / often)

4. The children …………………………. go to bed at about 9 (normally / sometimes)

5. I ……………………….………. go to bed before 11 (always / never)

6. I ………………… ……….watch TV or play video games (usually / often)

High A1 – DSKP: Understand with support the main idea of longer simple texts.
Listen and number the sentences in the correct order. The first one has been done for you.

I never go to bed before 11.

I’m often late for school.

My work sometimes starts early. 1

I usually watch TV or play video games.

The children normally go to bed at about 9.

I always have breakfast.

80
 Learning Standard 2.2.1 Speaking

SOW 36 - English Plus 1 pg. 22, Activity 2

Low A1 – DSKP: Keep interaction going in short exchanges by using suitable non-verbal
responses.
Look at the pictures on page 22 (Days and Nights Quiz). In pairs, ask and answer using the
phrases below.

Student 1 True False Student 2

1. What have you got for no 1? I think it is ………………..………..

2. What have you got for no 2? I think it is ……………….………..

3. What have you got for no 3? I think it is ……………….………..

4. What have you got for no 4? I think it is ……………….………..

High A1 – DSKP: Keep interaction going in short exchanges by using suitable words (i) to
show understanding (ii) to ask for clarification.
Look at the pictures on page 22 (Days and Nights Quiz). In pairs, ask and answer
using the phrases below.

True False Student 1 True False Student 2

1. a. What have you got for no 1?

b. I think it is ……………………………… I think it is ………................. What about you?
2. a. What have you got for no 2?
b. I think it is ……………………………… I think it is ………................. What about you?
3. a. What have you got for no 3?
b. I think it is ……………………………… I think it is ………................. What about you?
4. a. What have you got for no 4?
b. I think it is ……………………………… I think it is ………................. What about you?
5. a. What have you got for no 5?
b. I think it is ……………………………… I think it is ………................. What about you?
6. a. What have you got for no 6?
b. I think it is ……………………………… I think it is ………................. What about you?

81
 Learning Standard 2.2.1 Speaking

High A1 – DSKP: Keep interaction going in short exchanges by using suitable words (i) to
show understanding (ii) to ask for clarification.
Look at the pictures on page 22 (Days and Nights Quiz). In pairs, ask and answer
using the phrases below.

True False Student 1 True False Student 2

1. a. What have you got for no 1?

b. I think it is ………………………… I think it is ………................. What about you?
2. a. What have you got for no 2?
b. I think it is ………………………… I think it is ………................. What about you?
3. a. What have you got for no 3?
b. I think it is ………………………… I think it is ………................. What about you?
4. a. What have you got for no 4?
I think it is ………................. What about you?
b. I think it is …………………………
5. a. What have you got for no 5?
b. I think it is ………………………… I think it is ………................. What about you?
6. a. What have you got for no 6?
b. I think it is ………………………… I think it is ………................. What about you?

82
 Learning Standard 3.3.1 Reading

SOW 37 - English Plus 1 pg. 23, Activity 6

Low A1 – DSKP: Read and enjoy simple print and digital games at sentence level.
Read and complete each sentence with words from the box.

1. I _________get up at 7.30 am. never

always
2. I ___________ have a big breakfast.
sometimes
3. I ______________ do my homework in the morning. usually
4. I _________________go to school by bike or on foot.

Mid A1 – DSKP: Read and enjoy A1 fiction/non-fiction print and digital texts of interest.

Read and complete each sentence with words from the box.

1. I _________get up at 7.30 am

2. I ___________ have a big breakfast.

never
3. I ______________ do my homework in the morning. always
4. I _________________go to school by bike or on foot. sometimes
usually
5. I ______________________watch TV after school.

6. I’m ____________________on the sofa all day.

High A1 – DSKP: Read and enjoy A1 fiction/non-fiction print and digital texts of interest.
Read and complete each sentence with the given words. Select words that may be true
for you.
1. I _________get up at 7.30 am (always / never)
2. I ___________ have a big breakfast (sometimes / often)
3. I ______________ do my homework in the morning (normally / usually)
4. I _________________go to school by bike or on foot (never / sometimes)
5. I ______________________watch TV after school (always, usually)
6. I’m ____________________on the sofa all day (often / normally)
7. I ________________________help with the housework (sometimes / never)
8. I ___________________chat online after dinner (often / usually)
9. I’m__________________________ in bed before 10pm (always / often)

83
 Learning Standard 4.2.4 Writing

SOW 38 – English Plus 1 pg. 23, Activity 7

Low A1 – DSKP: Describe objects using suitable words and phrases.

Colour the correct words that describe your routines.

always sometimes
Every brush my teeth.
have my breakfast and
morning, I never Then, I usually
usually often
take a short nap
I walk to school. At home, I after lunch.
never sometimes

always often
In the evenings, I do my homework. watch TV.
normally Then, I usually

Mid A1 – DSKP: Describe people and objects using suitable words and phrases.
Colour the correct words that describe your routines. Then rewrite the sentences into a
paragraph.

always sometimes
Every brush my teeth.
have my breakfast and
morning, I never Then, I usually
usually often
take a short nap
I walk to school. At home, I after lunch.
never sometimes

always often
In the evenings, I do my homework. watch TV.
normally Then, I usually

…………………………………………………………………………………………………………………………………………

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

84
 Learning Standard 4.2.4.Writing

High A1 – DSKP: Describe people and objects using suitable statements.

Colour the correct words that describe your routines. Then rewrite the sentences into a
paragraph. Add another 2 routines to your paragraph.

always sometimes
Every brush my teeth.
have my breakfast and
morning, I never Then, I usually
usually often
take a short nap
I walk to school. At home, I after lunch.
never sometimes

always often
In the evenings, I do my homework. watch TV.
normally Then, I usually

…………………………………………………………………………………………………………………………………………

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

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

85
 Learning Standard 1.2.2 Listening

SOW 40- English Plus 1 pg. 93, Activity 4

Low A1 – DSKP: Understand with support specific information and details of simple
sentences.
Listen and complete the table with the correct time or words given. The first one has been
done for you.
MONDAY TUESDAY WEDNESDAY
Swimming 9.45a.m. 10.30 a.m 9.45a.m.
Pool 8 p.m. 1. 5.45 p.m. 8 p.m.
2. __________
Judo
6 p.m.

4.45p.m.
3. __________ 4. __________
3.45 p.m.
Basketball 5.15 p.m.

5.45 p.m. 4.30 p.m. 6.15 p.m. Table tennis

Mid A1 – DSKP: Understand with support specific information and details of short simple
texts.
. Listen and complete the table with the correct time or words given.
MONDAY TUESDAY WEDNESDAY
Swimming 9.45a.m. 10.30 a.m 9.45a.m.
Pool 8 p.m. 1. 5.45 p.m. 8 p.m.
2. __________
Judo
6 p.m.

4.45p.m.
3. __________ 4. __________
3.45 p.m.
Basketball 5.15 p.m.

5.45 p.m. 4.30 p.m. 6.15 p.m. Table tennis

High A1 – DSKP: Understand with support specific information and details of longer
simple texts.
Listen and complete the table with the correct time or words given.
MONDAY TUESDAY WEDNESDAY
Swimming 9.45a.m. 10.30 a.m 9.45a.m.
Pool 8 p.m. 1. 5.45 p.m. 8 p.m.
2. __________
Judo
6 p.m.

4.45p.m.
3. __________ 4. __________
3.45 p.m.
Basketball 5.15 p.m.

5.45 p.m. 4.30 p.m. 6.15 p.m. 8.30 p.m. Table tennis Football

86
 Learning Standard 1.2.4 Listening

SOW 41- English Plus 1 pg. 24, Activity 2

Low A1 – DSKP: Understand an increased range of short basic supported classroom

instructions.
Listen and underline the correct answer. Use the pictures to help you.

1. Noel has breakfast/doesn’t have breakfast

with the family.

2. Noel helps/doesn’t help his wife.

3. The younger children help/don’t help

their older sister.

4. They have dinner at a restaurant/at home.

Mid A1 – DSKP: Describe people and objects using suitable words and phrases.
Colour the correct words that describe your routines. The rewrite the sentences into a
paragraph.

has breakfast
with the family.
1. Noel doesn’t have breakfast

helps
his wife.
2. Noel doesn’t help

help
3. The younger children their older sister.
don’t help

at a restaurant.
4. They have dinner
at home.

87
 Learning Standard 1.2.4 Listening

High A1 – DSKP: Understand longer supported classroom instructions.

Listen and circle the correct answer. Use the clues to help you.

has breakfast
with the family.
1. Noel doesn’t have breakfast

helps
his wife.
2. Noel doesn’t help

help
3. The younger children their older sister.
don’t help

at a restaurant.
4. They have dinner
at home.

often go to bed after 24/7

5. The parents the older
children go to
always bed.

88
 Learning Standard 2.1.1 Speaking

SOW 42 - English Plus 1 pg. 25, Activity 2

Low A1 – DSKP: Give simple personal information using basic statements.

In pairs, ask and answer using the Tips to help you.

Student 1 Student 2

1. What time do you go to bed? I go/goes to bed at 9.30p.m.

2. When do your parents relax? My parents relax/relaxes in the evening

3. How many languages does your My teacher speak/speaks four languages
teacher speak?
4. When does our English class finish? Our English class finish/finishes at 3pm

Tips:
I go, have
parents relax
teacher speaks
class finishes

Mid A1 – DSKP: Ask about and express basic opinions.

In pairs, ask and answer using the Tips to help you.

Student 1 Student 2

1. What time do you go to bed? I go/goes to bed at 9.30p.m.

2. When do your parents relax? My parents relax/relaxes in the evening

3. How many languages does your
teacher speak? My teacher speak/speaks four languages

4. When does our English class finish? Our English class finish/finishes at 3pm

5. Where do you have lunch? I have / has lunch at home.

Tips:
I go, have
parents relax
teacher speaks
class finishes

89
 Learning Standard 2.1.1 Speaking

High A1 – DSKP: Explain and give reasons for basic opinions.

In pairs, ask and answer using the Tips to help you.

Student 1 Student 2

1. What time do you go to bed? I go/goes to bed at 9.30p.m.

2. When do your parents relax? My parents relax/relaxes in the evening

3. How many languages does your
teacher speak? My teacher speak/speaks four languages

4. When does our English class finish? Our English class finish/finishes at 3pm

5. Where do you have lunch? I have / has lunch at home.

6. When does your sister study? My sister studies / study at the weekend.

Tips:

I go, have
parents relax

teacher speaks
class finishes
sister studies

90
 1.25 Read the introduction to the radio
programme. Then listen. In what order do they
mention the objects in the photos?

Learning Standard 3.2.3 Reading

SOW 43 - English Plus 1 pg. 26, Activity 3

Low A1 – DSKP: "i) Reread a word, phrase or sentence to understand meaning.

ii) Ignore unknown words in order to understand a phrase or sentence."
Read and tick the pictures related to Chinese New Year.

Notting hill
lion dance ang pow
carnival

Mid A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by visuals
and the topic.
Read and tick the pictures related to Chinese New Year.

Notting hill firecrackers

lion dance ang pow
carnival

91
 Learning Standard 3.2.3 Reading

High A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by title
and topic.
Read and tick the pictures related to Chinese New Year and cross out the
wrong the pictures.

lion dance firecrackers

rollercoaster Notting hill

ang pow ride carnival

92
 Learning Standard 4.2.1 Writing

SOW 44 - English Plus 1 pg. 26, Activity 5

Low A1 – DSKP: Ask for and give basic personal information using basic questions and
statements.
For each question, write the answer that best describes you.

No, not usually. Yes, sometimes.

Student 1 Student 2
1. Do you ever sing songs?
2. Do you ever wear costumes?
3. Do you ever give presents to people?
4. Do you ever invite people to your
house?

Mid A1 – DSKP: Express simple opinions.

For each question, write the answer that best describes you.
No, not usually. Yes, sometimes.

Student 1 Student 2
1. Do you ever sing songs?
2. Do you ever wear costumes?
3. Do you ever give presents to people?
4. Do you ever invite people to your
house?
5. Do you visit your family and friends?
6. Do you make a special family meal?

High A1 – DSKP: Explain and give reasons for simple opinions.

For each question, write the answer that best describes you.
No, not usually. Yes, sometimes. No, never. Yes, always.

Student 1 Student 2
1. Do you ever sing songs?
2. Do you ever wear costumes?
3. Do you ever give presents to people?
4. Do you ever invite people to your
house?
5. Do you visit your family and friends?
6. Do you make a special family meal?

93
 Learning Standard 2.2.1 Speaking

SOW 46- English Plus 1 pg. 27 Activity 6

Low A1 – DSKP: Keep interaction going in short exchanges by using suitable non-verbal
responses.
In pairs, Student A gets the question sheet and Student B gets the answer sheet to
complete the bingo below.
Student A
1.What do you do 2.Who do you go out 3.What time do you get
during the weekends? with to play football? up in the morning?
………………………………………................. ………………………………………................. ……………………………………….................
4.When do you do your 5.What time do you go 6.What tv programmes
homework? to bed? does your dad watch?
………………………………………................. ………………………………………................. ……………………………………….................

Student B
I watch TV. I play football with I get up at 6.30 a.m.
my friends.

I do my homework after I go to bed at 9 p.m. My dad watches sports.

lunch.

Mid A1 – DSKP: Ask about, make and respond to simple predictions.

In pairs, Student A gets the question sheet and Student B gets the answer sheet to
complete the bingo below.
Student A
1.What do you do 2. Who do you go out 3. What time do you get
during the weekends? with to play football? up in the morning?
………………………………………................. ………………………………………................. ……………………………………….................
4. When do you do your 5. What time do you 6. What tv programmes
homework? go to bed? does your dad watch?
………………………………………................. ………………………………………................. ……………………………………….................

Student B – Choose any one answer for each question.

I play football with
I watch TV. my friends. I get up at 6.30 a.m.
I play video games. I play badminton with I get up at 6 a.m.
my brother.
I do my homework My dad watches sports.
after lunch. I go to bed at 9 p.m. My dad watches the
I do my homework I go to bed at 9.30 p.m. news.
after school.

94
 Learning Standard 2.2.1 Speaking

High A1 – DSKP: Keep interaction going in short exchanges by using suitable words (i)
to show understanding (ii) to ask for clarification.
In pairs, Student A gets the question sheet and Student B gets the answer sheet to
complete the bingo below.

Student A
1.What do you do during 2. Who do you go out 3.What time do you get
the weekends? with to play football? up in the morning??
………………………………………..…………..... ………………………………………..…………..... ………………………………………..………….....

4.When do you do your 5.What time do you go 6.What tv programmes

homework? to bed? does your dad watch?
………………………………………..…………..... ………………………………………..…………..... ………………………………………..………….....

Student B – Complete the answers with your own words.

I ……………………………………… I play …………………………..

I get up at ……………………..
………………………………………... ……………………………………......

I do my homework ………… My dad watches ……………..

I go to bed at ……………………
………………………………………................ ……………………………………..

95
 Learning Standard 1.3.1 Listening

SOW 47 - English Plus 1 pg. 28, Activity 2

Low A1 – DSKP: Understand the message the teacher or classmate is communicating by

using visual clues when they are speaking.
Listen to the dialogue and circle the correct words.

Daisy: Hi. It’s International Day at the school on Sunday.

Gareth: Oh yes. What’s on?
Daisy: A lot of things-look.
Gareth: Mmmm. What do you want to do?
Daisy: Well, I am not interested in the cooking class/barbecue
Gareth: No? I like the sound of the concert/culture quiz in the afternoon.
Daisy: Right and what about the disco/barbecue?
Gareth: Let’s go to the dance competition/culture quiz and the concert. Then we can
go to the disco/cooking class in the evening.
Daisy: Ok, Great

Mid A1 – DSKP: Guess the meaning of unfamiliar words by using visual clues when a
teacher or classmate is speaking.
Listen and complete the dialogue with the words given.

Daisy: Hi. It’s International Day at the school on Sunday.

Gareth: Oh yes. What’s on?
Daisy: A lot of things-look.
Gareth: Mmmm. What do you want to do?
Daisy: Well, I am not interested in the ___________________
(cooking class/barbecue)
Gareth: No? I like the sound of the ________________________
(concert/culture quiz) in the afternoon.
Daisy: Right and what about the _________________________(disco/barbecue)?
Gareth: Let’s go to the _________________________ (dance competition/culture
quiz) and the concert. Then we can go to the ___________________
(disco/cooking class) in the evening.
Daisy: Ok, Great

96
 Learning Standard 1.3.1 Listening

High A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by
knowledge of the topic.
Listen and complete the dialogue with the words given.

disco cooking class disco dance competition concert

Daisy: Hi. It’s International Day at the school on Sunday.

Gareth: Oh yes. What’s on?
Daisy: A lot of things-look.
Gareth: Mmmm. What do you want to do?
Daisy: Well, I am not interested in the ______________
Gareth: No? I like the sound of the ___________ in the afternoon.
Daisy: Right and what about the ______________?
Gareth: Let’s go to the ___________ and the concert. Then we can go to the
_______________in the evening.
Daisy: Ok, Great

97
 Learning Standard 2.1.4 Speaking

SOW 48 - English Plus 1 pg. 28, Activity 4

Low A1 – DSKP: Ask about and express ability.

In pairs, take turns to ask and answer about plans during special days. Fill in the blanks
with words from the box.

Morning Lunch Afternoon Evening

family sports, costume competition,

barbecue fireworks
face painting mini zoo

A: It’s Family Fun Day at the school on Saturday. What do you want to do?
B: I like the of the sound of the face ____________________.
A: Right, and what about the fire____________________?
B: Ok. Let’s go to the fire______________ and the mini_______________.

Mid A1 – DSKP: Ask about, make and respond to simple predictions.

In pairs, take turns to ask and answer about plans during special days. Use the
words given to complete the sentences.

A: It’s Family Fun Day at the school on Saturday. What do you want to do?

B: I like the of the sound of the _____________ (face painting / costume competition)

A: Right, and what about the _________ (fireworks)?

B: Ok. Let’s go to the ___________ (fireworks) and the ______________ (mini zoo).

High A1 – DSKP: Give reasons for simple predictions.

In pairs, take turns to ask and answer about plans during special days. Use the words in
the box to complete the statements.

face painting mini zoo costume competition fireworks

A: It’s Family Fun Day at the school on Saturday. What do you want to do?

B: I like the of the sound of the _____________.

A: Right, and what about the _________ ?

B: Ok. Let’s go to the ___________ and the ______________.

98
 Learning Standard 3.2.3 Reading

SOW 49 - English Plus 1 pg. 29, Activity 3

Low A1 – DSKP: "i) Reread a word, phrase or sentence to understand meaning.

ii) Ignore unknown words in order to understand a phrase or sentence."
Complete the sentences with the correct words based on “The Notting Hill Carnival”

1. There is a celebration called_________ ( Notting Hill Carnival, Ghost culture)

2. People celebrate____________ (Malaysian culture, Caribbean culture)

3. There are _________________ (big parades, big animals) in the street.

4. It is a lot of _____________ (fun, mess)

Mid A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by visuals
and the topic.
Circle True or False for each sentence based on “The Notting Hill Carnival”

True False
1. There is a celebration called Ghost Culture.

True False
2. People celebrate Caribbean Culture.

3. There are big animals in the street. True False

True False
4. It’s a lot of fun.

High A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by title
and topic.
Replace the words underlined with the correct word from “The Notting Hill Carnival”

1. There is a celebration called Ghost Culture (……………………………………………)

2. People celebrate Malaysian Culture (…………………………………………….)

3. There are big animals in the street. (………………………………………………..)

4. It’s a lot of mess. (………………………………..)

99
 Learning Standard 4.3.3 Writing

SOW 50 - English Plus 1 pg. 29, Activity 5

Low A1 – DSKP: Plan, draft and write simple sentences.

Fill in the blanks with the given words.

fun city together costumes music

parade 31st August dance

National day in Malaysia is a lot of f______ n. It is on 31st _________ . People wear

different cos_________ . I usually watch the pa__________ I like how we all come
to__________ on the day as Malaysians. There is a lot of mu___________and
da___________. The celebration is always in the ci_____________.

Mid A1 – DSKP: Plan, draft and write an increased range of simple sentences.
Fill in the blanks with the correct words.

fun city together costumes music

parade 31st August dance

National day in Malaysia is a lot of _______. It is on ___________People wear

different____________________. I usually watch the __________________.
I like how we all come _______________ on the day as Malaysians. There is a lot of
_________ and _________. The celebration is always in the_________

100
 Learning Standard 4.3.3 Writing

High A1 – DSKP: Produce a plan or draft of one paragraph for a familiar topic and modify
this appropriately in response to feedback.
Fill in the blanks using the correct words given.

Sentence Select the correct words

National day in Malaysia is a lot of __________. events / fun

It is on ___________. August 31st / August 1st

People wear different____________________. masks / costumes

I usually watch the __________________. parade / news

I like how we all come _______________ on

together / apart
the day as Malaysians.
music, dance /
There is a lot of _________ and _________. fights, speeches

The celebration is always in the _________. city, market

Now write the above sentences into a paragraph.

………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

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

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

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

101
Vocabulary Mats

Low A1

cloudy go swimming look for shells garden

hot play football make a sandcastle lake

raining listen to music take a photo mountains

102
Mid A1

skateboard chips swim ice cream

television breakfast sport clock

SHOP

we are
OPEN

basketball camera playground shop

103
High A1

cinema clown party circus

ice skating countryside funfair sports centre

city picnic comic book roller skates

104
 Learning Standard 3.1.3 Recognise and sound out with support

1. Put students in small groups.

2. Student A rolls the dice and reads the sentence that corresponds to the number on the dice.
3. Other students in the group then take turns repeating Step 2.
3. Students can also play bingo with the words, and create 'ou' posters to put around the room.

house flour mouse louse sound

ground loud round mouth pounce

cloud sound found pound louse

mouse flour house ground loud

round mouth pounce cloud sound

found pound louse mouse ground

105
 Learning Standard 3.1.4 Segment Phonemes

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Words with /ay/

da

y
la
y

ray
may
sa
y
ba

Bottom wheel

106
 Phonics Wheel Top Cover

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Top Wheel

Cut Out

107
Unit 3
Wild Life

In collaboration with:
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
53 113 32 1 Listening I can Understand Understand Understand with Understand with
understand with support with support support specific support specific
when someone specific specific information information and
speaks about information information and details of details of longer
animals in and details of and details of longer simple simple texts on a
simple, short simple short simple texts. range of familiar
sentences. sentences. texts. topics.

54 115 33 7 Speaking I can talk about Describe Describe Describe Describe people,
animals in objects using people and people and places and
simple, short suitable objects using objects using objects using
sentences. words and suitable words suitable suitable
phrases. and phrases. statements. statements.

55 117 34 3 Reading I can find what i) Reread a Guess the Guess the Guess the
I need in word, phrase meaning of meaning of meaning of
simple or sentence to unfamiliar unfamiliar unfamiliar words
informative understand words from words from from clues
texts. meaning. clues clues provided provided by title,
ii) Ignore provided by by title and topic, and other
unknown visuals and topic. known words.
words in order the topic.
to understand
a phrase or
sentence.
56 119 35 1 Writing I can write Spell a narrow Spell an Spell most high Spell a range of
simple, short range of increased frequency high frequency
sentences familiar high range of words words accurately
about animals, frequency familiar high accurately in in independent
using given words frequency guided writing. writing.
pictures and accurately in words
words, e.g. A guided writing. accurately in
fish lives in the guided
water. writing.

109
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
57 Language Arts

58 120 94 2 Listening I can Understand Understand Understand Understand with

understand the with support with support with support support the
main point(s) the main idea the main the main idea main idea of
from a short of simple idea of short of longer longer simple
spoken sentences. simple texts. simple texts. texts on a range
passage, of familiar topics.
e.g. a
telephone
message.

59 122 36 1 Listening I can Understand Understand Understand Understand a

understand an increased a wide range longer sequence of
when someone range of of short supported supported
speaks about short supported questions. questions.
animals in supported questions.
simple, short questions.
sentences.

60 124 36 5 Speaking I can ask my Find out about Find out and Find out and Find out about
classmates personal describe describe and describe
simple, short information basic experiences experiences up
questions, by asking everyday in the past. to now.
e.g. What is basic routines.
your favourite questions.
colour?

110
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
61 125 39 2 Reading I can read and Understand Understand Understand Understand
understand specific specific specific specific
simple, short information information information information and
sentences and and details of and details of and details of details of simple
texts about simple short simple simple texts of texts of two
animals. sentences. texts. one or two paragraphs or
paragraphs. more.
62 127 39 6 Writing I can write Plan, draft Plan, draft Produce a Produce a plan
simple, short and write and write an plan or draft or draft of one
sentences and simple increased of one or two
texts about sentences. range of paragraph paragraphs for
animals, using simple for a familiar a familiar topic
given pictures sentences. topic and and modify this
and words. modify this appropriately in
appropriately esponse to
in response to feedback.
feedback.
63 Language Arts

64 130 38 6 Speaking I can tell the Keep Keep Keep Keep interaction
teacher if I interaction interaction interaction going in short
need going in short going in short going in short exchanges by
something. exchanges by exchanges by exchanges by asking suitable
using suitable using using suitable questions.
non-verbal repeating key words (i) to
responses. words from show
the other understanding
speaker. (ii) to ask for
clarification.
65 132 40 7 Listening I can Recognise and Recognise Recognise and Recognise and
understand reproduce with and reproduce reproduce with
some words support a reproduce with support little or no
and phrases I range of high with support a wide range support a wide
hear on TV or frequency a range of of target range of target.
radio target target language
programmes. language language phonemes.
phonemes. phonemes.

111
 Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
66 134 40 5 Speaking I can answer Keep Keep interaction Keep interaction Keep interaction
questions and interaction going in short going in short going in short
follow going in short exchanges by exchanges by exchanges by
instructions. exchanges by using repeating using suitable asking suitable
using suitable key words from words questions.
non-verbal the other (i) to show
responses. speaker. understanding
(ii) to ask for
clarification.
67 136 117 2 Reading I can read Read and Read and enjoy Read and enjoy Read and enjoy
short songs enjoy simple A1 fiction/non- A1 fiction/non- A2 fiction/non-
and rhymes print and fiction print and fiction print and fiction print and
when I see digital digital texts of digital texts of digital texts of
pictures along games at interest. interest. interest.
with it. sentence
level.

68 138 117 3 Writing I can write Spell a narrow Spell an Spell most high Spell a range of
simple, short range of increased r frequency high frequency
sentences familiar high ange of words a words accurately
about animals, frequency familiar high ccurately in in independent
using given words frequency guided writing. writing.
pictures and accurately in words
words. guided writing. accurately in
guided writing.

69 Language Arts

70 Language Awareness

Vocabulary Vocabulary Mats

Phonics Phonics

112
 Learning Standard 1.2.2 Listening

SOW 53 - English Plus 1 pg. 32, Activity 1

Low A1 – DSKP: Understand with support specific information and details of simple
sentences.
Listen to a conversation between two people. Use the words in the box to fill in the
gaps below.

frog strange fish

Interviewer: Hi Simon. Do you want to play our animal identification game?

Simon: Sure.
Interviewer: OK, look at the photo. What do you think it is?
Simon: I’ve got no idea. It looks like a ________________. Is it a frog?
Interviewer: No, it isn’t. In fact, it’s a kind of ________________!
Simon: Really? That’s a very ________________ fish.

Mid A1 – DSKP: Understand with support specific information and details of short simple
texts.
Listen to a conversation between two people. Use the words in the box to fill in the gaps
below.
wolf frog strange fish dog

Interviewer: Hi Simon. Do you want to play our animal identification game?

Simon: Sure.
Interviewer: OK, look at the photo. What do you think it is?
Simon: I’ve got no idea. It looks like a ________________. Is it a frog?
Interviewer: No, it isn’t. In fact, it’s a kind of ________________!
Simon: Really? That’s a very ________________ fish.

Interviewer: Hi, Ray. Do you want to play an animal identification game?

Ray: Yes, OK.
Interviewer: OK, listen to this please. What animal do you think it is?
Ray: I don’t know. It sounds like a ________________ .
Interviewer: Listen again.
Ray: Oh, I know, is it a ________________?
Interviewer: Yes, it is.

113
 Learning Standard 1.2.2 Listening

High A1 – DSKP: Understand with support specific information and details of longer
simple texts.
Listen to a conversation between two people. Use the words in the box to fill in the gaps
below.
wolf elephant frog strange camel fish dog

Interviewer: Hi Simon. Do you want to play our animal identification game?

Simon: Sure.
Interviewer: OK, look at the photo. What do you think it is?
Simon: I’ve got no idea. It looks like a ________________. Is it a frog?
Interviewer: No, it isn’t. In fact, it’s a kind of ________________!
Simon: Really? That’s a very ________________ fish.

Interviewer: Hi, Ray. Do you want to play an animal identification game?

Ray: Yes, OK.
Interviewer: OK, listen to this please. What animal do you think it is?
Ray: I don’t know. It sounds like a ________________ .
Interviewer: Listen again.
Ray: Oh, I know, is it a ________________?
Interviewer: Yes, it is.

Interviewer: Hi, Liane. Would you like to play an animal ID game?

Liane: Yes, why not?
Interviewer: OK, listen and tell us what animal you hear.
Liane: Right… That’s a strange sound. I’ve got no idea. Maybe it’s an
________________.
Interviewer: No, it’s a ________________.

114
 Learning Standard 2.1.5 Speaking

SOW 54 - English Plus 1 pg. 33, Activity 7

Low A1 – DSKP: Describe objects using suitable words and phrases.

Choose an animal. Talk about the animal. Your friend will guess what animal you are
talking about.
eagle gorilla whale rat elephant rabbit
camel butterfly frog snake bat spider

It has got….
big teeth four legs wings

It hasn’t got…. big ears fur a beak

strong small big

It is…. fast slow scary

black grey a tail

It isn’t….

Mid A1 – DSKP: Describe people and objects using suitable words and phrases.
Choose an animal. Talk about the animal. Your friend will guess what animal you are
talking about.
eagle gorilla whale rat elephant rabbit
camel butterfly frog snake bat spider

It has got….
two eyes four legs wings

It hasn’t got…. big ears fur a beak

strong small big

It is….
fast slow scary

black grey a tail

It isn’t….
run fast fly swim
It can…. bite people climb trees lay eggs

fly in the dark walk up doors

It can’t….

115
 Learning Standard 2.1.5 Speaking

High A1 – DSKP: Describe people and objects using suitable statements.

Choose an animal. Talk about the animal. Your friend will guess what animal you are
talking about.

eagle gorilla whale rat elephant rabbit

camel butterfly frog snake bat spider

It has got….
big teeth four legs wings

It hasn’t got…. big ears fur a beak

strong small big

It is….
fast slow scary
It isn’t…. black grey a tail

run fast fly swim

It can….
bite people climb trees lay eggs
It can’t….
fly in the dark walk up doors

It is bigger than…. an elephant a house a school

a pencil a cup a TV
It is smaller than…

116
 Learning Standard 3.2.3 Reading

SOW 55 - English Plus 1 pg. 34, Activity 3

Low A1 – DSKP: ii) Ignore unknown words in order to understand a phrase or sentence.
Read the sentences below. Can you guess the meaning of the underlined word? Draw a
picture of the underlined word.
1. Draw here:
1. He sits on the sofa to watch TV.

2. She uses an umbrella when it rains. 2. Draw here:

Mid A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by visuals
and the topic.
Read the sentences below. Can you guess the meaning of the underlined word? Draw
a picture of the underlined word.

1. He sits on the sofa to watch TV. 1. Draw here:

2. She uses an umbrella when it rains. 2. Draw here:

3. She puts her books in her backpack 3. Draw here:

before school.

117
 Learning Standard 3.2.3 Reading

High A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by
title and topic.

Read the sentences below. Can you guess the meaning of the underlined word? Draw
a picture of the underlined word.

1. He sits on the sofa to watch TV. 1. Draw here:

2. She uses an umbrella when it rains. 2. Draw here:

3. She puts her books in her backpack 3. Draw here:

before school.

4. He wears a helmet when he rides a bike. 4. Draw here:

118
 Learning Standard 4.3.2 Writing

SOW 56 - English Plus 1 pg. 35, Activity 1

Low A1 – DSKP: Spell a narrow range of familiar high frequency words accurately in
guided writing.
Complete the following sentences with the correct words. Use the words in (brackets) to
help you.
For example: Elephants are bigger (big) than chickens.

1. Monkeys are _______________ (small) than elephants.

2. Pandas are ________________ (short) than giraffes.
3. Jellyfish are _________________ (small) than whales.
4. Snakes are _________________ (long) than worms.

Mid A1 – DSKP: Spell an increased range of familiar high frequency words accurately in
guided writing.
Complete the following sentences with the correct words. Use the words in (brackets) to
help you.
For example: Elephants are bigger (big) than chickens.

1. Monkeys are _______________ (small) than elephants.

2. Pandas are ________________ (short) than giraffes.
3. Jellyfish are _________________ (small) than whales.
4. Snakes are _________________ (long) than worms.
5. Cheetahs are _________________ (fast) than zebras.
6. Gorillas are _________________ (large) than monkeys.

High A1 – DSKP: Spell most high frequency words accurately in guided writing.
Complete the following sentences with the correct words. Use the words in (brackets) to
help you.
For example: Elephants are bigger (big) than chickens.
1. Monkeys are _______________ (small) than elephants.
2. Pandas are ________________ (short) than giraffes.
3. Jellyfish are _________________ (small) than whales.
4. Snakes are _________________ (long) than worms.
5. Cheetahs are _________________ (fast) than zebras.
6. Gorillas are _________________ (large) than monkeys.
7. Tortoises are the _________________ (slow) animals.
8. Elephants are the _________________ (big) animal on land.

119
 Learning Standard 1.2.1 Listening

SOW 58 - English Plus 1 pg. 94, Activity 2

Low A1 – DSKP: Understand with support the main idea of simple sentences.
Listen and answer the questions below. Use the dialogue below to help you if you need.

1. Where is Holly? ________________________________________________

2. Who is she with? _______________________________________________
3. Does she like it there? ____________________________________________
Holly: Hello.
Dylan: Hey, Holly. It’s Dylan.
Holly: Hi there. How are you?
Dylan: Fine, thanks. Where are you now?
Holly: I’m at the aquarium with Aisha.
Dylan: Really? Is it good there?
Holly: Yeah, it’s great! There are a lot of different types of fish, but the sharks are the
most interesting.

Mid A1 – DSKP: Understand with support the main idea of short simple texts.
Listen and answer the questions below. Use the dialogue below to help you if you need.
1. Where is Holly? ________________________________________________
2. Who is she with? _______________________________________________
3. Does she like it there? ____________________________________________
Holly: Hello.
Dylan: Hey, Holly. It’s Dylan.
Holly: Hi there. How are you?
Dylan: Fine, thanks. Where are you now?
Holly: I’m at the aquarium with Aisha.
Dylan: Really? Is it good there?
Holly: Yeah, it’s great! There are a lot of different types of fish, but the sharks are the
most interesting.
Dylan: Oh, you can see sharks there? Cool! Do you want to meet later?
Holly: Yeah, that sounds good.
Dylan: OK, great! Give me a call.
Holly: Sure. See you later.

120
 Learning Standard 1.2.1 Listening

High A1 – DSKP: Understand with support the main idea of longer simple texts.
Listen and answer the questions below. Use the dialogue below to help you if you need.
1. Where is Holly? _________________________________________________
2. Who is she with? ________________________________________________
3. Does she like it there?_____________________________________________
4. What does she like the most? _______________________________________
5. Are Dylan and Holly going to meet later? ________________________________
Holly: Hello.
Dylan: Hey, Holly. It’s Dylan.
Holly: Hi there. How are you?
Dylan: Fine, thanks. Where are you now?
Holly: I’m at the aquarium with Aisha.
Dylan: Really? Is it good there?
Holly: Yeah, it’s great! There are a lot of different types of fish, but the sharks are the
most interesting.
Dylan: Oh, you can see sharks there? Cool! Do you want to meet later?
Holly: Yeah, that sounds good.
Dylan: OK, great! Give me a call.
Holly: Sure. See you later.

121
 Learning Standard 1.2.5 Listening

SOW 59 - English Plus 1 pg. 36, Activity 1

Low A1 – DSKP: Understand an increased range of short, supported questions.

Guess the missing words and then listen to check your answers.
hear grow fly

1. Can elephants ________________ with their ears and their feet?

a) Yes, they can.
b) No, they can’t.
c) Some can and some can’t.
2. How big can a gorilla ________________?
a) 150 kilos
b) 200 kilos
c) 250 kilos
3. How far away can an eagle ________________ see a small animal?
a) 500 metres
b) One kilometre
c) More than one kilometre

Can you guess the answers to the questions?

Mid A1 – DSKP: Understand a wide range of short, supported questions.

Guess the missing words and then listen to check your answers.

hear run grow fly

1. Can elephants ________________ with their ears and their feet?

a) Yes, they can.
b) No, they can’t.
c) Some can and some can’t.
2. How big can a gorilla ________________?
a) 150 kilos
b) 200 kilos
c) 250 kilos
3. How far away can an eagle ________________ see a small animal?
a) 500 metres
b) One kilometre
c) More than one kilometre
4. How fast can ostriches __________________?
a) Six kilometres an hour.
b) Sixteen kilometres an hour.
c) Sixty kilometres an hour.
Can you guess the answers to the questions?

122
 Learning Standard 1.2.5 Listening

High A1 – DSKP: Understand longer supported questions.

Guess the missing words and then listen to check your answers.

hear run grow fly kill

1. Can elephants ________________ with their ears and their feet?

a) Yes, they can.
b) No, they can’t.
c) Some can and some can’t.
2. How big can a gorilla ________________?
a) 150 kilos
b) 200 kilos
c) 250 kilos
3. Can a scorpion ____________ a human?
a) Yes, it can.
b) No, it can’t.
c) Some can and some can’t.
4. How far away can an eagle ________________ see a small animal?
a) 500 metres
b) One kilometre
c) More than one kilometre
5. How fast can ostriches __________________?
a) Six kilometres an hour.
b) Sixteen kilometres an hour.
c) Sixty kilometres an hour.

123
 Learning Standard 2.1.2 Speaking

SOW 60 - English Plus 1 pg. 36, Activity 5

Low A1 – DSKP: Find out about personal information by asking basic questions.
Ask your friend the questions below. Write one question of your own.

1. What is your favourite animal?

2. Where does your favourite animal live?

3. Is your favourite animal big or small?

4. _____________________________________________________

What is your favourite My favourite animal is

animal? a tiger?

Mid A1 – DSKP: Find out and describe basic everyday routines.

Ask your friend the questions below. Write one question of your own.
1. What is your favourite animal?
2. Where does your favourite animal live?
3. Is your favourite animal big or small?
4. What does your favourite animal eat?
5. Can you see your favourite animal in the zoo?
6. _______________________________________________________
What is your favourite My favourite animal is
animal? a tiger?

High A1 – DSKP: Find out and describe experiences in the past.

Ask your friend the questions below. Write two questions of your own.
1. What is your favourite animal?
2. Where does your favourite animal live?
3. What does your favourite animal eat?
4. Has your favourite animal got big teeth?
5. Can you see your favourite animal in the zoo?
6. Have you ever seen your favourite animal?
7. _____________________________________________________
8. _____________________________________________________

What is your favourite My favourite animal is

animal? a tiger?

124
 Learning Standard 3.2.2 Reading

SOW 61 - English Plus 1 pg. 39, Activity 2

Low A1 – DSKP: Understand specific information and details of simple sentences.

Read the text below and answer the questions.
The Philippine Eagle
What is it?
The Philippine eagle lives in the Philippines. It is a big bird. It lives in forests.
It eats snakes and small animals.
Is there a problem?
Yes. There are not many Philippine eagles now. People's work, like farming,
is a problem.
Can we help?
Yes. There is a website about the eagle. The website tells how to help. You can
'adopt' an eagle.

1. Where is the Philippine eagle from? ________________________________

2. Where does the eagle live? ______________________________________
3. What does the eagle eat? _______________________________________
4. How can people help the eagle? ___________________________________

Mid A1 – DSKP: Understand specific information and details of short simple texts.
Read the text below and answer the questions.
The Philippine Eagle
What is it?
The Philippine eagle is a large bird from the Philippines. It lives in forests.
This eagle likes to eat snakes, mice, and other small animals.
Is there a problem?
Yes, there is. The Philippine eagle is becoming rare. One big reason is
farming by people.
How can we help?
There's a website about this eagle. It shows ways to help. On the website, you can
learn about 'adopting' an eagle.
1. Where does the Philippine eagle come from? ____________________________
2. What does the eagle like to eat? _____________________________________
3. Is the Philippine eagle common or rare? ________________________________
4. Why is the eagle rare? ____________________________________________
5. How can people help the eagle? _____________________________________

125
 Learning Standard 3.2.2 Reading

High A1 – DSKP: Understand specific information and details of simple texts of one or
two paragraphs.
Read the text below and answer the questions.

The Philippine Eagle

What is it?
The Philippine eagle is a large bird from the Philippines. It lives in forests.
This eagle likes to eat snakes, rats, and other small animals. It’s one of the
biggest birds in the world.
Is there a problem?
Yes, there is a problem. There are not many Philippine eagles left and so now it
is in danger. The big reason is farming by people.
How can we help?
There is a special website for the eagle. This website tells us how to help. One good
way on the website is to 'adopt' an eagle.

1. Where does the Philippine eagle come from? __________________________

2. What does the eagle like to eat? ___________________________________

3. Is the Philippine eagle a big or small bird?_____________________________

4. Why are there not many Philippine eagles left? _________________________

5. How can the website help the eagle? ________________________________

126
 Learning Standard 4.3.3 Writing

SOW 62 - English Plus 1 pg. 39, Activity 6

Low A1 – DSKP: Plan, draft and write simple sentences.

Read the information about Malaysian Tigers and answer the questions.
The Malaysian Tiger
The Malaysian Tiger is a big cat. It lives in the jungles of Malaysia. There are only 150
Malaysian Tigers left in the wild. The tiger eats meat. It hunts animals like deer and
wild boar.
It is in danger because people cut down the jungles. This is bad for the tiger. Some
people also hunt the tiger. This is very bad. We can help by stopping cutting down trees.
We can also tell people not to hunt tigers.

Let's help the Malaysian Tiger!

1. Where does the Malaysian Tiger live?
__________________________________________________________
2. How many Malaysian Tigers are there?
__________________________________________________________
3. Why are there not many Malaysian Tigers left?
__________________________________________________________
4. How can we help to protect the Malaysian Tiger?
__________________________________________________________

Use the information to write an information leaflet about the Malaysian Tiger. Plan
your writing here.

What is the animal?

__________________________________________________________

__________________________________________________________

What is the problem?

___________________________________________________________

___________________________________________________________

How can we help?

___________________________________________________________

___________________________________________________________

When you have finished, check your work.

127
 Learning Standard 4.3.3 Writing

Mid A1 – DSKP: Plan, draft and write an increased range of simple sentences.
Read the information about Malaysian Tigers and answer the questions.
The Malaysian Tiger
The Malaysian Tiger is a special big cat. It lives in Malaysia's forests. Today, only 150 of
these tigers are in the wild. They eat meat and hunt animals like deer.
But the tiger has problems. People are cutting down its home, the jungles. This is not good
for the tiger. Some people also hunt them, which is very bad.
We can help the tiger. We should not cut down more trees. We should also tell everyone
not to hunt tigers.

Let's all help save the Malaysian Tiger!

1. Where does the Malaysian Tiger live?
__________________________________________________________
2. How many Malaysian Tigers are there?
__________________________________________________________
3. Why are there not many Malaysian Tigers left?
__________________________________________________________
4. How can we help to protect the Malaysian Tiger?
__________________________________________________________

Use the information to write an information leaflet about the Malaysian Tiger. Plan your
writing here.
What is the animal?
_____________________________________________________________

_____________________________________________________________

What is the problem?

_____________________________________________________________

_____________________________________________________________

How can we help?

_____________________________________________________________

_____________________________________________________________

When you have finished, check your work.

128
 Learning Standard 4.3.3 Writing

High A1 – DSKP: Produce a plan or draft of one paragraph for a familiar topic and modify
this appropriately in response to feedback.
Read the information about Malaysian Tigers and answer the questions.
The Malaysian Tiger
The Malaysian Tiger is a big cat. It has stripes on its body. It lives in Malaysia's jungles and
loves to be free. Today, only 150 of these tigers are in the wild. They eat meat and hunt
animals like deer. They hunt at night.
But the tiger has problems. Their loud roars are becoming rare. People are cutting down
its home, the jungles. This is not good for the tiger. Some people also hunt them, which is
very bad. This makes the tigers scared.
We can help the tiger. We should not cut down more trees. We should also tell everyone
not to hunt tigers. Sharing their story can make a big difference.
Let's all help save the Malaysian Tiger!
1. Where does the Malaysian Tiger live?
__________________________________________________________
2. How many Malaysian Tigers are there?
__________________________________________________________
3. Why are there not many Malaysian Tigers left?
__________________________________________________________
4. How can we help to protect the Malaysian Tiger?
__________________________________________________________
Use the information to write an information leaflet about the Malaysian Tiger. Plan your
writing here.
What is the animal?
_____________________________________________________________

_____________________________________________________________

What is the problem?

_____________________________________________________________

_____________________________________________________________

How can we help?

_____________________________________________________________

_____________________________________________________________

When you have finished, check your work.

129
 Learning Standard 2.2.1 Speaking

SOW 64 - English Plus 1 pg. 38, Activity 6

Low A1 – DSKP: Keep interaction going in short exchanges by asking suitable questions.
Work in pairs. Take turns asking for permission using the ideas below.

Teacher, can I …..? Yes, you can. Sorry, no you can’t.

1. You want to go to the toilet.

2. You want to use a computer.
3. You want to use your friend’s pencil.
4. You want to sit next to your friend.

Mid A1 – DSKP: Keep interaction going in short exchanges by asking suitable questions.
Work in pairs. Take turns asking for permission using the ideas below.

Teacher, can I …..? Yes, you can.

Teacher, is it OK if I …..? Sorry, no you can’t.

1. You want to go to the toilet.

2. You want to use a computer.
3. You want to use your friend’s pencil.
4. You want to sit next to your friend.
5. You want to go to the library.
6. You want to go home.

130
 Learning Standard 2.2.1 Speaking

High A1 – DSKP: Keep interaction going in short exchanges by asking suitable questions.
Work in pairs. Take turns asking for permission using the ideas below.

Teacher, can I …..? Yes, you can. Sorry, no you can’t.

Teacher, is it OK if I …..? Sorry, I’m afraid you can’t.

1. You want to go to the toilet.

2. You want to use a computer.
3. You want to use your friend’s pencil.
4. You want to sit next to your friend.
5. You want to go to the library.
6. You want to go home.
7. You want to change seats.

131
 Learning Standard 1.2.1 Listening

SOW 65 - English Plus 1 pg. 40, Activity 7

Low A1 – DSKP: Understand with support the main idea of simple sentences.
Listen to the radio programme and complete the sentences below with the correct words
given in the box.
west food giant wild

Radio presenter: The ____________ panda is one of the rarest animals in the world
and it’s now in danger. This week we’ve got animal expert,
Dr Phil Watson, in the studio to answer your questions.
Radio presenter: How many giant pandas are there in the ____________?
Phil Watson: It’s difficult to know, but we think there are around 1,864 in the
wild. They live in the forests and the mountains in the
____________ of China.
Radio Presenter: Why is it difficult for giant pandas to survive in the wild?
Phil Watson: Well, the biggest problem for giant pandas in the wild is people.
They hunt giant pandas and they use parts of the forest to build
roads for cars and railways for trains. The ____________ giant
pandas eat is in the forests.

Mid A1 – DSKP: Understand with support the main idea of short simple texts.
Listen to the radio programme and complete the sentences below with the correct words
given in the box.
mountains people west food giant wild

Radio presenter: The ____________ panda is one of the rarest animals in the world
and it’s now in danger. This week we’ve got animal expert, Dr Phil
Watson, in the studio to answer your questions.
Radio presenter: How many giant pandas are there in the ____________?
Phil Watson: It’s difficult to know, but we think there are around 1,864 in the
wild. They live in the forests and the ____________ in the
____________ of China.
Radio Presenter: Why is it difficult for giant pandas to survive in the wild?
Phil Watson: Well, the biggest problem for giant pandas in the wild is
____________.They hunt giant pandas, and they use parts of the
forest to build roads for cars and railways for trains. The
____________ giant pandas eat is in the forests.

132
 Learning Standard 1.2.1 Listening

High A1 – DSKP: Understand with support the main idea of longer simple texts.
Listen to the radio programme and complete the sentences below with the correct words.

Radio presenter: The ____________ panda is one of the rarest animals in the world
and it’s now in danger. This week we’ve got animal expert, Dr Phil
Watson, in the studio to answer your questions.
Radio presenter: How many giant pandas are there in the ____________?
Phil Watson: It’s difficult to know, but we think there are around 1,864 in the
wild. They live in the forests and the ____________ in the
____________ of China.
Radio Presenter: Why is it difficult for giant pandas to survive in the wild?
Phil Watson: Well, the biggest problem for giant pandas in the wild is
____________. They hunt giant pandas, and they use parts of the
forest to build roads for cars and railways for trains. The
____________ giant pandas eat is in the forests.

133
 Learning Standard 2.2.1 Speaking

SOW 66 - English Plus 1 pg. 40, Activity 5

Low A1 – DSKP: Keep interaction going in short exchanges by using suitable non-verbal
responses.

Write questions and short answers. Use can and can’t.

For example:

1. monkeys / speak English? Can monkeys speak English? No, they can’t.

2. butterflies / hear? ____________________________________________

3. bears / swim? _______________________________________________

4. a spider / kill a snake? __________________________________________

Check your answers with a partner.

What did you get for I got ‘No, they can’t’.

question 1? How about you?

Mid A1 – DSKP: Keep interaction going in short exchanges by repeating key words from
the other speaker.

Write questions and short answers. Use can and can’t.

1. monkeys / speak English? Can monkeys speak English? No, they can’t.

2. butterflies / hear? ____________________________________________

3. bears / swim? _______________________________________________

4. a spider / kill a snake? __________________________________________

5. camels / run fast? ____________________________________________

Check your answers with a partner.

What did you get for I got ‘No, they can’t’. No, they can’t?
question 1? How about you? Yes, same as me.

134
 Learning Standard 2.2.1 Speaking

High A1 – DSKP: Keep interaction going in short exchanges by using suitable words (i) to
show understanding
Write questions and short answers. Use can and can’t.
For example:

1. monkeys / speak English? Can monkeys speak English? No, they can’t.

2. butterflies / hear? ____________________________________________

3. bears / swim? _______________________________________________

4. a whale / survive without water? ___________________________________

5. a spider / kill a snake? __________________________________________

6. camels / run fast? _____________________________________________

Check your answers with a partner.

What did you get for I got ‘No, they can’t’. No, they can’t?
question 1? How about you? Yes, same as me.

135
 Learning Standard 3.3.1 Reading

SOW 67 - English Plus 1 pg. 117, Activity 2

Low A1 – DSKP: Read and enjoy simple print and digital games at sentence level.
Read the song and underline the animals.

I can tell you what I know.

Where is a good place to go? Answer these questions about the song.
I can tell you what’s dangerous.
Like how big can a gorilla grow? 1. Can a scorpion kill a man?
________________________
Can a scorpion kill a man?
Which animals live on land? 2. How far can an eagle see?
How far can an eagle see? ________________________
You can find out if you listen to me.
3. How many animals can you name?
________________________
The smallest scorpions can kill a man.
Gorillas can grow to 250 kilos. ________________________
An eagle is small, but it can see. ________________________
About a kilometre further than me.
________________________
Ostriches are the tallest birds.
A whale is the biggest mammal in the world. ________________________
A lion is beautiful, but it isn’t tame. ________________________
How many animals can you name?

Mid A1 – DSKP: Read and enjoy A1 fiction/non-fiction print and digital texts of interest.
Read the song and underline the animals.

I can tell you what I know.

Where is a good place to go? Answer these questions about the song.
I can tell you what’s dangerous.
1. Can a scorpion kill a man?
Like how big can a gorilla grow?
________________________
Can a scorpion kill a man?
Which animals live on land? 2. How far can an eagle see?
How far can an eagle see? ________________________
You can find out if you listen to me.
3. What is the name of the tallest bird?
The smallest scorpions can kill a man. ________________________
Gorillas can grow to 250 kilos.
An eagle is small, but it can see. 4. How many animals can you name?
About a kilometre further than me.
_________________________
Ostriches are the tallest birds.
A whale is the biggest mammal in the world. _________________________
A lion is beautiful, but it isn’t tame. _________________________
How many animals can you name? _________________________

136
 Learning Standard 3.3.1 Reading

High A1 – DSKP: Read and enjoy A1 fiction/non-fiction print and digital texts of interest.
Read the song and underline the animals.

I can tell you what I know.

Where is a good place to go? Answer these questions about the song.
I can tell you what’s dangerous.
Like how big can a gorilla grow? 1. Can a scorpion kill a man?
__________________________
Can a scorpion kill a man?
Which animals live on land? 2. How far can an eagle see?
How far can an eagle see? __________________________
You can find out if you listen to me.
3. What is the name of the tallest bird?
The smallest scorpions can kill a man. __________________________
Gorillas can grow to 250 kilos.
An eagle is small, but it can see. 4. How many animals can you name?
About a kilometre further than me. __________________________
Ostriches are the tallest birds.
A whale is the biggest mammal in the world. __________________________
A lion is beautiful, but it isn’t tame. __________________________
How many animals can you name?
__________________________

137
 Learning Standard 4.3.2 Writing

SOW 68 - English Plus 1 pg. 117, Activity 3

Low A1 – DSKP: Spell a narrow range of familiar high frequency words accurately in
guided writing.

Test your partner!

1. Look at your vocabulary mat.

2. Choose a word.
3. Ask your partner to spell the word.
4. Take turns testing your partner.

Mid A1 – DSKP: Spell an increased range of familiar high frequency words accurately in
guided writing.

Test your partner!

1. Look at your vocabulary mat.

2. Choose a word.
3. Ask your partner to spell the word.
4. Take turns testing your partner.

High A1 – DSKP: Spell most high frequency words accurately in guided writing.

Test your partner!

1. Look at your vocabulary mat.

2. Choose a word.
3. Ask your partner to spell the word.
4. Take turns testing your partner.

138
Vocabulary Mats

Low A1

fast strong butterfly camel

cheetah jellyfish shark whale

wings forest jungle fly

139
Mid A1

bear eggs eyes food

monkey mice scary sofa

swim tail zebra zoo

140
High A1

bat climb dangerous farm

lion panda rabbit slow

150

140

130

120

110

100

90

80

70

60

swim tall teeth website

141
 Learning Standard 3.1.3 Blend Phonemes

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Words with ‘ea’

ge

ar
ar

fe

beard
rear
he
r
ea

ar

Bottom wheel

142
 Phonics Wheel Top Cover

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Top Wheel

Cut Out

143
 Learning Standard 3.1.3 Blend Phonemes

Roll and Read

1. Put students in pairs or small groups.
2. Give each pair or group a dice.
3. Student A rolls the dice and reads the corresponding row of words.
4. Student B then takes his / her turn to roll the dice and read the corresponding row of words.
5. Students take turns until they have read all of the words.

pie tie lie tried fried

ties spies pie tie lie

tried fried ties spies pie

tie lie tried fried ties

spies pie tie lie tried

fried ties spies pie tie

144
Unit 4
Learning World

In collaboration with:
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
71 150 43 3 1.3.1 I can Understand Guess the Guess the Guess the
Listening understand the message meaning of meaning of meaning of
the main point the teacher or unfamiliar unfamiliar unfamiliar words
(s) from a classmate is words by using words from from clues
short, spoken communicating visual clues clues provided provided by other
passage. by using visual when a teacher by knowledge known words.
clues when they or classmate of the topic.
are speaking. is speaking.

72 152 43 5 2.1.1 I can talk about Give simple Ask about and Explain and Give detailed
Speaking my school and personal express basic give reasons information about
school information opinions. for basic themselves.
subjects. using basic opinions.
statements.

73 153 44 2 3.2.2 I can find what Understand Understand Understand Understand

Reading I need in simple specific specific specific specific
informative information information information information and
texts. and details of and details of and details of details of simple
simple short simple simple texts of texts of two
sentences. texts. one or two paragraphs or
paragraphs. more.

74 155 45 2 4.3.2 I can write Spell a narrow Spell an Spell most Spell a range of
Writing simple range of increased high frequency high frequency
sentences, familiar high range of words words accurately
using words frequency familiar high accurately in in independent
given to me. words frequency guided writing. writing.
accurately in words
guided writing. accurately in
guided writing.

75 Language Arts

146
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
76 157 45 4 4.2.4 I can write Describe Describe Describe Describe people,
Writing simple, short objects using people and people and places and
sentences suitable words objects using objects using objects using
about school and phrases. suitable suitable suitable
using given words and statements. statements.
pictures and phrases.
words.
77 159 46 3&4 1.2.5 I can listen to Understand Understand Understand Understand a
Listening interviews an increased a wide range longer sequence of s
about learning range of short of short supported upported
a language. supported supported questions. questions.
questions. questions.

78 162 46 5 2.1.2 I can ask my Find out about Find out and Find out and Find out about
Speaking classmates personal describe describe and describe
simple, short information basic experiences in experiences up
questions. by asking everyday the past. to now.
basic routines.
questions.

79 164 47 2 3.2.3 I can read i) Reread a Guess the Guess the Guess the
Reading short word, phrase meaning of meaning of meaning of
sentences or sentence to unfamiliar unfamiliar unfamiliar words
and questions. understand words from words from from clues
meaning. clues clues provided provided by title,
ii) Ignore provided by by title and topic, and other
unknown visuals and topic. known words.
words in order the topic.
to understand
a phrase or
sentence.

80 166 47 6 4.2.4 I can write Describe Describe Describe Describe people,

Writing simple, short objects using people and people and places and
sentences and suitable words objects using objects using objects using
questions using and phrases. suitable suitable suitable
given pictures words and statements. statements.
and words. phrases.

147
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number

81 Language Arts

82 167 50 5 4.3.2 I can write an Spell a narrow Spell an Spell most high Spell a range of
Writing email about range of increased frequency high frequency
my school. familiar high range of familiar words words
frequency high frequency accurately in accurately in
words words guided writing. independent
accurately in accurately in writing.
guided guided
writing. writing.

83 168 48 2 1.1.1 I can Recognise Recognise Recognise Recognise

Listening understand and reproduce and and reproduce and reproduce
when people with support a reproduce with support with little or
speak slowly, range of high with support a wide range no support
clearly, and frequency a range of of target a wide
with pauses. target target language range of target
language language phonemes. language
phonemes. phonemes. phonemes.

84 169 48 3 2.1.5 I can ask for Describe Describe Describe Describe people,
Speaking help when objects using objects using people and places and
I’m studying suitable suitable objects using objects using
languages. words and words and suitable suitable s
phrases. phrases. statements. tatements.

148
 Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
85 170 49 1 3.2.1 I can read Understand Understand Understand the Understand the
Reading and the main idea the main idea main idea of main idea of
understand of simple of short simple texts of simple texts of
the main sentences. simple texts. one or two two paragraphs
point(s) of a paragraphs. or more.
simple e-mail.
86 172 49 4 Writing I can write an Plan, draft Plan, draft and Produce a plan Produce a plan
email about and write write an or draft of one or draft of one or
my school. simple increased paragraph for a two paragraphs
sentences. range of familiar topic for a familiar
simple and modify this topic and modify
sentences. appropriately this appropriately
in response to in response to
feedback. feedback.

87 Language Arts

88 Project 1

Vocabulary Vocabulary Mats

Phonics Phonics

149
 Learning Standard 1.3.1 Listening

SOW 71 - English Plus 1 pg. 43, Activity 3

Low A1 – DSKP: Guess the meaning of unfamiliar words by using visual clues when a
teacher or classmate is speaking.
Look at the pictures. Match the pictures to the words. Then listen and fill in the gaps.

homework maths geography Wednesday

Wednesday

Georgia
Interviewer: What’s your favourite day at school?
Georgia: That’s easy! ______________ is my favourite day because I’ve got my two
favourite subjects – ____________ and geography. I’m a maths genius!
Interviewer: Have you got any maths or ________________ homework today?
Georgia: Yes, I’ve got a bit of maths homework but our favourite teacher
doesn’t give us ______________. Yay!

Mid A1 – DSKP: Guess the meaning of unfamiliar words by using visual clues when a
teacher or classmate is speaking
Use the pictures to help you. Listen and fill in the gaps.
homework maths art Tuesday geography Wednesday

Georgia
Interviewer: What’s your favourite day at school?
Georgia: That’s easy! ______________ is my favourite day because I’ve got my two
favourite subjects – ____________ and geography. I’m a maths genius!
Interviewer: Have you got any maths or ________________ homework today?
Georgia: Yes, I’ve got a bit of maths homework but our favourite teacher
doesn’t give us ______________. Yay!
Sophie
Interviewer: Tell me about your worst day at school.
Sophie: Well, my worst day … yes, I’ve got a worst day. That’s ______________,
___________ class day! Our art teacher is very strict. In fact, that’s today.

150
 Learning Standard 1.3.1 Listening

High A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by
knowledge of the topic.
Use the pictures to help you. Listen and fill in the gaps.

homework maths art Tuesday geography Wednesday science

Georgia
Interviewer: What’s your favourite day at school?
Georgia: That’s easy! ______________ is my favourite day because I’ve got my two
favourite subjects – ____________ and geography. I’m a maths genius!
Interviewer: Have you got any maths or ________________ homework today?
Georgia: Yes, I’ve got a bit of maths homework but our favourite teacher
doesn’t give us ______________. Yay!
Sophie
Interviewer: Tell me about your worst day at school.
Sophie: Well, my worst day … yes, I’ve got a worst day. That’s ______________,
___________ class day! Our art teacher is very strict. In fact, that’s today.

Lewis
Interviewer: What subjects aren’t you good at?
Lewis: I’m not great at ______________. We’ve got science on Thursdays so I
don’t like Thursdays.

151
 Learning Standard 2.1.1 Speaking

SOW 72 - English Plus 1 pg. 43, Activity 5

Low A1 – DSKP: Give simple personal information using basic statements.

Ask and answer questions about school.

Do you like…..? Yes, I do. No, I don’t

Are you good at….? Yes, I am. No, I’m not.

Mid A1 – DSKP: Ask about and express basic opinions.

Ask and answer questions about school.

What’s your My favourite

favourite subject? subject is….

Are you
Yes, I am. No, I’m not.
good at….?

Do you like….? Yes, I do. No, I don’t.

High A1 – DSKP: Explain and give reasons for basic opinions.

Ask and answer questions about school.

What’s your My favourite subject

favourite subject? is…. because……

Are you
Yes, I am. No, I’m not.
good at….?

Yes, I do No, I don’t

Do you like….? because….. because…..

152
 Learning Standard 3.2.2 Reading

SOW 73 - English Plus 1 pg. 44, Activity 2

Low A1 – DSKP: Understand specific information and details of simple sentences.

Look at the first photo on page 44. Read the sentences below and answer the questions.
This is a geography class in Bangladesh. The school is on a boat. The boat is not moving
in the photo. The boat takes students home at the end of school.

1. What subject are the students studying? _____________________________

2. Where is the school? ___________________________________________

3. How do the students get home? ___________________________________

Mid A1 – DSKP: Understand specific information and details of short simple texts.
Look at the first two photos on page 44. Read the texts below and answer the
questions.
Photo 1
This is a geography class in Bangladesh. The school is on a boat. The boat is not
moving in the photo. The boat takes students home at the end of school.
1. What subject are the students studying? ________________________
2. Where is the school? ______________________________________
3. How do the students get home? ______________________________
Photo 2
The students in this Chinese primary school aren’t sleeping. They’re having a break
from their maths class. It’s important to relax your eyes when you are studying.
1. Where is the school? _______________________________________
2. Why are the students closing their eyes? __________________________
3. What subject are they studying? ________________________________

153
 Learning Standard 3.2.2 Reading

High A1 – DSKP: Understand specific information and details of simple texts of one or
two paragraphs.
Look at the first two photos on page 44. Read the texts below and answer the questions.
Photo 1
This is a geography class in Bangladesh. The students are studying on a ‘boat school’.
The boat isn’t moving in the photo, but at the start and end of the day, the boat goes
along the river to the students’ villages.
1. What subject are the students studying?_______________________________
2. Where is the school? ____________________________________________
3. How do the students get to school? __________________________________

Photo 2
The students in this Chinese primary school aren’t sleeping. They’re having a break from
their maths class and they’re doing eye exercises. It’s important to relax your eyes when
you are studying, and these students do this twice a day.
1. Where is the school? ____________________________________________

2. Why are the students closing their eyes? _______________________________

3. How often do they do these exercises?_________________________________

154
 Learning Standard 4.3.2 Writing

SOW 74 - English Plus 1 pg. 45, Activity 2

Low A1 – DSKP: Spell a narrow range of familiar high frequency words accurately in
guided writing.
Tick ( ) the correct spelling. Write the correct words into the sentences below.

playing plaing

fling flying

danceing dancing

riding rideing

1. I am ________________ (play) football.

2. He is __________________ (fly) a plane.

3. She is ___________________ (dance).

4. They are __________________ (ride) their bikes.

Mid A1 – DSKP: Spell an increased range of familiar high frequency words accurately in
guided writing.
Tick ( )the correct spelling. Write the correct words into the sentences below.

playing plaing

fling flying

danceing dancing

riding rideing

claping clapping

getting geting

1. I am ________________ (play) football.

2. He is __________________ (fly) a plane.

3. She is ___________________ (dance).

4. They are __________________ (ride) their bikes.

5. She is _________________ (clap) her hands.

6. He is __________________ (get) a drink.

155
 Learning Standard 4.3.2 Writing

High A1 – DSKP: Spell most high frequency words accurately in guided writing.
Tick ( )the correct spelling. Write the correct words into the sentences below. Write
your own sentences using the words given.

playing plaing

fling flying

danceing dancing

riding rideing

claping clapping

getting geting

1. I am ________________ (play) football.

2. He is __________________ (fly) a plane.
3. She is ___________________ (dance).
4. They are __________________ (ride) their bikes.
5. (clap) _____________________________________________.
6. (get) ______________________________________________.

156
 Learning Standard 4.2.4 Writing

SOW 76 - English Plus 1 pg. 45, Activity 4

Low A1 – DSKP: Describe objects using suitable words and phrases.

Look at the picture. Write sentences using ‘there is’ and ‘there are’.
There are 6 students.
1. _________________________________________

2. _________________________________________

3. _________________________________________

4. _________________________________________

Challenge!
Write 2 sentences about what the students are doing now.
The girl is reading a book.
1. _________________________________________
2. _________________________________________

Mid A1 – DSKP: Describe people and objects using suitable words and phrases.
Look at the picture. Write sentences using ‘there is’, ‘there are’, ‘he/she’s got’,
and ‘he/she hasn’t got’.
There are 6 students.
He hasn’t got a bag.

1. ________________________________________

2. ________________________________________

3. ________________________________________

4. ________________________________________

5. ________________________________________

6. ________________________________________

Challenge!
Write 2 sentences about what the students are doing now.
The girl is reading a book.

1. ________________________________________

2. ________________________________________

157
 Learning Standard 4.2.4 Writing

High A1 – DSKP: Describe people and objects using suitable statements.

Look at the picture. Write sentences using ‘some’, ‘isn’t any’, and ‘aren’t any’.
There are some desks.
There aren’t any laptops.
1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
5. _____________________________________
6. _____________________________________
Challenge!
Write 2 sentences about what the students are doing now.
The girl is reading a book.

1.________________________________________

2.________________________________________

158
 Learning Standard 1.2.5 Listening

SOW 77 - English Plus 1 pg. 46, Activity 3 & 4

Low A1 – DSKP: Understand an increased range of short, supported questions.

Listen to two people talking. Fill in the gaps. Answer the questions below.

English watching TV football

Interviewer: So, Mario, you’re a_____________ player. Are you learning

_____________?
Mario: Yes, I am, because I live here and I play football here.
Interviewer: What are you doing now?
Mario: I’m ___________________ . It’s good for my English!
Interviewer: Is English difficult?
Mario: It’s ok. My listening is not so good.

1. What is Mario doing now? ________________________________________

2. What does Mario play? __________________________________________

159
 Learning Standard 1.2.5 Listening

Mid A1 – DSKP: Understand a wide range of short, supported questions.

Listen to two people talking. Fill in the gaps. Answer the questions below.

English watching TV Russian football London

Interview 1
Interviewer: So, Mario, you’re a _____________ player. Are you learning
_____________?
Mario: Yes, I am, because I live here and I play football here.
Interviewer: What are you doing now?
Mario: I’m ___________________ . It’s good for my English!
Interviewer: Is English difficult?
Mario: It’s ok. My listening is not so good.

Interview 2
Interviewer: Mark, Peter, police officers in ¬London are learning languages.
Mark: That’s right.
Interviewer: Are you learning the same language?
Mark: No, we aren’t. I’m learning ________________ and Peter’s learning
Arabic.
Interviewer: Why are you studying those languages?
Peter: Because a lot of people from different countries ¬live in __________
or visit London.
Interviewer: What are you doing now, Mark?
Mark: I’m checking new vocabulary on the internet.
Interviewer: Is Russian difficult?
Mark: For me, yes. It’s got different letters. Reading and writing are difficult.

1. What is Mario doing now? ________________________________________

2. What does Mario play? __________________________________________

3. What language is Mark learning? ___________________________________

4. What is Mark doing now?_________________________________________

160
 Learning Standard 1.2.5 Listening

High A1 – DSKP: Understand longer supported questions.

Listen to two people talking. Fill in the gaps. Answer the questions below.

English watching TV Russian football London

Interview 1
Interviewer: So, Mario, you’re a _____________ player. Are you learning
_____________?
Mario: Yes, I am, because I live here and I play football here.
Interviewer: What are you doing now?
Mario: I’m ___________________ . It’s good for my English!
Interviewer: Is English difficult?
Mario: It’s ok. My listening is not so good.
Interview 2
Interviewer: Mark, Peter, police officers in London are learning languages.
Mark: That’s right.
Interviewer: Are you learning the same language?
Mark: No, we aren’t. I’m learning ________________ and Peter’s learning
Arabic.
Interviewer: Why are you studying those languages?
Peter: Because a lot of people from different countries ¬live in __________
or visit London.
Interviewer: What are you doing now, Mark?
Mark: I’m checking new vocabulary on the internet.
Interviewer: Is Russian difficult?
Mark: For me, yes. It’s got different letters. Reading and writing are difficult.

1. What is Mario doing now? ________________________________________

2. What does Mario play? __________________________________________

3. Where do Peter and Mark live? _____________________________________

4. What language is Mark learning? ___________________________________

5. Why are Peter and Mark learning languages? ___________________________

6. What is Mark doing now? _________________________________________

161
 Learning Standard 2.1.2 Speaking

SOW 78 - English Plus 1 pg. 46, Activity 5

Low A1 – DSKP: Find out about personal information by asking basic questions.
Look at the pictures. Write the things you do in the table.

watch English TV read English books speak English do my English homework

I do these things I don’t do these things

Ask your friend questions.

Do you…..? Yes, I do. No, I don’t.

Mid A1 – DSKP: Find out and describe basic everyday routines.

Look at the pictures. Write the things you do in the table.

watch English TV read English books speak English do my English homework

I do these things I don’t do these things

Ask your friend questions.

Do you…..? Yes, I do. No, I don’t.

I always / usually /
How often do you…?
sometimes….

162
 Learning Standard 2.1.2 Speaking

High A1 – DSKP: Find out and describe experiences in the past.

Look at the pictures below and the pictures on page 46. Write the things you do in the
table.

watch English TV read English books speak English do my English homework

I do these things I don’t do these things

1. 1.

2. 2.

3. 3.

Ask your friend questions.

Do you…..? Yes, I do. No, I don’t.

I always / usually /
How often do you…?
sometimes….

163
 Learning Standard 3.2.3 Reading

SOW 79 - English Plus 1 pg. 47, Activity 2

Low A1 – DSKP: i) Reread a word, phrase or sentence to understand meaning.

Read the questions below. Look at the pages in your textbook and write the answers.

Yes, he / she / there is.

No, he / she / there isn't.
Yes, they are.
they
No, aren't.

1. Is the man wearing a blue shirt? (page 4) _____________________________

2. Is the boy watching TV? (page 7) ___________________________________

3. Is there a bus? (page 22) ________________________________________

4. Is Daisy wearing glasses? (page 28) _________________________________

5. Is there a shark? (page 39) _______________________________________

6. Are the girls dancing? (page 44) ___________________________________

Mid A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by visuals
and the topic.
Read the questions below. Look at the pages in your textbook and write the answers.
Look at the pictures to help with words you don’t know.

Yes, he / she / there is.

No, he / she / there isn't.

1. Is the man holding pasta? (page 4) ________________________________

2. Is the boy on the phone? (page 7) __________________________________

3. Is the girl brushing her teeth? (page 22) ______________________________

4. Is Daisy wearing glasses? (page 28) _________________________________

5. Is there an eagle with a beak? (page 39) ______________________________

6. Is one of the girls who is dancing wearing sunglasses? (page 44) ______________

164
 Learning Standard 3.2.3 Reading

High A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by title
and topic.
Read the questions below. Look at the pages in your textbook and write the answers.
Look at the pictures to help with words you don’t know.

1. What is the man doing? (page 4) __________________________________

2. Is the boy on the phone? (page 7) __________________________________

3. Is the girl brushing her teeth? (page 22) ______________________________

4. Is Daisy wearing glasses? (page 28)_________________________________

5. What is the penguin doing? (page 39)________________________________

6. Is one of the girls who is dancing wearing sunglasses? (page 44)______________

165
 Learning Standard 4.2.4 Writing

SOW 80 - English Plus 1 pg. 47, Activity 6

Low A1 – DSKP: Describe objects using suitable words and phrases.

Find three photos from the textbook. Write questions about the photos. Write the page
number.
Is there a football? / Is Neymar playing football? (page 11)
1. ___________________________________________ (page ______)

2. ___________________________________________ (page ______)

3. ___________________________________________ (page ______)

Ask your partner the questions.

Mid A1 – DSKP: Describe people and objects using suitable words and phrases.

Find three photos from the textbook. Write questions about the photos. Write the page
number.

Is there a football? / Is Neymar playing football? (page 11)

1. ___________________________________________ (page ______)

2. ___________________________________________ (page ______)

3. ___________________________________________ (page ______)

Ask your partner the questions.

High A1 – DSKP: Describe people and objects using suitable statements.

Find three photos from the textbook. Write questions about the photos. Write the page
number.

Is Neymar playing football? / What is Neymar doing? (page 11)

1. ___________________________________________ (page ______)

2. ___________________________________________ (page ______)

3. ___________________________________________ (page ______)

Ask your partner the questions.

166
 Learning Standard 4.3.2 Writing

SOW 82 - English Plus 1 pg. 50, Activity 5

Low A1 – DSKP: Spell a narrow range of familiar high frequency words accurately in
guided writing.
Read the text. Choose the correct spelling.
In the evenings, I usually / usully relax. Sometimes I watch TV or I chat to my
frends / friends. I definitely do’nt / don’t study. Tonight I’m not
haveing / having fun. I’m siting / sitting in my bedroom.

Mid A1 – DSKP: Spell an increased range of familiar high frequency words accurately in
guided writing.
Read the text. Choose the correct spelling.
In the evenings, I usually / usully relax. Sometimes I watch TV or I chat to my
frends / friends. I definitely do’nt / don’t study. Tonight I’m not haveing / having fun.
I’m siting / sitting in my bedroom and I’m revising for my exams.
I want to draw some pictures! Do you enjjoy / enjoy
exams? What are you dong / doing now?

High A1 – DSKP: Spell most high frequency words accurately in guided writing.
Read the text. Choose the correct spelling.
In the evenings, I usually / usully relax. Sometimes / sometime I watch TV or I chat to
my frends / friends. I definitely / defently don’t study. Tonight I’m not haveing / having
fun. I’m siting / sitting in the library and I’m revising for my exams because / becoz I
have an exam tomorrow. Do you enjjoy / enjoy exams? What are you dong / doing now?

167
 Learning Standard 1.1.1 Listening

SOW 83 - English Plus 1 pg. 48, Activity 2

Low A1 – DSKP: Recognise and reproduce with support a range of high frequency target
language phonemes.
Complete the table with the letters below. Listen and check
A E G I J N U V X

/ e / ‘say’, ‘rain’, ‘day’, ‘name’ A H 1

K
/ i: / ‘sheep’, ‘heat’, ‘eat’, ‘feet’ B C D 2 3
P T 4

/ e / ‘pen’, ‘send’, ‘friend’, ‘hen’ F L M 5 S 6

Z
/ a / ‘fly’, ‘my’, ‘pie’, ‘try’
7
Y
/ ə / ‘no’, ‘show’, ‘grow’, ‘so’ O
8
/ ju: / ‘you’, ‘shoe’, ‘too’, ‘who’ Q W
/ a: / ‘far’, ‘car’, ‘hard’, ‘card’ R

Mid A1 – DSKP: Recognise and reproduce with support a range of target language
phonemes.
. Complete the table with the letters below. Listen and check.
A E G I J N U V X

/ e / ‘say’, ‘rain’, ‘day’, A H 1

K
/ i: / ‘sheep’, ‘heat’, ‘eat’ B C D 2 3
P T 4

/ e / ‘pen’, ‘send’, ‘friend’ F L M 5 S 6

Z
/ a / ‘fly’, ‘my’, ‘pie’ 7
Y
/ ə / ‘no’, ‘show’, ‘grow’ O
8
/ ju: / ‘you’, ‘shoe’, ‘too’ Q W
/ a: / ‘far’, ‘car’, ‘hard’ R

High A1 – DSKP: Recognise and reproduce with support a wide range of target language
phonemes.
Complete the table with the letters below. Listen and check.
A E G I J N U V X

/ e / ‘say’, ‘rain’ A H 1
K
/ i: / ‘sheep’, ‘heat’ B C D 2 3
P T 4

/ e / ‘pen’, ‘send’ F L M 5 S 6
Z
/ a / ‘fly’, ‘my’ 7
Y
/ ə / ‘no’, ‘show’ O
8
/ ju: / ‘you’, ‘shoe’ Q W
/ a: / ‘far’, ‘car’ R

168
 Learning Standard 2.1.5 Speaking

SOW 84 - English Plus 1 pg. 48, Activity 3

Low A1 – DSKP: Describe objects using suitable words and phrases.

Say the alphabet. Work in pairs. Choose some words from below. Ask your partner to spell
the words.
16
0
15
0
14
0
13
0
12
0
11
0
10
0
90
80
cm

70
60

swimming ruler garden funny cloudy lake

How do you spell….? It’s …………..

Mid A1 – DSKP: Describe people and objects using suitable words and phrases.
Say the alphabet. Work in pairs. Choose some words from below. Ask your partner to spell
the words.

drawing camera classroom angry breakfast sport

How do you spell….? It’s …………..

High A1 – DSKP: Describe people and objects using suitable statements.

Say the alphabet. Work in pairs. Choose some words from below. Ask your partner to spell
the words.

cooking kitten library difficult cinema circus

How do you spell….? It’s …………..

169
 Learning Standard 3.2.1 Reading

SOW 85 - English Plus 1 pg. 49, Activity 1

Low A1 – DSKP: Understand the main idea of simple sentences.

Read the email. Answer the questions.

To : cc : bcc :

Subject :
Hi Ela,
I’m really happy that you are coming to school in Ireland. Here is some information for you:
Clonakilty Community College is a small school. There are 500 students. Classes start at 9 a.m.
We have lunch at 1.20 p.m. We have to study English and maths, but we can study other
subjects, too. I like French and Spanish. What are your favourite subjects?
Here’s a photo of me and my friends. Can you send me a photo of you and your friends?
Write soon,
Danny

Send Draft

1. What is the name of the school? ___________________________________

2. How many students are there? ____________________________________
3. What time is lunch? ___________________________________________
4. What do they study? ___________________________________________
5. What subjects does Danny like?____________________________________

Mid A1 – DSKP: Understand the main idea of short simple texts.

Read the email. Answer the questions.

To : cc : bcc :

Subject :
Hi Ela,
I’m really happy that you are coming to school in Ireland next month. Here is some information
for you:
Clonakilty Community College is a medium-sized school with about 500 students. It’s in the
centre of Clonakilty. Classes start at 9 a.m. and finish at 4 p.m. We have lunch at 1.20 p.m. We
have to study English and maths, but we can study other subjects, too. I like languages so I
study French and Spanish. What are your favourite subjects?
Here’s a photo of me and my friends. We’re looking for information for a geography project.
Can you send me a photo of you and your friends?
Write soon,
Danny

Send Draft

1. What is the name of the school? ________________________________

2. How many students are there? _________________________________
3. What time does school start and finish? ___________________________
4. What subjects does Danny like? ________________________________
5. What are Danny and his friends doing in the photo? ___________________

170
 Learning Standard 3.2.1 Reading

High A1 – DSKP: Understand the main idea of simple texts of one or two paragraphs.
Read the email. Answer the questions.

To : cc : bcc :

Subject :
Hi Ela,
I’m really happy that you are coming to school in Ireland next month for the exchange
programme. Here is some information for you:
Clonakilty Community College is a medium-sized school with about 500 students. It’s in the
centre of Clonakilty. Classes start at 9 a.m. and finish at 4 p.m. We have a break at 1.20 p.m. for
lunch. We have to study English and maths, but we can study other subjects, like woodwork and
business studies. I like languages so I study French and Spanish. What are your favourite
subjects?
Here’s a photo of me and my friends. We’re looking for information for a geography project.
Can you send me a photo of you and your friends?
Write soon,
Danny

Send Draft

1. What is the name of the school? ___________________________________

2. How many students are there? ____________________________________
3. What time does school start and finish? ______________________________
4. How many subjects does Danny talk about? ___________________________
5. What subjects does Danny like? ___________________________________
6. What are Danny and his friends doing in the photo? ______________________

171
 Learning Standard 4.3.3 Writing

SOW 86 - English Plus 1 pg. 49, Activity 4

Low A1 – DSKP: Plan, draft and write simple sentences.

A new student is coming to your school. Write an email and give her some information
about your school.
Plan your writing here. Use ideas from Danny’s email.
School name My school is ….
Where is your school? My school is in …..
How many students are there?
What time does school start? School starts at ….
What time is lunch? Lunch is at ….

To : cc : bcc :

Subject :
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

Send Draft

172
 Learning Standard 4.3.3 Writing

SOW 86 - English Plus 1 pg. 49, Activity 4

Mid A1 – DSKP: Plan, draft and write an increased range of simple sentences.
A new student is coming to your school. Write an email and give her some
information about your school.
Plan your writing here. Use ideas from Danny’s email.
School name
Where is your school?
How many students are there?
What time does school start?
What time is lunch?

To : cc : bcc :

Subject :
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

Send Draft

173
 Learning Standard 4.3.3 Writing

High A1 – DSKP: Produce a plan or draft of one paragraph for a familiar topic and modify
this appropriately in response to feedback.
A new student is coming to your school. Write an email and give her some information
about your school.
Plan your writing here. Use ideas from Danny’s email.

School name
Where is your school?
How many students are there?
What time does school start?
What time is lunch?
What subjects do you study?
What is your favourite subject?
Any other information?

To : cc : bcc :

Subject :
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

Send Draft

174
Vocabulary Mats

Low A1

16
0
15
0
14
0
13
0
12
0
11
0
10
0
90
80
cm

70
60
book desk ruler homework

students playing football riding a bike watching TV

maths geography school dancing

175
Mid A1

homework school students maths

geography art study clap

draw enjoy lesson teacher

176
High A1

homework school students maths

geography art study teacher

photo library take a break subjects

177
 Learning Standard 3.1.3 Blend Phonemes

/oy/
Roll and Read
1. Put students in pairs or small groups.
2. Give each pair or group a dice.
3. Student A rolls the dice and reads the corresponding row of words.
4. Student B then takes his / her turn to roll the dice and read the corresponding row of words.
5. Students take turns until they have read all of the words.

toy boy soy enjoy ploy

joy royal loyal toy boy

soy enjoy ploy joy royal

loyal toy boy soy enjoy

ploy joy royal loyal toy

boy soy enjoy ploy joy

178
 Learning Standard 3.1.3 Blend Phonemes

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

/er/
pe

r
he
rm

kerb perk
ter
rb
ve

Bottom wheel

179
 Phonics Wheel Top Cover

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Top Wheel

Cut Out

180
Unit 5
Food and Health

In collaboration with:
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
89 186 52 1 Listening I can Understand Understand Understand Understand with
understand with support with support with support support the
when people the main idea the main the main idea main idea of
speak slowly, of simple idea of short of longer longer simple
clearly, and sentences. simple texts. simple texts. texts on a range
with pauses, so of familiar topics.
I have time to
figure out what
is said.
90 188 53 6 Speaking I can talk Keep Keep Keep Keep interaction
about the food interaction interaction interaction going in short
I like and going in short going in short going in short exchanges by
dislike. exchanges by exchanges by exchanges by asking suitable
using suitable using using suitable questions.
non-verbal repeating key words (i) to
responses. words from show
the other understanding
speaker. (ii) to ask for
clarification.

91 189 54 2 Reading I can i) Reread a Guess the Guess the Guess the
summarise a word, phrase meaning of meaning of meaning of
text. or sentence to unfamiliar unfamiliar unfamiliar words
understand words from words from from clues
meaning. clues clues provided provided by title,
ii) Ignore provided by by title and topic, and other
unknown visuals and topic. known words.
words in order the topic.
to understand
a phrase or
sentence.

182
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
92 190 55 2 Writing I can write or Use capital Use capital Use capital Use capital letters,
copy simple letters and letters, full letters, full full stops,
words or full stops stops, and stops, question question marks,
symbols. appopriately question marks, and and commas in
in guided marks commas in lists lists appropriately
writing at appropriately appropriately in independent
sentence in guided in guided writing at
level. writing at writing at discourse level.
sentence discourse level.
level.

93 Non-Textbook-Based Lesson

94 191 55 4 Writing I can write or Write short Give simple Describe Narrate factual
copy simple familiar directions. basic events and
words or instructions. everyday experiences of
symbols. routines. interest.

95 192 96 3 Listening I can Understand Understand Understand Understand with

understand with support with support with support support longer
when people very short short simple short simple simple narratives
speak slowly, simple narratives. narratives on on a range of
clearly, and narratives. a range of familiar topics.
with pauses, familiar topics.
so I have time
to figure out
what is said.
96 193 96 6 Speaking I can Keep Keep Keep Keep interaction
understand interaction interaction interaction going in short
very short going in short going in short going in short exchanges by
conversations exchanges by exchanges exchanges by asking suitable
when people using suitable by using using suitable questions.
speak slowly non-verbal repeating words (i) to
and clearly. responses. key words show
from the understanding
other speaker. (ii) to ask for
clarification.
183
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number

97 194 56 3 Reading I can Read and Read and Read and enjoy Read and enjoy
understand enjoy simple enjoy A1 A1 fiction/non- A2 fiction/non-
familiar written print and fiction/non- fiction print and fiction print and
phrases. digital fiction print digital texts of digital texts of
games at and digital interest. interest.
sentence level. texts of
interest.
98 196 57 2 Writing I can write Ask for and Express Explain and Give detailed
simple, give basic simple give reasons information
everyday personal opinions. for simple about
phrases and information opinions. themselves.
sentences. using basic
questions and
statements.

99 Non-Textbook-Based Lesson

100 197 57 5 Writing I can write Express Make and Make and Ask for, give and
words and simple ability. give reasons respond to respond to
short sentences for simple simple offers simple advice.
next to pictures. predictions. and invitations.

101 199 58 4 Speaking I can understand Recognise Recognise Recognise and Recognise and
when people and reproduce and reproduce with reproduce with
speak slowly, with support reproduce support a wide little or no
clearly, and with a range of with support range of target support a wide
pauses, so I have high frequency a range of language range of target
time to figure out target target phonemes. language
the meaning of language language phonemes.
what is said. phonemes. phonemes.

102 200 58 5 Speaking I can order Give simple Ask about Explain and Give detailed
food and drink personal and express give reasons information
in a cafe. information basic for basic about
using basic opinions. opinions. themselves.
statements.

184
 Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
103 201 59 4 Reading I can Read and Read and Read and enjoy Read and enjoy
understand enjoy simple enjoy A1 A1 fiction/non- A2 fiction/non-
phrases and print and fiction/non- fiction print and fiction print and
word digital games fiction print digital texts of digital texts of
combinations at sentence and digital interest. interest.
with the help of level. texts of
common words interest.
and names in
very simple
short texts.

104 203 59 5 Writing I can write a Plan, draft Plan, draft Produce a plan Produce a plan or
food blog and write and write and or draft of one draft of one or
using simple increased paragraph for two paragraphs
sequencing sentences. range of a familiar topic for a familiar
words. simple and modify this topic and modify
sentences. appropriately this appropriately
in response to in response to
feedback. feedback.

105 Non-Textbook-Based Lesson

106 Non-Textbook-Based Lesson

Vocabulary Vocabulary Mats

Phonics Phonics

185
 Learning Standard 1.2.1 Listening

SOW 89 - English Plus 1 pg. 52, Activity 1

Low A1 – DSKP: Understand with support the main idea of simple sentences.
Listen and match the pictures to the country. The first one is done for you.

South India The UK China USA Mozambique Australia Spain Japan

Afrika

Chips Sandwich Nuts Rice Eggs Bread Beans Soup Pasta

Mid A1 – DSKP: Understand with support the main idea of short simple texts.
Listen and circle the correct words in the table below for each country.

South Africa sandwich meat apple juice

India meat egg rice nuts

The UK bread chips water vegetables

The USA sweets beans nuts fizzy drinks

Spain pasta soup chicken water

186
 Learning Standard 1.2.1 Listening

High A1 – DSKP: Understand with support the main idea of longer simple texts.
Listen and circle the correct words in the table below for each country.

South Africa sandwich meat apple juice

India meat egg rice nuts

The UK bread chips water vegetables

The USA sweets oranges nuts fizzy drinks

Spain pasta soup chicken water
Mozambique meat beans sandwich fish

Australia salad chips bread nuts

Spain pasta soup chicken water

Japan sweet apple soup rice

187
 Learning Standard 2.2.1 Speaking

SOW 90 - English Plus 1 pg. 53, Activity 6

Low A1 – DSKP: Keep interaction going in short exchanges by using suitable

non-verbal responses.
Work in pairs. Ask questions using the phrase below and answer by nodding
(for yes) or shaking left to right for (no).

Do you
like ........?
Nod your head if Shake your head
the answer is yes if the answer is no
Chips Nuts Sandwich

Student 1 Student 2

Mid A1 – DSKP: Keep interaction going in short exchanges by using repeating

key words from the other speaker.
Work in pairs. Ask and answer by using the phrases below by replacing the
food items.

Chips
Do you Yes, I like
like ........? Nuts ...........?

Sandwich

High A1 – DSKP: Keep interaction going in short exchanges by using suitable

words (i) to show understanding (ii) to ask for clarification.
Instructions: Take turns to role play Eriko and Liam and ask and answer questions
about each other.

Chips No, I don’t

like........?
Do you
like ........? Nuts
Yes, I like
Sandwich ...........?

188
 Learning Standard 3.2.3 Reading

SOW 91 - English Plus 1 pg. 54, Activity 2

Low A1 – DSKP: i) Reread a word, phrase or sentence to understand meaning.

ii) Ignore unknown words in order to understand a phrase or
sentence.

Complete the summary of the reading text on page 54 with the given words.

afternoon eat isn’t after healthy

The lifestyle of Sumo wrestlers is________ normal. The food which they eat is

he________ , but they e________ a lot. They also sleep a lot in the af________

and they don’t exercise af________ meals.

Mid A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by
visuals and the topic.

Complete the summary of the reading text on page 54 by choosing the correct words.

The lifestyle of Sumo wrestlers ________(is/isn’t) normal. The food which they eat is

________(unhealthy/healthy), but they________(sleep / eat) a lot. They also sleep

a lot in the ________(mornings/afternoons) and they don’t exercise ________

(after / before) meals.

High A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by
title and topic.
Complete the summary of the reading text on page 54 with the given words
below.

afternoon eat isn’t after healthy

The lifestyle of Sumo wrestlers________normal. The food which they eat is

________ , but they________a lot. They also sleep a lot in the________and

they don’t exercise ________meals.

189
 Learning Standard 4.3.1 Writing

SOW 92 - English Plus 1 pg. 55, Activity 2

Low A1 – DSKP: Use capital letters and full stops appropriately in guided writing
at sentence level.
Look at the picture on page 55 and fill in the blanks.

cheese rice meat vegetables crisps pears

There’s a lot of pasta. There are a lot of ve________

There’s some r________ There are some pe________

There isn’t much ch________ There aren’t many grapes.

There isn’t any m________ There aren’t any cr________

Mid A1 – DSKP: Use capital letters, full stops, and question marks appropriately
in guided writing at sentence level.
Look at the picture on page 55 and fill in the blanks.

cheese rice meat vegetables crisps pears

There’s a lot of pasta. There are a lot of ve________

There’s some r________ There are some pe________

There isn’t much ch________ There aren’t many grapes.

There isn’t any m________ There aren’t any cr________

High A1 – DSKP: Use capital letters, full stops, question marks, and commas in
lists appropriately in guided writing at discourse level.
Look at the picture on page 55 and fill in the blanks.

cheese rice meat vegetables crisps pears

There’s a lot of pasta. There are a lot of ________

There’s some ________ There are some ________

There isn’t much ________ There aren’t many grapes.

There isn’t any________ There aren’t any ________

190
 Learning Standard 4.2.3 Writing

SOW 94 - English Plus 1 pg. 55, Activity 4

Low A1 – DSKP: Write short familiar instructions.

Complete the questions with much or many.

1. How mu________ meat do vegetarians eat? They don’t eat any meat.
2. How ma________ vitamins are there in white rice? There aren’t many vitamins in
white rice.
3. How mu________ fat is there in chocolate? There’s a lot of fat in chocolate.
4. How mu________ fruit is there in fizzy drinks? There isn’t usually much fruit in
fizzy drinks.
5. How ma________ people can eat nuts? There are some people who can’t eat nuts.

Mid A1 – DSKP: Give simple directions.

Complete the questions with much or many.

1. How________meat do vegetarians eat? They don’t eat any meat.

2. How________vitamins are there in white rice? There aren’t many vitamins in
white rice.
3. How________fat is there in chocolate? There’s a lot of fat in chocolate.
4. How________fruit is there in fizzy drinks? There isn’t usually much fruit in
fizzy drinks.
5. How ________people can eat nuts? There are some people who can’t eat nuts.

High A1 – DSKP: Describe basic everyday routines.

Complete the questions with much or many. The underline the correct word in
the answers.

1. How________meat do vegetarians eat? They don’t eat (any / much) meat.

2. How________vitamins are there in white rice? There aren’t (much / many)
vitamins in white rice.
3. How________fat is there in chocolate? There’s (a lot of / many) fat in chocolate.
4. How________fruit is there in fizzy drinks? There isn’t usually (some / much)
fruit in fizzy drinks.
5. How ________people can eat nuts? There are (much / some) people who can’t
eat nuts.

191
 Learning Standard 1.2.3 Listening

SOW 95 - English Plus 1 pg. 96, Activity 3

Low A1 – DSKP: Understand with support very short simple narratives.

Listen and name the fruit that Emma buys.

bananas pears grapes apples

a b g p

Mid A1 – DSKP: Understand with support short simple narratives.

Listen and name the fruit that Emma buys.

bananas pears grapes apples

High A1 – DSKP: Understand with support short simple narratives on a range of

familiar topics.
Listen and name the fruit that Emma buys.

bananas oranges pears grapes apples tomatoes

192
 Learning Standard 2.2.1 Speaking

SOW 96 - English Plus 1 pg. 96, Activity 6

Low A1 – DSKP: Keep interaction going in short exchanges by using suitable

non-verbal responses.
In pairs, practice the dialogue below using the pictures to help you.

Ask Answer

Good morning.
What would you like? I’d like a kilo of
(pears / apples), please

Sure, here you are.

Anything else? Yes, 250 grams of
(carrots / green beans), please.

Ok. Is that everything? Yes, thank you.

Mid A1 – DSKP: Keep interaction going in short exchanges by using repeating

key words from the other speaker.
In pairs, practice the dialogue below using the pictures to help you.
Ask Answer

Good morning.
What would you like? I’d like a kilo of
(pears / apples), please

Sure, here you are.

A kilo of pears. Yes, 250 grams of
Anything else? (carrots / green beans), please.
Ok, here are the green
beans. Is that everything? Yes, thank you.

High A1 – DSKP: Keep interaction going in short exchanges by using suitable

words (i) to show understanding (ii) to ask for clarification.
In pairs, practice the dialogue by selecting any two words from the list to help you.
pears apples carrots green beans

Ask Answer

Good morning. What would I’d like a kilo of _______

you like? please.

Sure, here you are. A kilo Yes, 250 grams

of _______ Anything else? of_______ please.

Ok, here are the _______ Yes, thank you.

Is that everything?

193
 Learning Standard 3.3.1 Reading

SOW 97 - English Plus 1 pg. 56, Activity 3

Low A1 – DSKP: Read and enjoy simple print and digital games at sentence level.
Read the Health Quiz and match the question to the correct answer.

Question Answers

1. It’s 6pm and you’re really really fit?

hungry. What’s best?

2. You’re thirsty. What drink is Don’t eat. Wait for dinner.

the healthiest?
0
3. Your temperature is 41 water

4. You can run 100 metres in 11 Yes, you’re very ill. Go to the
seconds. Are you… doctor now!

Mid A1 – DSKP: Read and enjoy A1 fiction/non-fiction print and digital texts
of interest.
Read the Health Quiz. Answer the questions using the phrases/words given.

Question Answers

1. It’s 6pm and you’re really

hungry. What’s best?
2. You’re thirsty. What drink is
the healthiest?
0
3. Your temperature is 41
4. You can run 100 metres in 11
seconds. Are you…

really fit? Don’t eat. Wait Yes, you’re very ill. Go

for dinner. to the doctor now!. Water.

194
 Learning Standard 3.3.1 Reading

High A1 – DSKP: Read and enjoy A1 fiction/non-fiction print and digital texts
of interest
Read the Health Quiz. Answer the questions using the phrases/words given.

Question Answers
1. It’s 6pm and you’re really
hungry. What’s best?
2. You’re thirsty. What drink is
the healthiest?
3. Your temperature is 41 0

4. You can run 100 metres in 11

seconds. Are you…
5. You can’t sleep and you’re
tired every morning.
What’s best?

really fit? Don’t eat. Wait Yes, you’re very ill. Go Don’t go to
for dinner. to the doctor now!. Water. bed late.

QA
?
?

?
195
 Learning Standard 4.2.1 Writing

SOW 98 - English Plus 1 pg. 57, Activity 2

Low A1 – DSKP: Ask for and give basic personal information using basic
questions and statements.
Complete the table with things you love doing and things you don’t mind doing
from the given words/phrases.

Things I love doing Things I don’t mind doing

I love ____________ I don’t mind ____________

I love ____________ I don’t mind ____________

eating burgers eating fruit camping cycling

Mid A1 – DSKP: Express simple opinions.

Complete the table with any two things you love doing and things you don’t mind doing
from the given words/phrases.

Things I love doing Things I don’t mind doing

I love ____________ I don’t mind ____________

I love ____________ I don’t mind ____________

eating burgers eating fruit camping cycling eating snacks swimming

High A1 – DSKP: Explain and give reasons for simple opinions.

Complete the table with any two things you love doing and things you don’t mind
doing using the word/phrase given. Add one extra item own your own.

Things I love doing Things I don’t mind doing

I love ____________ I don’t mind ____________

I love ____________ I don’t mind ____________

eating burgers cycling

196
 Learning Standard 4.2.2 Writing

SOW 100 - English Plus 1 pg. 57, Activity 5

Low A1 – DSKP: Express simple ability.

Complete the sentences with the correct words.

2. E_________this 1. V_________ this

before August 2018. place.

4. Don’t d_________ 3. G_________

this water. right here.

Go drink Visit Eat

Mid A1 – DSKP: Make and give reasons for simple predictions.

Circle the correct answer to complete the sentences.

1. Eat / Drink this before August 2018

2. Sleep at / Visit this place.

3. Don’t drink / pour this water.

4. Stay / Go right here.

197
 Learning Standard 4.2.2 Writing

High A1 – DSKP: Make and respond to simple offers and invitations.

Complete the sentences in the affirmative or negative form of the verbs given.

_________this before August 2018.

_________ this place.

_________ this water.

Visit Go Eat

_________ right here.

Don’t drink

VERB

_________

198
 Learning Standard 1.1.1 Listening

SOW 101 - English Plus 1 pg. 58, Activity 4

Low A1 – DSKP: Recognise and reproduce with support a range of high

frequency target language phonemes.
Listen and match the price of Aaron’s food.

cheese sandwich one pound eighty

chips one pound twenty

cola two pounds fifty

Mid A1 – DSKP: Recognise and reproduce with support a range of target

language phonemes.
Listen and sequence the price list of Aaron’s food.

two pounds fifty

one pound eighty

one pound twenty

High A1 – DSKP: Recognise and reproduce with support a wide range of target
language phonemes.
Listen and tick the food that Aaron buys.

cheese sandwich

chicken sandwich

salad

chips

cola

199
 Learning Standard 2.2.1 Speaking

SOW 102 - English Plus 1 pg. 58, Activity 5

Low A1 – DSKP: Give simple personal information using basic statements.

Complete the dialogue below and practice with a friend.

1. _________ I help you?

2. Can I _________please?

3. Would you _________with that?

4. _________else?

have a burger Can Anything like a salad

Mid A1 – DSKP: Ask about and express basic opinions.

Complete the dialogue below and practice with a friend.

1. _________I help you?

2. Can I _________please?

3. Would you _________with that?

4. _________else?

5. I’ll have a _________please.

have a burger Can Anything like a salad Cola

High A1 – DSKP: Explain and give reasons for basic opinions.

Complete the dialogue below with your favourite food/ drink

Then practice with a friend.

1. Can I help you?

2. Can I _________ please?
3. Would you_________with that?
4. Anything else?
5. I’ll have a _________please.

200
 Learning Standard 3.3.1 Reading

SOW 103 - English Plus 1 pg. 59, Activity 4

Low A1 – DSKP: Read and enjoy simple print and digital games at sentence level.
Based on the pictures, number the sentences in the correct order. The first one
has been done for you.

Finally, serve with ice-cream.

1 First, chop some fruit.

After that, cook for ten minutes.

Next, add some sugar.

1 2

3 4

Mid A1 – DSKP: Read and enjoy A1 fiction/non-fiction print and digital texts
of interest.
Based on the pictures, number the sentences in the correct order.

Finally, serve with ice-cream.

1 First, chop some fruit.

After that, cook for ten minutes.

Next, add some sugar.

1 2

3 4

201
 Learning Standard 3.3.1 Reading

High A1 – DSKP: Read and enjoy A1 fiction/non-fiction print and digital

texts of interest.
Based on the pictures, number the sentences in the correct order. Then
complete the sentences with the given words.

F_________ serve with ice-cream.

1 F_________ chop some fruit.

A_________ cook for ten minutes.

N_________ add some sugar.

1 2

3 4

After that Finally Next First

202
 Learning Standard 4.3.3 Writing

SOW 104 - English Plus 1 pg. 59, Activity 5

Low A1 – DSKP: Plan, draft and write simple sentences.

Answer the questions using the phrases given to write a simple food blog.

1. What is the name of your blog? (Eating Well)

2. What is on your menu? (sandwiches and shakes)
3. Why do you like this food? (healthy and easy to prepare)

The name of my blog is ____________ I have ____________ on my menu.

I like this food because it is ____________________________________

Mid A1 – DSKP: Plan, draft and write an increased range of simple sentences.
Answer the questions using the phrases given to write a simple food blog.

1. What is the name of your blog? (Eating Well)

2. What is on your menu? (sandwiches and shakes)
3. Why do you like this food? (healthy and easy to prepare)
4. What are the main ingredients? (vegetables and fruits)

The name of my blog is____________I have____________ on my menu.

I like this food because it is_____________________The main ingredients are
________________________

High A1 – DSKP: Produce a plan or draft of one paragraph for a familiar topic
and modify this.
Answer the questions by using the phrases given and writing your own.
Then rewrite it into a paragraph.
1. What is the name of your blog? (Eating Well)
2. What is on your menu? (____________ and____________)
3. Why do you like this food? (healthy and easy to prepare)
4. What are the main ingredients? (____________ and ____________)
The name of my blog is ____________I have ____________ on my menu.
I like this food because it is _______________________The main ingredients
are ________________________

203
Vocabulary Mats

Low A1

healthy play football listen to music jump up high

keep fit strong skip walk up

ZZ
Z

ride a bike sleep have fun play in the sun

204
Mid A1

breakfast chips egg lemonade

bread chocolate food ice-cream

burger drink grape meatballs

205
High A1

after then lunch pasta

before cafe milkshake picnic

first coffee noodles salad

206
 Learning Standard Recognise and sound out with support

Words with /ue/

1. Put students into small groups.
2. Student A reads a word. If the group agrees that the word was read correctly, Student A
can cover it with a counter.
3. Students take turns.
4. The first student to get four in a row is the winner.
.

glue rue sue true cue due blue

sued cued value argue issue undue blues

clues venue glue rue sue true cue

due blue sued cued value argue issue

undue blues clues venue glue rue sue

true cue due blue sued cued value

207
 Learning Standard Blend Phonemes

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Words with /aw/

dr

w
aw

sa

claw straw
jaw
w
ra

Bottom wheel

208
 Phonics Wheel Top Cover

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Top Wheel

Cut Out

209
 Learning Standard 3.1.4 Segment Phonemes

Words with /e-e/

1. Put students in small groups.

2. Student A rolls the dice and reads the sentence that corresponds to the number on the dice.
3. Other students in the group then take turns repeating Step 2.
3. Students can also play bingo with the words, and create ‘_e_e’ posters to put around the room.

Roll and Read: _e_e

eve scene delete even cheese

compete these theme concrete eve

scene delete even cheese compete

these theme concrete eve scene

delete even cheese compete these

theme concrete eve scene delete

210
Unit 6
Sport

In collaboration with:
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
107 216 62 1 Listening I can Understand the Guess the Guess the Guess the meaning
understand message the meaning of meaning of of unfamiliar words
some words teacher or unfamiliar unfamiliar from clues
and phrases. classmate is words by words from provided by other
communicating using visual clues provided known words.
by using visual clues when a by knowledge
clues when teacher or of the topic.
they are classmate is
speaking. speaking.
108 217 63 6 Speaking I can say what Introduce self Narrate very Narrate short Narrate short
I do in my free and others to short basic basic stories. basic stories and
time. an audience stories and events.
using fixed events.
phrases.
109 218 64 1 Reading I can Understand Understand Understand Understand
understand the specific specific specific specific
main point(s) information information information information and
from a short- and details of and details of and details of details of simple
written passage simple short simple simple texts of texts of two
in clear printed sentences. texts. one or two paragraphs or
script. paragraphs. more.

110 219 65 2 Writing I can write Write short Give simple Describe basic Narrate factual
simple familiar directions. everyday events and
sentences, instructions. routines. experiences of
using words interest.
given.

111 Non-Textbook-Based Lesson

212
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
112 220 65 8 Writing I can write Write short Give simple Describe basic Narrate factual
simple familiar directions. everyday events and
sentences, instructions. routines. experiences of
using given interest.
words.

113 221 66 3 Listening I can follow a Understand Understand Understand Understand with
short story if I with support with support with support support longer
listen to it and very short short simple short simple simple narratives
look at it simple narratives. narratives on on a range of
several times. narratives. a range of familiar topics.
familiar topics.

114 222 66 4 Speaking I can talk about Find out about Find out and Find out and Find out about
free-time personal describe describe and describe
activities. information basic experiences experiences up
by asking everyday in the past. to now.
basic routines.
questions.

115 223 67 2 Reading I can read and i) Reread a Guess the Guess the Guess the
understand a word, phrase meaning of meaning of meaning of
simple, short or sentence to unfamiliar unfamiliar unfamiliar words
description of understand words from words from from clues
a person. meaning. clues clues provided provided by title,
ii) Ignore provided by by title and topic, and other
unknown visuals and topic. known words.
words in order the topic.
to understand
a phrase or
sentence.

116 224 67 5 Writing I can write Spell a narrow Spell an Spell most high Spell a range of
simple, short range of increased frequency high frequency
sentences familiar high range of words words accurately
about seasonal frequency familiar high accurately in in independent
activities using words frequency guided writing. writing.
given words. accurately in words
guided writing. accurately in
guided writing.
213
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number

117 Non-Textbook-Based Lesson

118 226 97 2 Listening I can Understand Understand a Understand Understand a

understand an increased wide range of longer sequence of
the main point range of short short basic supported supported
(s) from a basic supported classroom classroom
short spoken supported classroom instructions. instructions.
passage. classroom instructions.
instructions.
119 227 68 3 Listening I can follow a Understand Guess the Guess the Guess the
short story if I the message meaning of meaning of meaning of
listen to it and the teacher or unfamiliar unfamiliar unfamiliar words
look at it classmate is words by using words from from clues
several times. communicating visual clues clues provided provided by
by using visual when a teacher by knowledge other known
clues when they or classmate is of the topic. words.
are speaking. speaking.
120 229 68 4 Speaking I can talk Introduce self Narrate very Narrate short Narrate short
about my and others to short basic basic stories. basic stories
holidays using an audience stories and and events.
simple and using fixed events.
short phrases.
sentences.

121 230 69 3 Reading I can read and Understand Understand Understand Understand
understand a specific specific specific specific
simple, short information information information information and
description of and details of and details of and details of details of simple
a person. simple short simple simple texts of texts of two
sentences. texts. one or two paragraphs or
paragraphs. more.

214
 Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number

122 69 231 4 Writing I can fill in the Plan, draft and Plan, draft Produce a plan Produce a plan
missing words write simple and write an or draft of one or draft of one
in a short text. sentences. increased paragraph for or two
range of a familiar topic paragraphs for
simple and modify this a familiar topic
sentences. appropriately and modify this
in response to appropriately in
feedback. response to
feedback.

123 Non-Textbook-Based Lesson

124 Non-Textbook-Based Lesson

Vocabulary Vocabulary Mats

Phonics Phonics

215
 Learning Standard 1.3.1 Listening

SOW 107 - English Plus 1 pg. 62, Activity 1

Low A1 – DSKP: Understand the message the teacher or classmate is communicating by

using visual clues when they are speaking.
Listen and number the sports in the correct order (1 to 5) .

swimming tennis athletics horse-riding football

Mid A1 – DSKP: Guess the meaning of unfamiliar words by using visual clues when a
teacher or classmate is speaking.
Listen and match the sport with the correct words.

cycling

tennis

swimming

football

athletics

horse-riding

High A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by
knowledge of the topic.
Listen and circle the correct words.

football / hockey swimming / sailing

horse-riding / rugby golf / athletics

badminton / tennis cycling / gymnastics

216
 Learning Standard 2.3.1 Speaking

SOW 108 - English Plus 1 pg. 63, Activity 6

Low A1 – DSKP: Introduce self and others to an audience using fixed phrases.
In pairs, complete the bingo below by sharing information about each other’s
favourite sport.

What sports do you like to play? I like to play ……………………………

What sports do you like to watch I like to watch …………………………. on TV.

on TV?

Mid A1 – DSKP: Narrate very short basic stories and events.

In pairs, complete the bingo below by sharing information about each other’s
favourite sport.

What sports do you like to play? I like to play ……………………………

What sports do you like to watch I like to watch …………………………. on TV.

on TV?

Are there any sports you want I want to try………………………………..

to try?

High A1 – DSKP: Narrate short basic stories.

In pairs, complete the bingo below by sharing information about each other’s
favourite sport.

What sports do you like to play? I like to play ……………………………

What sports do you like to watch I like to watch …………………………. on TV.

on TV?

Are there any sports you want I want to try………………………………..

to try?

Are you a fan of any sport? I am a fan of ………………………………..

217
 Learning Standard 3.2.2 Reading

SOW 109 - English Plus 1 pg. 64, Activity 1

Low A1 – DSKP: Understand specific information and details of simple sentences.

Read the texts on page 64 and circle the correct sport for each year.
Year Sport
1912 wrestling rugby

1924 table tennis ice hockey

1936 horse-riding swimming

1960 marathon golf

1988 high jump table tennis

2012 horse-riding wrestling

2016 golf ice hockey

Mid A1 – DSKP: Understand specific information and details of short simple texts.
Read the texts on page 64 and circle the correct sport for each year.
Year Sport
1912 wrestling rugby swimming

1924 table tennis ice hockey long jump

1936 horse-riding swimming swimming

1960 marathon golf golf

1988 high jump table tennis marathon

2012 horse-riding wrestling triathlon

2016 golf ice hockey golf

High A1 – DSKP: Understand specific information and details of simple texts of one or two
paragraphs.
Read the texts on page 64 and write the correct sport for each year.

Year Sport
1912
ice hockey
1924 swimming
1936 wrestling
horse riding
1960 table tennis
1988 marathon
golf
2012
2016

218
 Learning Standard 4.2.3 Writing

SOW 110 - English Plus 1 pg. 65, Activity 2

Low A1 – DSKP: Write short familiar instructions.

Fill in the blanks with the correct words.

The first marathon

2,500 years ago ________________________ (there was / there wasn’t) a war
between Greece and Persia and ____________________________ (there were /
there weren’t) a lot of battles. _________________________ (There was /
There wasn’t) a big battle in a place called Marathon, which the Greeks won. This was
important news but ______________________ (there was / there wasn’t) any
internet and __________________ (there was / there wasn’t) any telephones.

Mid A1 – DSKP: Give simple directions.

Fill in the blanks with the correct words.
The first marathon
2,500 years ago ________________________ (there was / there wasn’t) a war
between Greece and Persia and ____________________________ (there were /
there weren’t) a lot of battles. _________________________ (There was / T
here wasn’t) a big battle in a place called Marathon, which the Greeks won. This was
important news but ______________________ (there was / there wasn’t) any internet
and __________________ (there was / there wasn’t) any telephones. So, a man called
Pheidippides ran to Athens with news of the battle. He ran about forty-one kilometres.
______________________________________ (There were / There weren’t) any
good roads, so it was a difficult journey. When he arrived in Athens, he died.

High A1 – DSKP: Describe basic everyday routines.

Fill in the blanks with the correct words.

there was there wasn’t there were there weren’t

The first marathon

2,500 years ago ________________________a war between Greece and Persia and
____________________________ a lot of battles. ______________________
a big battle in a place called Marathon, which the Greeks won. This was important news but
______________________ any internet and __________________ any
telephones. So, a man called Pheidippides ran to Athens with news of the battle. He ran
about forty-one kilometres. ___________________________any good roads, so it
was a difficult journey. When he arrived in Athens, he died.

219
 Learning Standard 4.2.3 Writing

SOW 112 - English Plus 1 pg. 65, Activity 8

Low A1 – DSKP: Write short familiar instructions.

Complete the sentences with was or were.

1. I _______ born in Malaysia.

2. When I __________ younger, my favourite sport was badminton.

3. The number one song last week _________ Top of the World.

4. My favourite films last year __________ Batman and Iron Man.

5. My favourite day last week __________ Saturday.

Mid A1 – DSKP: Give simple directions.

Fill in the blanks with the words given.

1. I _______ (was / were) born in _____________ (Malaysia / Canada).

2. When I __________ (was / were) younger, my favourite sport was
____________ (badminton / football)
3. The number one _________ (song / songs) last week _________ (was / were)
Top of the World.
4. My favourite __________ (film / films) last year __________ (was / were)
Batman and Iron Man.
5. My favourite _________ (day / days) last week __________ (was /were)
Saturday.

High A1 – DSKP: Describe basic everyday routines.

Fill in the blanks with the words given.
1. I _______ (was / were) born in _____________ (Malaysia / Canada).
2. When I __________ (was / were) younger, my favourite sport was ____________
(badminton / football)
3. The number one _________ (song / songs) last week _________ (was / were) Top
of the World.
4. My favourite __________ (film / films) last year __________ (was / were) Batman
and Iron Man.
5. My favourite _________ (day / days) last week __________ (was /were) Saturday.
6. When I __________ (was / were) younger, my hobbies ___________ (was / were)
gardening and cycling.
7. My last meal ____________ (was / were) this morning for ______________
(breakfast / dinner).

220
 Learning Standard 1.2.3 Listening

SOW 113 - English Plus 1 pg. 66, Activity 3

Low A1 – DSKP: Understand with support very short simple narratives.

Listen and write the correct answers on Alana and Tom.

Alana Tom
1. She learned to skate when she was 1. He learned to skate when he was
________________ (four / seven ) ________________ (four / nine)

2. She first went to the X Games in 2. He first went to the X Games in

_________________________ ______________________
(Barcelona / Shanghai) (Miami / Shanghai)

3. She did a trick called ____________ 3. He did a trick called _____________

( 900 / 540 McTwist ) (900 / 1080)

Mid A1 – DSKP: Understand with support short simple narratives.

Listen and write the correct answers on Alana and Tom.
Alana Tom
1. She learned to skate when she was 1. He learned to skate when he was
________________ (four / seven ) ________________ (four / nine)

2. She first went to the X Games in 2. He first went to the X Games in

_________________________ ______________________
(Barcelona / Shanghai) (Miami / Shanghai)

3. She did a trick called ____________ 3. He did a trick called _____________

( 900 / 540 McTwist ) (900 / 1080)

4. She won an X Games medal when she 4. He won an X Games medal when she
was ______________________ was ______________________
(ten / twelve) (twelve / fourteen )

High A1 – DSKP: Understand with support short simple narratives on a range of familiar
topics.
Listen and replace the words underlined with the correct words.

1. She learned to skate when she was four. (____________)

2. She first went to the X Games in Miami. (__________________)

3. She did a trick called 900. (________________________)

4. She won an X Games medal when she was ten. (_____________________)

Barcelona twelve seven 540 McTwist

221
 Learning Standard 2.1.2 Speaking

SOW 114 - English Plus 1 pg. 66, Activity 4

Low A1 – DSKP: Find out about personal information by asking basic questions.
In pairs, complete the bingo below by asking the questions and sharing your answers.

1. What sports do you want to learn? 2. Where do you want to travel?

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

3. Do you want to become a star? 4. Can you do any dangerous sports?

………….. (Yes/No) ………….. (Yes/No)

Mid A1 – DSKP: Find out and describe basic everyday routines.

In pairs, complete the bingo below by asking the questions and sharing your answers.

1. What sports do you want to learn? 2. Where do you want to travel?

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

3. Do you want to become a star?

4. Can you do any dangerous sports?
………….. (Yes/No)
………….. (Yes/No)
Why? ……………………………………………………….

High A1 – DSKP: Find out and describe experiences in the past.

In pairs, complete the bingo below by asking the questions and sharing your answers .

1. What sports do you want to learn? 2. Where do you want to travel?

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

3. Do you want to become a star?

4. Can you do any dangerous sports?
………….. (Yes/No)
………….. (Yes/No)
Why? ……………………………………………………….

5. Can you do any dangerous sports? ………….. (Yes/No)

222
 Learning Standard 3.2.3 Reading

SOW 115 - English Plus 1 pg. 67, Activity 2

Low A1 – DSKP: i) Reread a word, phrase or sentence to understand meaning.

ii) Ignore unknown words in order to understand a phrase or sentence.

Read the text below and fill in the blanks with the correct words.

Abdul Latif Romly ………………… (went, gone) to the Rio Paralympic Games in 2016. He ……………….
(wins, won) the gold medal for the long jump on 11 September 2016. He actually ……………………….
(broke, broken) the world record for the long jump three times in one day. Abdul Latif won
Malaysia’s Sportsman of the Year award for his achievements.

Mid A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by visuals
and the topic.

Read the text below and fill in the blanks with the correct words.

Young Talent Superstar

Abdul Latif Romly ………………… (went, gone, goes) to the Rio Paralympic Games in 2016.
He ………………. (wins, won, win) the gold medal for the long jump on 11 September 2016. He
actually ………………………. (broke, broken, break) the world record for the long jump three times
in one day. Abdul Latif won Malaysia’s Sportsman of the Year award for his achievements.

High A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by title
and topic.

Read the text below and fill in the blanks with the given words.

Young Talent Superstar

Abdul Latif Romly ………………… to the Rio Paralympic Games in 2016. He ………………… the gold

medal for the long jump on 11 September 2016. He actually ………………………. the world record

for the long jump three times in one day. Abdul Latif won Malaysia’s Sportsman of the Year

award for his achievements.

went won broke

223
 Learning Standard 4.3.2 Writing

SOW 116 - English Plus 1 pg. 67, Activity 5

Low A1 – DSKP: Spell a narrow range of familiar high frequency words accurately in
guided writing.
Rewrite the sentences in the past tense. Use the words in the brackets to help you.

1. I first (watch) Olympics last year

(watched)

2. I last (do) my English homework last

night (did)

3. I first (come) to this school 5 years

ago (came)

4. I last (run) 100 metres two years

ago (ran)

Mid A1 – DSKP: Spell an increased range of familiar high frequency words accurately in
guided writing.
Rewrite the sentences in the past tense using the correct words given.

1. I first (watch) Olympics last year

(watched)

2. I last (do) my English homework last

night (did)

3. I first (come) to this school 5 years

ago (came)

4. I last (run) 100 metres two years

ago (ran)

5. I first (swim) in a pool last week.

6. I last (see) a good film last month.

came ran saw watched did swam

224
 Learning Standard 4.3.2 Writing

High A1 – DSKP: Spell most high frequency words accurately in guided writing.
Rewrite the sentences in the past tense using the words and key phrases given.

1. I first (watch) Olympics ……………….

2. I last (do) my English homework ………..

3. I first (come) to this school ……………….

4. I last (run) 100 metres ……………………

5. I first (swim) in a pool ……………………….

6. I last (see) a good film …………………..

Past tense Key phrases

came 5 years ago

ran 2 years ago

saw last month

watched last year

did last night

swam last week

225
 Learning Standard 1.2.4 Listening

SOW 118 - English Plus 1 pg. 97, Activity 2

Low A1 – DSKP: Understand an increased range of short basic supported classroom

instructions.
Listen and fill in the blanks in the table below with the given words.

Elsa’s game Finn’s game Chen’s game

Title My World World Rally ……………………

Opinion Good, then boring ………………………… terrible

Score ……………………….. 8/10 4/10

6/10 Hero exciting

Mid A1 – DSKP: Understand a wide range of short basic supported classroom instructions.
Listen and fill in the blanks in the table below with the given words.

Elsa’s game Finn’s game Chen’s game

Title My World ………………………… ……………………

Opinion Good, then boring ………………………… terrible

Score ……………………….. 8/10 4/10

6/10 Hero exciting World Rally

High A1 – DSKP: Understand longer supported classroom instructions.

Listen and fill in the blanks in the table below with the given words.

Elsa’s game Finn’s game Chen’s game

Title My World ………………………… ……………………

Opinion ……………………….. ………………………… terrible

Score ……………………….. 8/10 …………………………

6/10 Hero exciting World Rally 4/10 Good, then boring

226
 Learning Standard 1.3.1 Listening

SOW 119 - English Plus 1 pg. 68, Activity 3

Low A1 – DSKP: Understand the message the teacher or classmate is communicating by

using visual clues when they are speaking.

Listen and colour the phrases you hear.

Listening Text 1

great. to a concert.
It wasn’t I went
brilliant. to the cinema on a Saturday.

music boring.
The was really
film bad.

Mid A1 – DSKP: Guess the meaning of unfamiliar words by using visual clues when a
teacher or classmate is speaking.
Listen and circle the phrases you hear.
Listening Text 1

great. to a concert.
It wasn’t I went
brilliant. to the cinema on a Saturday.

music boring.
The was really
film bad.

Listening Text 2

cool. to a tennis match.

It wasn’t I went
brilliant. on a trip.

place amazing.
The was really
game boring.

227
 Learning Standard 1.3.1 Listening

High A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by
knowledge of the topic.
Listen and fill in the blanks in the table below with the given words.
Listening Text 1

great. to a concert.
It wasn’t I went
brilliant. to the cinema on a Saturday.

music boring.
The was really
film bad.

Listening Text 2

cool. to a tennis match.

It wasn’t I went
brilliant. on a trip.

place amazing.
The was really
game boring.

Listening Text 3

OK. to a concert.
It I went
cool. to a restaurant with my parents.

food terrible.
The was
music Nice.

228
 Learning Standard 2.3.1 Speaking

SOW 120 - English Plus 1 pg. 68, Activity 4

Low A1 – DSKP: Introduce self and others to an audience using fixed phrases.
In pairs, practice the dialogue below.

Student A Student B

1. How was your day? 1. It was cool. I went on a trip to Langkawi.

2. That’s good! Who were you with? 2. My cousins. Why don’t you come
next time?

3. Text me when you’re going. 3. Sure.

Mid A1 – DSKP: Narrate very short basic stories and events.

In pairs, complete the dialogue with the given words and then practice.

Student A Student B

1. How was your day? 1. It was cool. I went on a trip to …………...........

2. That’s good! Who were you with? 2. My …………......... . Why don’t you come
next time?

3. ………….. me when you’re going. 3. ………….......... .

Text Langkawi cousins Sure

High A1 – DSKP: Narrate short basic stories.

In pairs, complete the dialogue by selecting the words and then practice.

Student A Student B

1. How was your day? 1. It was cool. I went on a trip to …………...........

2. That’s good! Who were you with? 2. My …………......... . Why don’t you come
next time?

3. ………….. me when you’re going. 3. ………….......... .

Text / Call Melaka / Langkawi Cousins / friends Sure / Of course

Student A and B exchange roles and select different words to practice.

229
 Learning Standard 3.2.2 Reading

SOW 121 - English Plus 1 pg. 69, Activity 3

Low A1 – DSKP: Understand specific information and details of simple sentences.

Read the text about Usain Bolt on page 69. Match the topic to each paragraph.

Paragraph 1 Early career

Paragraph 2 Greatest moments

Paragraph 3 Basic information

Mid A1 – DSKP: Understand specific information and details of short simple texts.
Read the text about Usain Bolt on page 69. Circle the topic for each paragraph.

Paragraph 1 His life now / Early career

Paragraph 2 Problems / Greatest moments

Paragraph 3 Basic information / His life now

High A1 – DSKP: Understand specific information and details of simple texts of one or two
paragraphs.
Read the text about Usain Bolt on page 69. Circle the topic for each paragraph.

Paragraph 1 His life now / Early career / Greatest moments

Paragraph 2 Problems / Greatest moments / Basic information

Paragraph 3 Basic information / His life now / Problems

230
 Learning Standard 4.3.3 Writing

SOW 122 - English Plus 1 pg. 69, Activity 4

Low A1 – DSKP: Plan, draft and write simple sentences.

Think of a sports star you like and write his/her profile by completing the paragraph below.

Name of sports star:……………………………………………

His / Her name is ………………………………………… He/ She was born in

………………………………… and at the age of ……………………………… he / she

played …………………………….……………

Mid A1 – DSKP: Plan, draft and write an increased range of simple sentences.

Think of a sports star you like and write his/her profile by completing the paragraph below.

Name of sports star:……………………………………………

His / Her name is ………………………………………… He/ She was
born in ………………………… and at the age of ……………………………… he / she
played…………………………………..…………… and won ……………………….…………… place.

High A1 – DSKP: Produce a plan or draft of one paragraph for a familiar topic and modify
this appropriately in response to feedback.
Think of a sports star you like and write his/her profile by completing the paragraph below.

Name of sports star:……………………………………………

His / Her name is ………………………………………… He/ She was born in
………………………………… and at the age of ……………………………he /
she played …………………………………..…… and won ……………………….……………
place. Now, he/she is ………………………………………………

231
Vocabulary Mats

Low A1

play football tennis listen to music good idea

go swimming badminton week hockey

ride a horse snorkel ride a bicycle perfect

232
Mid A1

basketball cousin enjoy hockey

bat dad friends skateboarding

soccer family grandma tennis racket

233
High A1

aunt bad cafe field

daughter boring cinema holiday

uncle brilliant circus ice skating

234
 Learning Standard 3.1.2 Recognise and sound out with support.

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Words with /ph/

ph

h
ap
on

gr
e

elephant
photo
n

tro
hi
lp

ph
do

Bottom wheel

235
 Learning Standard 3.1.3 Blend Phonemes

Words with /wh/

Roll and Read
1. Put students in pairs or small groups.
2. Student A rolls the dice and reads the words that correspond to the number on the dice.
3. Student B then rolls the dice and repeats step 2.
4. Students take turns to repeat step 2-3.

white whisk when whack whale

whip whale who white wheat

what where wheel white whizz

whack whizz whey whisker which

whisk wheel why wheat whisker

where wheel why wheat whisker

236
 Learning Standard 3.1.4 Segment Phonemes

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Words with /i-e/

kit

ice
e

ice
rice
nic
e
lif

Bottom wheel

237
 Phonics Wheel Top Cover

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Top Wheel

Cut Out

238
Unit 7
Growing Up

In collaboration with:
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
125 244 72 3 Listening When people Recognise Recognise Recognise and Recognise and
speak, I can and reproduce and reproduce with reproduce with
understand with support a reproduce support a wide little or no support
common range of high with support a range of target a wide range of
phrases and frequency range of language target language
often used target target phonemes. phonemes.
words on the language language
topics I know phonemes. phonemes.
something
about.

126 245 73 7 Speaking I can describe Describe Describe Describe Describe people,
people. objects using people and people places and
suitable words objects using and objects objects using
and phrases. suitable words using suitable suitable
and phrases.. statements. statements.

127 246 73 7 Reading I can Use a picture Recognise Recognise and Use with support
understand dictionary to and use with use with little or familiar print and
familiar written find, list and support key no support key digital resources
phrases, e.g. categorise features of a features of a to check
simple phrases. words from simple simple meaning.
Year 2 topics monolingual monolingual
and themes. dictionary. dictionary.

128 247 75 6 Writing I can fill in the Ask for and Express Explain and Give detailed
missing words give basic simple give reasons information
in a short text. personal opinions. for simple about
information opinions. themselves.
using basic
questions and
statements.

129 Non-Textbook-Based Lesson

240
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number

130 248 98 3 Listening I can Understand Understand Understand Understand with

understand a with support with support with support support specific
range of specific specific specific information and
familiar spoken information information information details of longer
phrases. and details of and details and details of simple texts on a
simple of short longer simple range of familiar
sentences. simple texts. texts.. topics.
131 249 76 3 Listening I can listen for Understand Understand Understand Understand
specific with support with support with support with support
biographical very short short simple short simple longer simple
information. simple narratives. narratives on narratives on a
narratives. a range of range of familiar
familiar topics. topics.
132 250 76 4&5 Speaking I can speak in Give simple Ask about Explain and Give detailed
simple personal and express give reasons information
sentences information basic for basic about
about people using basic opinions. opinions. themselves.
and places I statements.
know.
133 252 76 1 Reading I can read i) Reread a Guess the Guess the Guess the
short word, phrase meaning of meaning of meaning of
sentences. or sentence to unfamiliar unfamiliar unfamiliar words
understand words from words from from clues
meaning. clues clues provided provided by title,
ii) Ignore provided by by title and topic, and other
unknown visuals and topic. known words.
words in order the topic.
to understand
a phrase or
sentence.
134 253 77 4 Writing I can write Ask for and Express Explain and Give detailed
simple give basic simple give reasons information
sentences, personal opinions. for simple about
using words information opinions. themselves.
given to them. using basic
questions
and
statements.
241
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number

135 Non-Textbook-Based Lesson

136 254 80 1 Reading I can Use a picture Recognise and Recognise and Use with support
understand dictionary to use with use with little or familiar print
what personal find, list and support key no support key and digital
information is categorise features of a features of a resources to
demanded in words from simple simple check meaning.
a simple. Year 2 topics monolingual monolingual
and themes. dictionary. dictionary.
137 255 78 1 Listening I can Understand Understand a Understand Understand a
understand and increased wide range of longer sequence of
very short range of short short basic supported supported
conversations basic supported classroom classroom
when people supported classroom instructions. instructions.
speak slowly classroom instructions.
and clearly. instructions.

138 256 78 4 Speaking I can build Give a short Give a short Give a longer Ask for, give and
short sequence of sequence of sequence of respond to
sentences to basic basic basic simple advice.
describe instructions. directions. instructions or
things. directions.

139 258 119 3 Reading I can read Read and Read and Read and Read and enjoy
short enjoy simple enjoy A1 enjoy A1 fiction/ A2 fiction/non-
sentences. print and fiction/non- non-fiction fiction print and
digital games fiction print print and digital texts of
at sentence and digital digital texts of interest.
level. texts of interest.
interest.

242
 Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
140 260 119 5 Writing I can write Connect Connect Connect Connect
something words and sentences sentences into sentences into
about myself. proper names using basic a coherent one or two
using basic coordinating paragraph coherent
coordinating conjunctions. using basic paragraphs
conjunctions. coordinating using basic
conjunctions coordinating
and reference conjunctions and
pronouns. reference
pronouns.

141 Non-Textbook-Based Lesson

142 Non-Textbook-Based Lesson

Vocabulary Vocabulary Mats

Phonics Phonics

243
 Learning Standard 1.1.1 Listening

SOW 125 - English Plus 1 pg. 72, Activity 3

Low A1 – DSKP: Recognise and reproduce with support a range of high frequency
target language phonemes.
Listen and match the words that have the same sound.

height ear

round light

beard brown

Mid A1 – DSKP: Recognise and reproduce with support a range of target

language phonemes.
Listen and colour the words with the same sound for each set.

Set 1 Set 2 Set 3

height round height

light brown beard

hair broad ear

High A1 – DSKP: Recognise and reproduce with support a wide range of target
language phonemes.
Listen and colour the words with the same sound for each set.

Set 1 Set 2 Set 3 Set 4

height round height bald

light brown beard fair

hair broad ear hair

244
 Learning Standard 2.1.5 Speaking

SOW 126 - English Plus 1 pg. 73, Activity 7

Low A1 – DSKP: Describe objects using suitable words and phrases.

Use the words to describe the pictures. Use the phrase “He / She has…’

He / She
has…
straight brown round face
sunglasses black hair
hair eyes

Mid A1 – DSKP: Describe people and objects using suitable words and phrases.
Use the words to describe the pictures using the given phrases.

He / She
had…

sunglasses/ a round / black /

curly hair a thin face red hair
He / She
has...
now

High A1 – DSKP: Describe people and objects using suitable statements.

Describe each picture with the given words in complete sentences.

It’s….. with
he/she is…

245
 Learning Standard 3.2.4 Reading

SOW 127 - English Plus 1 pg.73, Activity 7

Low A1 – DSKP: Use a picture dictionary to find, list and categorise words from
Year 2 topics and themes.

Read the sentences and then complete the table to describe the words given.
1. As a child the singer had straight hair.
2. In films, this actor has sometimes got blue skin and green eyes.
3. Who is this cure little boy with the round face?
4. This actor had amazing curly red hair in 2003.

1. hair 3. face
2. eyes 4. red hair

Mid A1 – DSKP: Recognise and use with support key features of a simple
monolingual dictionary.
Use a dictionary and write words that describe the pictures.

………… face ………. legs ………. eyes ………. hair …… toes

High A1 – DSKP: Recognise and use with little or no support key features of a
simple monolingual dictionary.
Use a dictionary and write words that describe each part of the body.

Words to Parts of Words to Parts of

describe the body describe the body
long hair round face
legs eyes
toes nails
arm head

246
 Learning Standard 4.2.1 Writing

SOW 128 - English Plus 1 pg. 75, Activity 6

Low A1 – DSKP: Ask for and give basic personal information using basic
questions and statements.
The text below is in the past tense. Underline the correct words in the text.

Between the ages of ten and twenty, Daniel Radcliffe (act / acted)
in seven Harry Potter films. In that time, he (did / do) not make
other films and he (does / did) not go to school. A tutor
(give / gave) special classes to all the actors.

Mid A1 – DSKP: Express simple opinions.

The text below is in the past tense. Underline the correct words in the text.
Between the ages of ten and twenty, Daniel Radcliffe (act / acted)
in seven Harry Potter films. In that time, he (did / do) not make other
films and he (does / did) not go to school. A tutor (give / gave)
special classes to all the actors.
Sometimes very young actors have problems because their lives
aren’t normal but Daniel (did / does) have a bad time. He
(loved / love) the job and (had / have) a lot of friends and fun.

High A1 – DSKP: Explain and give reasons for simple opinions.

Complete each sentence in the past tense. Use the words in the box to help you.

loved did acted had gave

1. Daniel Radcliffe acts in seven Harry Potter films.

Daniel Radcliffe ……………………. in seven Harry Potter films.
2. He does not make any other films.
He ……………… not make any other films.
3. A tutor gives special classes to all the actors.
A tutor ………………. special classes to all the actors.
4. He loves the job and has a lot of friends and fun.
He ……………… the job and ……………. a lot of friends and fun.

247
 Learning Standard 1.2.2 Listening

SOW 130 - English Plus 1 pg. 98 Activity 3

Low A1 – DSKP: Understand with support specific information and details of

simple sentences.
Listen and match the correct answer to each question.

Question Answer

1. Why wasn’t Mark in the photo? Beth

2. What did they make? Suzi
3. Who made the best cake? Chocolate cake
4. Who took the photo? He went to see the doctor.

Mid A1 – DSKP: Understand with support specific information and details of

short simple texts.
Listen and fill in the blanks with the given words.

Beth cake doctor Suzi

1. Why wasn’t Mark in the photo? He went to the ……………………………………....

2. What did they make? Chocolate ……………………………....
3. Who made the best cake? ……………….…………………...
4. Who took the photo? …………………………..…………………..

High A1 – DSKP: Understand with support specific information and details of

longer simple texts.
Listen and fill in the blanks with the correct words.

1. Why wasn’t Mark in the photo? He went to see the ……………..………….. (doctor / teacher)

2. What did they make? Chocolate ………….……...…….. (biscuit / cake)

3. Who made the best cake? ………………..……..…….. (Mark / Beth)

4. Who took the photo? …………………………..…….. (Suzi / Amy)

248
 Learning Standard 1.2.3 Listening

SOW 131 - English Plus 1 pg. 76, Activity 3

Low A1 – DSKP: Understand with support very short simple narratives.

Listen and fill in the blanks with the correct words.
seventeen Yes 1918 Gentle

1. When was he born?

In February ..................................
2. Did he have any brothers and sisters?
……….…………………… he did.
3. How old was he when he left school?
He left school when he was …………………….……
4. What did people call him?
People called him the ……………...………… Giant.

Mid A1 – DSKP: Understand with support short simple narratives.

Listen and underline the correct answer.
1. When was he born?
In February ........................................ in Alton, Illinois, in the USA (1918 / 1981).
2. Did he have any brothers and sisters?
Yes, he did. He was the oldest of five children. He had ……………………(two / three)brothers
and ………………………… sisters (two/ four).
3. At what age did he leave school?
He left school when he was ……………………... (15 / 17)
4. What did people call him?
People called him the Giant of Illinois or the Gentle Giant because he ………………………….
very quiet. (spoke / sang)

High A1 – DSKP: Understand with support short simple narratives on a range of

familiar topics.
Listen and underline the correct answer.
1. When was he born?
In February ........................................ in Alton, Illinois, in the USA (1918 / 1981).
2. Did he have any brothers and sisters?
Yes, he did. He was the oldest of five children. He had ……………………(two / three)brothers
and ………………………… sisters (two/ four).They were all a ……………. height (different / normal).
3. At what age did he leave school?
He left school when he was ……………………... (15 / 17)
4. What did people call him?
People called him the Giant of Illinois or the Gentle Giant because he ………………………….
very quiet. (spoke / sang)
5. Did he travel much?
Yes, he did. He visited …………………… different towns in the USA when he travelled for the
shoe company. (850 / 800).
6. When did he die?
He died at the age of ………...………… (25/22) because of a problem with one of his
…………………….… (tooth / feet).
249
 Learning Standard 2.1.1 Speaking

SOW 132 - English Plus 1 pg. 76, Activity 4 & 5

Low A1 – DSKP: Give simple personal information using basic statements.

Complete the table below with information about a classmate. Give short
answers.
Where was your father Where did you grow up? Where was your mother
born? I grew up in born?
He was born in My mother was born in
………………..…….....…….....…….....… ………………………………………….. ………………………………………..
What did you eat for Who taught you English What was your favourite
breakfast this morning? last year? subject in Year 4?My
I ate ……………….................... for ……………………………………..taught favourite subject in Year
breakfast this morning me English last year.
4 was ………………………….................

Mid A1 – DSKP: Ask about and express basic opinions.

Complete the table below with information about a classmate. Ask and answer
in complete sentences.

Where was your father Where did you grow up? What year was your
born? mother born?
……………………..................................
………………..……………..................... …………………………............................

What did you eat for Who taught you English What was your favourite
breakfast this morning? last year? subject in Year 4?

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

250
 Learning Standard 2.1.1 Speaking

High A1 – DSKP: Explain and give reasons for basic opinions.

Complete the table below with information about a classmate. Ask and answer
in complete sentences.

Where was your father Where did you grow up? What year was your
born? mother born?

……………….………………... …………………….…………………….
…………………………….…………
What did you eat for Who taught you English What was your favourite
breakfast this morning? last year? subject in Year 4?

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

251
 Learning Standard 3.2.3 Reading

SOW 133 - English Plus 1 pg. 76 Activity 1

Low A1 – DSKP: i) Reread a word, phrase or sentence to understand meaning.

Choose the past tense for the words in blue and write it in the given space.

went to university had children got a job left school

1. At what age did he leave school?

( ......................................... )
2. Did he go to university?
UNIVERSITY

( ......................................... )
3. Where did he get a job?
( ......................................... )
4. Did he get married and have children?
( ......................................... )

Mid A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by
visuals and the topic.
Read and colour the correct past tense for the words in blue. The first one is
done for you.

1. Where did he grow up and go to school? 1 grew up grown up

2. At what age did he leave school? 2 will leave school left school
3. Did he go to university? 3 went to university goes to university
4. Where did he get a job? 4 got a job gets a job
5. Did he get married and have children? 5 will have children had children

High A1 – DSKP: Guess the meaning of unfamiliar words from clues provided
by title and topic.
Read and underline the correct past tense for the words in blue.
1. Where did he grow up and go to school? (grew up / grown up / will grow up)
2. At what age did he leave school? (will leave school / left school / leaves school)
3. Did he go to university? (gone to university / goes to university /
went to university)
4. Yes, he did, but he didn’t get a qualification. (got a qualification / gets a
qualification / gotten a qualification)
5. Where did he get a job? (gotten a job / got a job / gets a job)
6. Did he get married and have children? (has children / will have children
/ had children)
7. When did he die? (dies / died / will die)

252
 Learning Standard 4.2.1 Writing

SOW 134 - English Plus 1 pg. 77, Activity 4

Low A1 – DSKP: Ask for and give basic personal information using basic
questions and statements.

Complete the paragraph with the given words.

five Melaka Nicole David Lee Chong Wei

Last weekend I went to ……………………….……….. and went to the cinema with …………………….………..
Then we had dinner with …………………………. and we talked and danced for ………………………… hours.

Mid A1 – DSKP: Express simple opinions.

Match the questions to the correct answers.
Where did you go last weekend? I talked and danced for five hours.
Who did you go to the cinema with? I had dinner with Lee Chong We
Who did you have dinner with? Last weekend I went to Melaka.
How long did you talk and dance? I went to the cinema with Nicole David.
Now write the answers into a paragraph.
Last weekend I ………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………….……………………………………………
………………………………………………………………………………………………………………………………………………………………………………………

High A1 – DSKP: Explain and give reasons for simple opinions.

Colour the correct box that answers each question.
Where did you go last Last weekend I went Last weekend I had
weekend? to Melaka. fried chicken.
Who did you go to the I went fishing. I went with Nicole David.
cinema with?
Who did you have I had dinner with I had dinner at a
dinner with?? Lee Chong Wei. restaurant.
How long did you talk I talked and danced I talked and danced
and dance? with Nicole David. for three hours.
Now write the answers into a paragraph.
Last weekend I ………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………….……………………………………………
………………………………………………………………………………………………………………………………………………………………………………………

253
 Learning Standard 3.2.4 Reading

SOW 136 - English Plus 1 pg. 80, Activity 1

Low A1 – DSKP: Use a picture dictionary to find, list and categorise words from
Year 2 topics and themes.
Read and underline the correct word.

He has curly (fair / dark) hair and he is wearing (a hat / glasses).

He has a (round /square) face. He hasn’t got a (beard / hat) or a
(moustache / sunglasses). He has grey eyes. He is (short / tall)
and (fat / slim.)

Mid A1 – DSKP: Recognise and use with support key features of a simple
monolingual dictionary.
Read and fill in the blanks with the correct words.

grey beard dark tall moustache

round glasses slim

He has curly …………. hair and he is wearing ……………. He has a

…………….. face. He has a …………….. and a …………… He has ……………..
eyes. He is …………… and ……………………

High A1 – DSKP: Recognise and use with little or no support key features of a
simple monolingual dictionary.
Use a dictionary to find the opposite meaning of the words underlined.

He has curly fair hair and he is wearing glasses. He has a square

face. He hasn’t got a beard or a moustache. He has grey eyes.
He is tall and slim.

curly - ………… fair - ……………….. tall - ……………… slim - …………..

254
 Learning Standard 1.2.4 Listening

SOW 137 - English Plus 1 pg. 78, Activity 1

Low A1 – DSKP: Understand an increased range of short basic supported

classroom instructions.
Imagine you can interview your favourite singer or actor. Listen and complete
the dialogue with the words given.
ten school sang city

Interviewer: Great. So, when did you decide to become a singer?

Pop Star: Good question. I decided when I was at ………………..
Interviewer: Really? How old were you?
Pop Star: Oh, about ……………… I think.
Interviewer: Cool! Did you enjoy living there?
Pop Star: Sure. It was exciting to be in a big …………………
Interviewer: OK. One more question. What was the most exciting moment in your career?
Pop Star: Mmm. That’s a difficult one. I guess it was when I ………..……… with Beyonce last
year.
Mid A1 – DSKP: Understand a wide range of short basic supported classroom instructions.
Imagine you can interview your favourite singer or actor.
. Listen and complete the dialogue with the correct words.
Interviewer: Great. So, when did you decide to become a singer?
Pop Star: Good question. I ………….……… when I was at ………………..
(decided / school)
Interviewer: Really? How old were you?
Pop Star: Oh, about ……………… I ……..………. (think / ten)
Interviewer: Cool! Did you enjoy living there?
Pop Star: Sure. It was ……………..…… to be in a big ………………… (city / exciting)
Interviewer: OK. One more question. What was the most exciting moment in your career?
Pop Star: Mmm. That’s a difficult one. I guess it was when I ………..……… with Beyonce last
……...……… (sang / year)

High A1 – DSKP: Understand longer supported classroom instructions.

Imagine you can interview your favourite singer or actor. Listen and complete the
dialogue with the words given.
ten think school decided sang exciting city year
Interviewer: Great. So, when did you decide to become a singer?
Pop Star: Good question. I ……………….... when I was at ……………….…….
Interviewer: Really? How old were you?
Pop Star: Oh, about ……...………, I ……..……....
Interviewer: Cool! Did you enjoy living there?
Pop Star: Sure. It was …………….…….... to be in a big ………………...
Interviewer: OK. One more question. What was the most exciting moment in your career?
Pop Star: Mmm. That’s a difficult one. I guess it was when I ……….……...
with Beyonce last ………….……......
255
 Learning Standard 2.1.3 Speaking

SOW 138 - English Plus 1 pg. 78 Activity 4

Low A1 – DSKP: Give a short sequence of basic instructions.

Ask your friend about his/her holiday trip.

Ask Answer

Where did you go for your holiday? I went to……………….

Really! How long were you there? For ……………… days.

What did you do there? I ……………… and ………………..

Did you enjoy yourself? Yes, ………………………….

Mid A1 – DSKP: Give a short sequence of basic directions.

Ask your friend about his/her holiday trip.

Ask Answer

Where did you go for your holiday? I ……………………..

Really! How long were you there? For……………………………

What did you do there? I …………………… and ……………………

Did you enjoy yourself? …………………………….

256
 Learning Standard 2.1.3 Speaking

High A1 – DSKP: Give a longer sequence of basic instructions or directions.

Use the dialogue from Activity 1 (page 78.). Role play as interviewer and pop star
using the reactions given.
Interviewer: Great. So, when did you decide to become a singer?
Pop Star: Good question. I decided when I was at school.
Interviewer: Really? How old were you? (surprised)
Pop Star: Oh, about ten, I think. (thinking)
Interviewer: Cool! Did you enjoy living there? (happy and surprised)
Pop Star: Sure. It was exciting to be in a big city. (smiling)
Interviewer: OK. One more question. What was the most exciting moment in your career?
Pop Star: Mmm. That’s a difficult one. I guess it was when I sang with Beyonce last
year. (smiling)

High A1 – DSKP: Give a longer sequence of basic instructions or directions.

Ask your friend about his/her holiday trip.

Ask Answer

Where did you go for your holiday? I

Really! How long were you there? For

What did you do there? I and

Did you enjoy yourself?

Will you go there again?

257
 Learning Standard 3.3.1 Reading

SOW 139 - English Plus 1 pg. 119, Activity 3

Low A1 – DSKP: Read and enjoy simple print and digital games at sentence level.

Fill in the blanks.

1. …………………… did you live when you were young?

2. ………….………… did you look like when you were young?

3. ………….………… was your best friend when you were nine?

4. …………………… did you come to school this morning?

5. ………..………… did you start learning English?

When Where What Who How

Mid A1 – DSKP: Read and enjoy A1 fiction/non-fiction print and digital texts
of interest

Circle the correct words.

1. …………………… did you live when you were young? (Where, How, When)

2. ……………………. did you look like when you were young? (When, How, What)

3. ………….………… was your best friend when you were nine? (What, Why, Who)

4. …………………… did you come to school this morning? (Why, How, Where)

5. ………..………… did you start learning English? (What, Who, When)

258
 Learning Standard 3.3.1 Reading

High A1 – DSKP: Read and enjoy A1 fiction/non-fiction print and digital texts
of interest.
Write the correct answer for each question.

1. Where did you live when you were young?

……………………………………………………………………………….
………………………………………………………………………………... I came to school this
2. How did you look like when you were young? morning by bus.
……………………………………………………………………………….. I started learning English
……………………………………………………………………………….. when I was seven.
3. Who was your best friend when you were nine?
I lived in a town when
………………………………………………………………………………. I was young.
………………………………………………………………………………..
I lived in a town when
4. How did you come to school this morning?
I was young.
………………………………………………………………………………..
……………………………………………………………………………….. My best friend was
5. When did you start learning English? Ben when I was nine.
………………………………………………………………………………
I had red hair and my eyes
……………………………………………………………………………….. were blue when I was young.

259
 Learning Standard 4.2.4 Writing

SOW 140 - English Plus 1 pg. 119, Activity 5

Low A1 – DSKP: Connect words and proper names using basic coordinating
conjunctions.
Imagine you are 60 years old. Match the phrases and rewrite into complete
sentences.

1. I was born in was very small and shy.

2. When I was young, I Kelantan and stayed with my grandmother.
3. I wanted to be a a teacher for 5 years.
4. My first job was nurse or a doctor.

1. I was born in ………………………………………………………………………………………………………….....

2. When I was young, I……………………………………………………………………………………………….
3. I wanted to be a ……………………………………………………………………………………………………..
4. My first job was ……………………………………………………………………………………………………....

Mid A1 – DSKP: Connect sentences using basic coordinating conjunctions.

Imagine you are 60 years old. Match the phrases and rewrite into a complete
paragraph.

1. I was born in was very small and shy.

2. When I was young, I Kelantan and stayed with my grandmother.
3. I wanted to be a a teacher for 5 years.
4. My first job was nurse or a doctor.

I was born in ………………………………………………………………………………………………………………………………………

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

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

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

260
 Learning Standard 4.2.4 Writing

High A1 – DSKP: Connect sentences into a coherent paragraph using basic

coordinating conjunctions and reference pronouns.
Imagine you are 60 years old. Complete the phrases using the key words and
rewrite into a paragraph.

Key words Conjunctions

1. I was born in very - small - shy and
2. When I was young, I Kelantan - stayed -
my grandmother. and

3. I wanted to be a teacher – 5 years for

4. My first job was nurse - doctor. or

I was born in ………………………………………………………………………………………………………………………………………

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

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

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

261
Vocabulary Mats

Low A1

head hand toes bones

arm knee foot brown

fingers leg wings black

262
Mid A1

body ear feet hair

face foot grey mouth

eye glasses mirror nose

263
High A1

beard neck tall city

curly shoulder thin film star

moustache stomach film farm

264
 Learning Standard 3.1.2 Recognise and sound out with support.

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Words with ‘ew’ /ju:/

fe

w
w

de

new pew
gr
ew

ew
bl

Bottom wheel

265
 Learning Standard 3.1.3 Blend Phonemes

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Words with ‘o-e’ /

co

e
m
ne

ho

zone dome
bo
ve
do

ne

Bottom wheel

266
 Learning Standard 3.1.4 Segment Phonemes

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Words with ‘oe’ /

ho

e
do
e

foe toes
es

wo
go

Bottom wheel

267
 Phonics Wheel Top Cover

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Top Wheel

Cut Out

268
Unit 8
Going Away

In collaboration with:
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number

Listening I can Understand Guess the Guess the Guess the

143 274 82 1 meaning of
understand the message meaning of meaning of
a range of the teacher or unfamiliar unfamiliar unfamiliar words
familiar classmate is words by words from from clues
spoken communicating using visual clues provided provided by
phrases. by using visual clues when a by knowledge other known
clues when teacher or of the topic. words.
they are classmate is
speaking. speaking.

144 275 83 6 Speaking I can name Ask about and Ask about, Give reasons Ask about and
common express ability. make and for simple describe future
objects, respond to predictions. plans.
animals, and simple
food, as well as predictions.
basic colours.
145 276 85 2 Reading I can talk Spell a narrow Spell an Spell most high Spell a range of
about future range of increased frequency high frequency
plans and familiar high range of words words accurately
intentions. frequency familiar high accurately in in independent
words frequency guided writing. writing.
accurately in words
guided writing. accurately in
guided writing.

146 277 85 2 Writing I can write Spell a narrow Spell an Spell most high Spell a range of
simple, short range of increased frequency high frequency
sentences familiar high range of words words accurately
about free- frequency familiar high accurately in in independent
time activities, words frequency guided writing. writing.
using given accurately in words
pictures and guided writing. accurately in
words. guided writing.

147 Non-Textbook-Based Lesson

270
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
148 278 85 4 Writing I can write Use capital Use capital Use capital Use capital
simple, short letters and letters, full letters, full letters,
sentences full stops stops, and stops, question full stops,
about appropriately question marks, and question marks,
seasonal in guided marks commas in and commas
activities writing at appropriately lists in lists
using given sentence in guided appropriately appropriately
pictures and level. writing at in guided in independent
words. sentence writing at writing at
level. discourse level. discourse level.

149 280 86 2 Listening I can Understand Guess the Guess the Guess the
understand the message meaning of meaning of meaning of
when s the teacher or unfamiliar unfamiliar unfamiliar words
omeone classmate is words by words from from clues
speaks about communicating using visual clues provided provided by
the weather in by using visual clues when a by knowledge other known
simple, short clues when teacher or of the topic. words..
sentences. they are classmate is
speaking. speaking.
150 282 86 6 Speaking I can talk Ask for Ask for Check steps Agree a set of
about the attention or attention or needed to basic steps
weather. help from a help from a complete needed to
teacher or a teacher or a short complete short
classmate by classmate by classroom classroom tasks.
using suitable using suitable tasks.
statements questions.
and questions.
151 283 87 2 Reading I can make I can read and Guess the Guess the Guess the
predictions understand meaning of meaning of meaning of
about the simple, short unfamiliar unfamiliar unfamiliar words
future. sentences words from words from from clues
about the clues clues provided provided by title,
holidays. provided by by title and topic, and other
visuals and topic. known words.
the topic.

271
Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
152 284 89 2 Writing I can write Plan, draft Plan, draft Produce a plan Produce a plan or
simple, short and write and write an or draft of one draft of one or
sentences simple increased paragraph for two paragraphs
about seasonal sentences. range of a familiar topic for a familiar
activities using simple and modify topic and modify
given pictures sentences. this this appropriately
and words. appropriately in response to
in response to feedback.
feedback.

153 Non-Textbook-Based Lesson

154 285 90 7 Listening I can follow a Understand Understand Understand Understand with
short story if I with support with support with support support specific
listen to it and specific specific specific information and
look at it information information information details of longer
several times. and details of and details and details of simple texts on
simple of short longer simple a range of
sentences. simple texts. texts. familiar topics.

155 286 99 2 Listening I can Understand Understand Understand Understand with

understand with support with support with support support longer
when someone very short short simple short simple simple narratives
speaks about simple narratives. narratives on on a range of
the weather in narratives. a range of familiar topics.
simple, short familiar topics.
sentences.

156 287 99 5 Speaking I can say Ask for Ask for Check steps Agree a set of
what the attention or attention or needed to basic steps
weather will help from a help from a complete needed to
be like next teacher or a teacher or a short complete short
weekend. classmate by classmate by classroom classroom tasks.
using suitable using suitable tasks.
statements questions.
and questions.

272
 Year 5 Toolkit English English Skill Focus CEFR ‘Can do’ Low A1 DSKP Mid A1 DSKP High A1 DSKP Low A2 DSKP
SOW Page Plus 1 Plus 1 Statement Learning Learning Learning Learning
Lesson Number Textbook Exercise Standard Standard Standard Standard
Number Page Number (year 2) (year 3) (year 4) (year 5)
Number
157 288 111 3 Reading I can Read and Read and Read and Read and enjoy
understand enjoy simple enjoy A1 enjoy A1 A2 fiction/non-
phrases and print and fiction/non- fiction/non- fiction print and
word digital games fiction print fiction print digital texts of
combinations at sentence and digital and digital interest.
with the help of level. texts of texts of
common words interest. interest.
and names in
very simple
short texts.
158 289 111 4 Writing I can write Write short Give simple Describe Narrate factual
simple familiar directions. basic everyday events and
sentences, instructions. routines. experiences
using words of interest.
given to them.

159 Non-Textbook-Based Lesson

160 Non-Textbook-Based Lesson

Vocabulary Vocabulary Mats

Phonics Phonics

273
 Learning Standard 1.3.1 Listening

SOW 143 - English Plus 1 pg. 82, Activity 1

Low A1 – DSKP: Understand the message the teacher or classmate is

communicating by using visual clues when they are speaking.
Listen and match the words with the pictures.

tent water bottle toothbrush torch trunks

Mid A1 – DSKP: Guess the meaning of unfamiliar words by using visual clues
when a teacher or classmate is speaking.
Listen and circle the correct word for each picture.

water bottle tent torch water bottle tent

torch torch tent toothbrush water bottle
trunks toothbrush trunks trunks toothbrush

High A1 – DSKP: Guess the meaning of unfamiliar words from clues provided
by knowledge of the topic.
Fill in the blanks with the correct words.

toothbrush / trunks
I brush my teeth with a …………….………….…..….

I use a ……………….….….…...…. when it is dark. water bottle / torch

I drink from my ….….….…….………………...…. water bottle / tent

I have a ……………..….….….…..…. to sleep in. toothbrush / tent

I use ……….….….….….…..…. when I go to bed. trunks / torch

274
 Learning Standard 2.1.4 Speaking

SOW 144 - English Plus 1 pg. 83, Activity 6

Low A1 – DSKP: Ask about and express ability.

You and your friend are going on a camping trip for five days. Ask your friend
about the things that you both would take for the trip. Colour the items.

What would a tent toothpaste a computer

we need I think
for our a television a towel a guidebook we definitely
camping need ……………
trip? a penknife curtains files

Mid A1 – DSKP: Ask about, make, and respond to simple predictions.

You and your friend are going on a camping trip for five days. In pairs, ask your
friend about the things that that you both would take for the trip by completing
the table below.

a w…ter b….ttle a ten…

What I think
would a tor….h a to…..thb……ush we definitely
we need? need ……………
tru….ks a p….nk…..ife

High A1 – DSKP: Give reasons for simple predictions.

You and your friend are going on a camping trip for five days. In pairs, ask your
friend about the things that that you both would take for the trip by completing
the table below.

a water
What would bottle
we need I think
for our a torch we definitely
camping need ……………
trip?
trunks

275
 Learning Standard 3.2.2 Reading

SOW 145 - English Plus 1 pg. 84, Activity 2

Low A1 – DSKP: Understand specific information and details of simple sentences.

Read and underline the correct word to answer each question.

1. When is Ciara going to go to Paris? In (June / July).

2. How tall is the Eiffel Tower? It is (324 / 334) meters tall.
3. Why is Marting going to stay in London? He is going to do a
(badminton / tennis) course with a friend.
4. What is Bethany’s cousins’ house like? It is (small / huge).

Mid A1 – DSKP: Understand specific information and details of short simple

texts.
Read and complete the answers with the given phrases.

1. When is Ciara going to go to Paris? She is going to …………….. huge house.

2. How tall is the Eiffel Tower? The Eiffel Tower is ………………………. Paris in July.
3. Why is Marting going to stay in London? He is going to do
324 meters tall
………………………………………………………
a tennis course
4. What is Bethany’s cousins’ house like? It is a …………………… with a friend

High A1 – DSKP: Understand specific information and details of simple texts

of one or two paragraphs.
Read and choose the correct answer for each question.

huge house London in June a badminton course with his cousin 334 meters tall

a tennis course with a friend 324 meters tall Paris in July small house

1. When is Ciara going to go to Paris? She is going to …………………………………………..

2. How tall is the Eiffel Tower? The Eiffel Tower ……………………………………………………

3. Why is Martin going to stay in London? He is going to do………………………………..

4. What is Bethany’s cousins’ house like? It is a ……………………………………………………

276
 Learning Standard 4.3.2 Writing

SOW 146 - English Plus 1 pg. 85, Activity 2

Low A1 – DSKP: Spell a narrow range of familiar high frequency words

accurately in guided writing.
Complete each sentence with the correct phrase.
are not going to travel is not going to study are going to visit
is going to buy are going to stay am not going to take

1. You ……………………………………………………….. (visit) your grandparents tomorrow.

2. They …………………………………………………………………………………….. (travel) by train.
3. Lily ………………………………………………………………….. (buy) a guidebook for Prague.
4. I ………………………………………………………………………. (take) my phone or my tablet.
5. We ………………………………………………………………………….. (stay) in a modern hotel.
6. Pavel ……………………………………………………………………….. (study) French next year.

Mid A1 – DSKP: Spell an increased range of familiar high frequency words

accurately in guided writing.
Complete the sentences using the correct phrase in the boxes and words in
brackets.
1. You ……………………………………………………….. (visit) your grandparents tomorrow. (√)
2. They …………………………………………………………………………………….. (travel) by train. (x)
3. Lily ………………………………………………………………….. (buy) a guidebook for Prague. (√)
4. I ………………………………………………………………………. (take) my phone or my tablet. (x)
5. We ………………………………………………………………………….. (stay) in a modern hotel. (√)
6. Pavel ……………………………………………………………………….. (study) French next year. (x)

are not going to is going to is not going to are going to am not going to

High A1 – DSKP: Spell most high frequency words accurately in guided writing.
Complete the sentences using the correct phrase in the boxes and words in
brackets.

1. You ……………………………………………………….. (visit) your grandparents tomorrow. (√)

2. They …………………………………………………………………………………….. (travel) by train. (x)
3. Lily ………………………………………………………………….. (buy) a guidebook for Prague. (√)
4. I ………………………………………………………………………. (take) my phone or my tablet. (x)
5. We ………………………………………………………………………….. (stay) in a modern hotel. (√)
6. Pavel ……………………………………………………………………….. (study) French next year. (x)

are not going to is going to is not going to are going to am not going to

277
 Learning Standard 4.3.1 Writing

SOW 148 - English Plus 1 pg. 85, Activity 4

Low A1 – DSKP: Use capital letters and full stops appropriately in guided writing
at sentence level.
Look at Katie, Joe, and Max’s weekend plans on page 85 of your textbook.
Select the correct words and rewrite the answers.
1. Is Katie going to stay on a campsite? (Yes / No), she isn’t.
………………………………………………………………………………………………
………………………………………………………………………………………………
2. Are Joe and Max going to visit the Colosseum? No, (she / they) aren’t.
………………………………………………………………………………………………
………………………………………………………………………………………………
3. Is Katie going to visit the Trevi Fountain? Yes, she (is / are).
……………………………………………………………………………………………….
………………………………………………………………………………………………
4. What are Joe and Max going to do? (He / They) are going to swim at the beach.
………………………………………………………………………………………………..
………………………………………………………………………………………………

Mid A1 – DSKP: Use capital letters, full stops, and question marks appropriately
in guided writing at sentence level.
Look at Katie, Joe, and Max’s weekend plans on page 85 of your textbook.
Select the correct words and rewrite the questions and answers.

1. (Is / Are) Katie going to stay on a campsite? (Yes / No), she isn’t.
…………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………..
2. (Is/ Are) Joe and Max going to (stay / visit) the Colosseum? No, (she / they) aren’t.
……………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………..
3. Is (Katie / Joe and Max) going to visit the Trevi Fountain? Yes, she (is / are).
………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………….
4. What are Joe and Max going to (make / do)? (He / They) are going to swim at the
(lake / beach).
……………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………….....

278
 Learning Standard 4.3.1 Writing

High A1 – DSKP: Use capital letters, full stops, question marks, and commas in
lists appropriately in guided writing at discourse level.
Look Katie, Joe, and Max’s weekend plans on page 85. Write the answer to each
question.
1. Is Katie going to stay on a campsite? ……………………………………………………………..…….…….
2. Are Joe and Max going to visit the Colosseum? …………………………………………….……..
3. Is Katie going to visit the Trevi Fountain? ……………………………………………………………..…….
4. What are Joe and Max going to do? ……………………………………………………………………..……...
5. How is Katie going to travel? ………………………………………………………………………………..……..……..
6. Are Joe and Max going to buy a guidebook? ………………………………………………………....

They are going to swim at the beach No, she isn’t She is going to travel by plane.
Yes, she is No, they aren’t

279
 Learning Standard 1.3.1 Listening

SOW 149 - English Plus 1 pg. 86, Activity 2

Low A1 – DSKP: Understand the message the teacher or classmate is

communicating by using visual clues when they are speaking.
Look at the pictures on page 86. Listen and circle the correct words.
The wettest place
Mawsynram in India is one of the wettest places in the world. This small (rainy/icy)
village in India gets about twelve metres of rain every year.
The hottest place
Death Valley in California is the hottest place in the USA. The highest temperature ever
was 56.70C in 1913! Although it can be really (snowy /hot), it can also be very (cold/foggy)
at night, with temperatures below 00C.

Mid A1 – DSKP: Guess the meaning of unfamiliar words by using visual clues
when a teacher or classmate is speaking.
Look at the pictures on page 86. Listen and fill in the blanks.

The wettest place

Mawsynram in India is one of the wettest places in the world. This small………………..
village in India gets about twelve metres of rain every year.

The hottest place

Death Valley in California is the hottest place in the USA. The highest temperature
ever was 56.70C in 1913! Although it can be really ……………………., it can also be very …………………
at night, with temperatures below 00C.

hot rainy cold

280
 Learning Standard 1.3.1 Listening

High A1 – DSKP: Guess the meaning of unfamiliar words from clues provided
by knowledge of the topic.
hot rainy cold windy icy
Look at the pictures on page 86. Listen and fill in the blanks.
The wettest place
Mawsynram in India is one of the wettest places in the world. This small …………..
village in India gets about twelve metres of rain every year.

The hottest place

Death Valley in California is the hottest place in the USA. The highest temperature ever
was 56.70C in 1913! Although it can be really ……………………, it can also be very ………………. at night,
with temperatures below 00C.
The coldest place
Vostok Station in Antarctica is probably the coldest place on Earth. The lowest temperature
ever was -89.20C in 1983! Antarctica is the …………………. continent at the South Pole, with
about 87% of the world’s ice. It can also be very ………………………... The strongest wind ever was
327 kilometres an hour in 1972.

281
 Learning Standard 2.2.2 Speaking

SOW 150 - English Plus 1 pg. 86, Activity 6

Low A1 – DSKP: Ask for attention or help from a teacher or a classmate by

using suitable statements and questions.
In pairs, take turns to ask and answer questions about the weather.

It’s cold and rainy

What’s It’s hot
the weather It’s foggy and stormy and
like today? sunny.
It’s icy and windy

Mid A1 – DSKP: Ask for attention or help from a teacher or a classmate by

using suitable questions.
In pairs, take turns to ask and answer questions about the weather.
Use the phrases in the box to change your answers.

cold and rainy

What’s It’s hot
the weather foggy and stormy and
like today? sunny.
icy and windy

High A1 – DSKP: Check steps needed to complete short classroom tasks.

In pairs, take turns to ask and answer questions about the weather. Use the
words in the box to make complete answers.

It’s / cold / rainy

What’s It’s hot
the weather It’s / foggy / stormy and
like today? sunny.
It’s / icy / windy

282
 Learning Standard 3.2.3 Reading

SOW 151 - English Plus 1 pg. 87, Activity 2

Low A1 – DSKP: i) Reread a word, phrase, or sentence to understand meaning.

ii) Ignore unknown words in order to understand a phrase or sentence.
Fill in the blanks with ‘ll for sentences marked (√) or won’t for sentences
marked (x).
1. It ……….………... rain in Wales, so don’t take your waterproofs. (x)
2. You…………….……. have a great time in New York. It’s an amazing city! (√)
3. It …………….... be hot tomorrow. Let’s go to the beach. (√)
4. I……………..... speak Spanish in Mexico this summer. (√)
5. We……………..... buy a guidebook. We can use Dan’s. (x)
6. They……………..... need sleeping bags because they’re going to stay in a hotel. (x)

Mid A1 – DSKP: Guess the meaning of unfamiliar words from clues provided by
visuals and the topic.
Fill in the blanks with words in the boxes.
1. It ……………………………… in Wales, so don’t take your waterproofs. won’t rain

2. ……………………………… hot tomorrow. Let’s go to the beach. It’ll be

3. ....…………………… Spanish in Mexico this summer. I’ll speak

4. We ……………….………… a guidebook. We can use Dan’s. won’t buy

5. They ………………………..sleeping because they’re going to stay in a hotel. won’t need

High A1 – DSKP: Guess the meaning of unfamiliar words from clues provided
by title and topic
Fill in the blanks with the given phrases. Use the pictures to help you .
won’t need It’ll be hot won’t buy I’ll speak won’t rain

1. It …………………………………..... in Wales, so don’t take your waterproofs. (x)

2. ……………………………………………… tomorrow. Let’s go to the beach. (√)

3. ……………………………………... Spanish in Mexico this summer. (√)

4. We…………………………………………. a guidebook. We can use Dan’s. (x) RM

5. They……………………….………… sleeping bags because they’re going to stay in a hotel. (x)

283
 Learning Standard 4.3.3 Writing

SOW 152 - English Plus 1 pg. 89, Activity 2

Low A1 – DSKP: Plan, draft and write simple sentences.

Read the email on page 89. Colour the boxes with the correct answers.

excited you’re going to go to Paris tomorrow.

1. I’m very that
sad you’re going to stay with us next week.
calling
2. I’m you because I want to tell you about our plans for the weekend.
emailing I want to tell you about the places to visit in Paris.
going to meet you at the airport with my brother.
3. On Friday evening, I’m
going to meet you at my school with my parents.
going to take the train to London.
4. On Saturday, we’re
going to take the bus to the city.

will be cold.
5. On Sunday, the weather
will be hot.

Mid A1 – DSKP: Plan, draft and write an increased range of simple sentences.
Read the email on page 89. Circle the correct word.

1. I’m very (excited / sad / happy) that you’re going to stay with us (next week / tomorrow,
next month )
2. I’m (calling / emailing / texting) you because I want to tell you about our (plans / ideas / notes)
for the weekend.
3. On Friday evening, I’m going to meet you at my (home / school / garden) with my
(sister / aunt / parents).
4. On Saturday, we’re going to take the (car / train / bus) to London.
5. On Sunday, the weather will be (cold / hot / stormy).
6. I can’t wait to (see / call / meet) you!

High A1 – DSKP: Produce a plan or draft of one paragraph for a familiar topic
and modify this appropriately in response to feedback.
Read the email on page 89 and complete the sentences with the given words / phrases.
1. I’m very …………………...... that you’re going to stay with us ……………………………………….
2. I’m…………………………….you because I want to tell you about our …………………….........
for the weekend.
3. On Friday evening, I’m going to meet you at my …………………........ with my …………………..........
4. On Saturday, we’re going to take the …………………………........ to London.
5. On Sunday, the weather will be…………………………….....
6. I can’t wait to ……………………………..... you!

plans see train emailing school excited

parents next week hot

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 Learning Standard 1.2.2 Listening

SOW 154 - English Plus 1 pg. 90, Activity 7

Low A1 – DSKP: Understand with support specific information and details of

simple sentences.
Listen and complete the spelling of the words. Use the words in the box to help
you.
huge drive tent south France washbag boat friends

Ruby is going on holiday to Fran……...... with Imogen and her family. Imogen’s parents are
going to dri………… to Dover and go by bo………… across the English Channel. They’re going to
stay with frien…….…… of Imogen’s parents for a short time. Their house has got a hu………….
swimming pool. Imogen wants to sleep in a te…..…… After that, they are going to go to the
sou…….…… because the weather will be hot and sunny. Imogen tells Ruby to bring her
washb……..……

Mid A1 – DSKP: Understand with support specific information and details of

short simple texts.
Listen and complete the spelling of the words. Use the words in the box to help you.

huge drive tent south France washbag boat friends

Ruby is going on holiday to Fr………nc……… with Imogen and her family. Imogen’s parents are
going to dr………iv……… to Dover and go by b………a………. across the English Channel. They’re
going to stay with fr………en………s of Imogen’s parents for a short time. Their house has got
a h………g……… swimming pool. Imogen wants to sleep in a t…n…. After that, they are going to
go to the s………ut……… because the weather will be hot and sunny. Imogen tells Ruby to bring
her wa………hb………g.

High A1 – DSKP: Understand with support specific information and details of

longer simple texts.
Listen and complete the words. Use the words in the box to help you.

huge drive tent south France washbag boat friends

Ruby is going on holiday to F…………………ce with Imogen and her family. Imogen’s parents
are going to d………………ve to Dover and go b……….…..t by across the English Channel. They’re
going to stay with f………….……s of Imogen’s parents for a short time. Their house has got
a h……………e swimming pool. Imogen wants to sleep in a t……………t After that, they are going
to go to the s……………….h because the weather will be hot and sunny. Imogen tells Ruby to
bring her w…………………………...g.

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 Learning Standard 1.2.3 Listening

SOW 155 - English Plus 1 pg. 99, Activity 2

Low A1 – DSKP: Understand with support very short simple narratives.

Listen to the weather forecast and circle the correct answer.

Edinburgh London Brighton

Type of weather 1. cloudy / windy 3. hot / cloudy with 5. very windy / stormy
some sun
2. 25 degrees / 4. 27 degrees / 6. 20 degrees /
Temperature 21 degrees 25 degrees
30 degrees

Mid A1 – DSKP: Understand with support short simple narratives.

Listen to the weather forecast and complete the table with the given words.

20 degrees 21 degrees 27 degrees very windy cloudy with some sun cloudy

Edinburgh London Brighton

Type of weather 1. 3. 5.

2. 4. 6.
Temperature

High A1 – DSKP: Understand with support short simple narratives on a range

of familiar topics.
Listen to the weather forecast and fill in the correct answer.
Listen and complete the table with the given words.

20 degrees 30 degrees 21 degrees 37 degrees 27 degrees

very windy sunny cloudy with some sun stormy cloudy

Edinburgh London Brighton

Type of weather 1. 3. 5.

2. 4. 6.
Temperature

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 Learning Standard 2.2.2 Speaking

SOW 156 - English Plus 1 pg. 99, Activity 5

Low A1 – DSKP: Ask for attention or help from a teacher or a classmate by using
suitable statements and questions.
In pairs, practice the dialogue below by asking and answering the questions.

Ask Answer
What’s the weather like today? Hot and sunny.

What day of the week is the weather Monday.

forecast for?

What will the weather be like near Melaka? Rainy and cold.

Why is it windy in Penang? Because it’s by the sea.

Mid A1 – DSKP: Ask for attention or help from a teacher or a classmate by

using suitable questions.
In pairs, answer the questions and then practice the dialogue .

because it’s by the sea Hot and sunny Rainy and cold Monday

1. What’s the weather like today? …………………………………………………………………………………..

2. What day of the week is the weather forecast for? ………………………………………..
3. What will the weather be like near Melaka? ………………………………………………………..
4. Why is it windy in Penang? …………………………………………………………………………..…………..……

High A1 – DSKP: Check steps needed to complete short classroom tasks.

In pairs, answer the questions and then practice the dialogue.

because it’s by the sea July rainy and not very hot Monday August

rainy and cold lovely and sunny Saturday because it’s an island

1. What’s the weather like today? ………………………………………………………………………………….…………...

2. What day of the week is the weather forecast for? ……………………………………….…………..
3. What will the weather be like near Melaka? …………………………………………………………..……….
4. What month is it? ……………………………………………..…………..…………..…………..…………..…………..…………..….
5. Why is it windy in Penang? …………………………………………………………………………..…………..…………..…..

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 Learning Standard 3.3.1 Reading

SOW 157 - English Plus 1 pg. 111, Activity 3

Low A1 – DSKP: Read and enjoy simple print and digital games at sentence level.

Read the text on page 111 and underline the correct answer.

1. How many theme parks are there in the USA? (more than 500 / more than 300)
2. Which Disney theme park is in California? (Disneyland / Hersheypark)
3. What theme park opened in 1971? (Walt Disney World / Dollywood)
4. How many people visited the Magic Kingdom in 2013? (more than twenty million
people / more than eighteen million people)
5. Are theme park rides dangerous? (No, they are very safe / Sometimes they are
dangerous)
6. What kind of ride can be scary? (a water ride / a thrill ride)

Mid A1 – DSKP: Read and enjoy A1 fiction/non-fiction print and digital texts
of interest.
Read the text on page 111 and write the correct answer.
eighteen
safe
300 Disneyland million thrill Walt Disney

1. How many theme parks are there in the USA? (more than ……………………)
2. Which Disney theme park is in California? (…………………………………………...)
3. What theme park opened in 1971? (……………………………………………………..)
4. How many people visited the Magic Kingdom in 2013? (more than
………………………………….. people)
5. Are theme park rides dangerous? (No, they are very ………………………………………)
6. What kind of ride can be scary? (a …………………… ride)
High A1 – DSKP: Read and enjoy A1 fiction/non-fiction print and digital texts
of interest.
Read the text on page 111 and write the correct answer.
Disneyland dangerous 500 water Walt Disney 300
eighteen Dollywood twenty safe Hersheyland thrill
1. How many theme parks are there in the USA? (more than ……………………)
2. Which Disney theme park is in California? (…………………………………………...)
3. What theme park opened in 1971? (……………………………………………………..)
4. How many people visited the Magic Kingdom in 2013? (more than
………………………………….. people)
5. Are theme park rides dangerous? (No, they are very ………………………………………)
6. What kind of ride can be scary? (a …………………… ride)

288
 Learning Standard 4.3.2 Writing

SOW 158 - English Plus 1 pg. 111, Activity 4

Low A1 – DSKP: Write short familiar instructions.

Write about a theme park in Malaysia by completing the chart below.
Use the colours to help you.

Theme Park name

Where it is

When it opened

Best part

Other things you can do

April 1993 - Sunway Lagoon - try the Extreme Park and Scream Park -
Bandar Sunway – one stop place with over 90 attractions

Mid A1 – DSKP: Give simple directions.

Write about a theme park in Malaysia by completing the chart below using the
phrases given.
April 1993 try the Extreme Park and Scream Park Sunway Lagoon

Bandar Sunway one stop place with over 90 attractions

Theme Park name

Where it is

When it opened

Best part

Other things you can do

High A1 – DSKP: Describe basic everyday routines.

Write about a theme park in Malaysia by completing the chart below using the
information in the short text.

Theme Park name

Where it is

When it opened

Best part

Other things you can do

Sunway Lagoon is a theme park in Bandar Sunway. It opened in April 1993. The best part
of Sunway Lagoon is that it is a one stop place with over 90 attractions. Other things you
can do is to try the Extreme Parks and Scream.

289
Vocabulary Mats

Low A1

hot snowing sea forest

Singapore Malaysia Philippines

Cambodia Indonesia Laos

sunny raining hill country

cold cloudy lake sandcastle

290
Mid A1

beach camera drive fishing

swim cap guitar ship

boots song ice cream sun

291
High A1

cloud picnic climb snow

countryside sail travel swimming pool

island bottle waterfall swimsuit

292
 Learning Standard 3.1.2 Recognise and sound out with support.

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Words with /au/

Pa

ul
ha
ul

fault vault
lau
e
us

nc
ca

Bottom wheel

293
 Learning Standard 3.1.3 Blend Phonemes

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Words with /a-e/

ra

e
ak
ke

take bake
ca
k e

ke
fa

Bottom wheel

294
 Learning Standard 3.1.4 Segment Phonemes

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Words with /u-e/

flu

te
te

cu

mute duke
m
be

ule
tu

Bottom wheel

295
 Phonics Wheel Top Cover

1. Ask students to cut out both wheels and the window of this wheel.
2. Fix both wheels together with a paper fastener.
3. Put students into small groups.
4. Student A spins the wheel and reads aloud the word it lands on.
5. Other students in the group take turns doing the same until all the words on the wheel have been read.
6. Students can also create a word wall for the classroom.

Top Wheel

Cut Out

296
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