LESSON MAPPING YEAR 5

LISTENING SKILL
NO UNIT LESSON TITLE/TASK LS 1 LS 2 METHOD OF EVIDENCE
EVALUATION
1. Free time 1 Activity 1 Pg4 (pair work) + Activity 2 Pg4 (pair work) 1.2.1 3.2.1

2. Free time 6 Pg 7 Activity 1- Completing rules box based on the 1.1.1 3.2.1
sentences given + Activity 2 write possessives ‘s/s’ in the
sentences + Activity 3 Read/listen to dialogue and
choose answer for 3 sentences + Activity 4 Completing
the dialogue based on the dialogue from Act 3
3. Free time 11 Pg10: Pre-teach ‘globe’ + Activity 1 (pair work) + Activity 2 1.2.5 3.2.3
Listen to the clues and find the blue words + Activity 3
Writing nationalities + Activity 1 P11 + key phrases in
Activity 3 - Completing five sentences
4. Towns and 17 Teacher to read all the 14 sentences from pg12& 13, 1.2.1 4.2.4
cities Activity 2 Pg12 + Activity 3 + Activity 4 (use of a, an, the)
5. Towns and 23 Pg16: Activity 1+ Activity 2 + Activity 3 1.2.2 4.3.2
cities
6. Extra Listening 29 P92 Activity 1 + Activity 2 + Activity 3 Optional: 1.2.5 4.3.2
and Speaking Teacher to ask: What do we learn about Luke from the
conversation? Elicit a few ideas, then play the audio again for
students to listen and check their ideas. Check answers with the
class.
7. Days 35 Daily routines- Pg 22: Activity 1+ Activity 3+ Activity 4 1.2.1 4.3.2
Teacher to write never and always on board for pupils to
categorise (explain normally=most of the time)
8. Days 40 review quarter past, half past and quarter to Pg93: Activity 1+ 1.2.2 2.1.4
(Consolidation 3) Activity 2 + Activity 3 + Activity 4+ Activity 5
9. Days 41 Pg 24: Activity 1 Teacher to check on pupils’ choice + 1.2.4 3.2.3
Activity 2+ Activity 3 – Teacher to draw a Venn diagram to
categorise male & female
 LESSON MAPPING YEAR 5
10. Days 47 Pg 28: Activity 1 (review on words that are familiar in 1.3.1 3.2.4
Malay& emphasise on spelling) + Activity 2+ Activity 3
11. Wild Life 53 Pg 32: Activity 1 + Activity 2 – PAIR WORK: pupils take 1.2.2 2.2.1
turns to make sound or draw a picture. Pairs use Key
Phrases to identify (3 animals each) + Activity 3 + Activity 4
(group work) make sure pupils know the animals
12. Wild Life 58 Pg 94: Activity 2 + Activity 3 + Activity 4 + Activity 5 1.2.1 2.2.1
(Consolidation 5)
13. Wild Life 59 Pg 36: Activity 1 + Pupils to find meaning of ‘distance’, 1.2.5 3.2.4
‘ground’, ‘intelligent’+ Activity 2 (pair work) + Activity 3 +
Activity 4
14. Wild Life 65 Pg 40: Activity 1 + Activity 2 (ea sound) + Activity 3 + 1.1.1 3.3.1
Activity 7
15. Learning 71 Pg 42 & 43: Review on school subjects’ definition + Activity 1.3.1 3.3.1
World 1+ Activity 2 *answers 1, 3, 4, 8 are pupils’ opinions +
Optional Activity: Vocabulary: Ask students to choose three
school subjects from page 42 and draw their own pictures to
illustrate them. Partners try to guess the subjects they have been
given.
16. Learning 77 Pg 46: Activity 1 (some pictures have more than one 1.2.5 1.2.2
World answer e.g. 1 e, b; 3 g, i; 5 a, c, h; 6 b, d, g, i; 8 b, d, g; 10 b, d, g,
i.) + Activity 2 + Activity 3 Explain Mario is a footballer, Mark
and Peter are policemen in London, Hannah is a student.
17. Learning 83 Pg 48: Activity 1 + Optional Activity: Teacher to ask pupils to 1.1.1 2.2.1
World choose a well-known city, country or celebrity and they are going
to spell the name for their partner, and their partner must write it
down. See who managed to write the names correctly. + Teacher
to write on board: ‘A, B, C/a, b, c’. and ask: What’s the difference
between the letters? (A, B, C are capital letters; a, b, c, are small
letters; we pronounce them differently). Ask: When do you use
capital letters? (start of names, places, days, months, new
sentences) + Activity 2
 LESSON MAPPING YEAR 5
18. Food and 89 Pg 52 & 53 Activity 1+ Activity 2 Teacher to ask: Why is it 1.2.1 1.1.1
health helpful to organise topic vocabulary in a word web? (to remember
it, to understand how to group words, to make links between new
vocabulary) + Teacher to draw the word web but change snacks to
carbohydrates. Explain that food with carbohydrates gives us energy
e.g.potatoes and bread. Pupils find how often rice, pasta, chips are in the
text (2, 3 times). Explain the importance of eating something from each
category of food but in
different amounts. Ask: Which food / drink is the heathiest? (fruit,
vegetables, water).+ Activity 3 + Optional Activity: Vocabulary
Pupils to rank the eighteen foods in exercise 1, from the food they
like the most (1), and 18 the food they like the least.
19. Food and 95 Teacher to explain about gram and kilogram + Pg 96 1.2.3 1.2.5
health Activity 1+ Activity 2 (explain fractions ½, ¼ and ¾ before) +
Activity 3 Pupils listen again and note down the prices that they
hear. Elicit cost of the grapes (£7.00 a kilo), grapes (£3.65 ½ a
kilo), strawberries (£2.50 ¼ a kilo), pears (50p each). Pupils in
pairs look at photos again and say the things that Emma didn’t
buy.
20. Food and 101 Pg 58: Activity 1 + Write on board ‘£10’, ‘£5’, ‘50p’, ‘25p’. Elicit 1.1.1 3.2.3
health pounds and pence from Lesson 95, p.96. Explain that for pounds
and pence e.g.£10.50, we say ‘ten pounds fifty’. We don’t say ‘ten
pounds fifty pence’. + Activity 2 + Talk about different
currencies and symbols + Activity 3 + Teach polite ways of
asking and responding in a café + Activity 4 Ask: Why is
Aaron’s meal unhealthy? (There’s a lot of sugar in cola. Water is
healthier. He doesn’t eat any vegetables or fruit.)
21. Sport 107 Pg62: Activity 1 Ask: How many sports end with -ball? How 1.3.1 3.2.4
many sports end with -ing? + Activity 2 (3/4 sports) + Pupils
look at photos of sports and teacher ask questions about 1, 3, 4,
6, 9, 10 + Activity 3
22. Sport 113 Pg66: Activity 1+ Activity 2 + Activity 3 – discuss the 1.2.3 3.2.4
answers on board + talk about the challenges of
skateboarding)
 LESSON MAPPING YEAR 5
23. Sport 118 Pg 97: Activity 1 + Activity 2 When checking, ask questions 1.2.4 2.2.1
(Consolidation using do, did, is, was e.g. Which game did Elsa play? What type
12) of game is that? + Activity 3 + Activity 4
24. Sport 119 Pg68: Activity 1+ Activity 2+ Optional activity: Speaking 1.3.1 3.2.1
Play the video or audio again, pausing after each of the key
phrases and getting students to repeat them. Encourage students
to copy the intonation on the recording.
ANSWERS Students’ own answers. + Activity 3 +
Teacher writes ‘Peter’, ‘Kathy’, ‘Rachel’ on board, Pupils write the
three names in notebook. Explain you are going to read 3
statements. They write a number beside the name: 1) This person
went to a tennis match. 2.) This person went to a restaurant; 3)
This person went to the cinema. Listen again to check.
25. Growing up 125 Pg 72: Activity 1+ Activity 2+ Activity 3 Write on 1.1.1 2.1.1
board: ‘hear’, ‘loud’, ‘square’, ‘white’. Pupils identify sound and
say number 1–4. + Write Spot the mistake on the board. Pupils
rewrite their sentences from Activity 2, changing two adjectives,
and put their name on the back. Collect and mix them. Read a
sentence aloud, and pupils raise their hands if they spot the
mistakes. Select pupils to identify them, then confirm with the
writer.
26. Growing up Pg 98: Activity 1+ Activity 2+ Activity 3 Ask further questions 1.2.2 1.2.5
(Consolidation e.g. When did they go to the cookery class? (yesterday) Who
13) went to see the doctor? (Mark) How does Suzi describe the
chocolate cakes? (amazing, delicious) + Activity 4 +
Brainstorm: son, aunt, sister, uncle, grandmother, and
grandfather. + Activity 5
27. Growing up Pg 76: Activity 1+ Activity 2 + Activity 3 Ask: How many 1.2.3 3.2.3
numbers are in the answers? (6). What are they? (1918, 2 (twice)
17, 800, 22). What is 1918 (a date). What is 2? (number of brother
and sisters). What is 17? (age he left school). What is 22?
(number of towns he went to in USA).
28. Growing up 137 Pg78: Activity 1 + Ask: What’s the question you’re going to 1.2.4 2.1.2
answer? (Which Key Phrases does the interviewer ask? Which
 LESSON MAPPING YEAR 5
Key Phrases does the pop star ask?) + Activity 2 After listening,
check answers by choosing six pupils to read an answer aloud. +
Activity 3 Assign roles: interviewer or pop star.

29. Going away 143 Pg 82 Activity 1 + Activity 2 + Activity 3 + Explain pupils are 1.3.1 1.2.2
going to listen to four people talking about things they take
on holiday+ Activity 4
30. Going away 149 Explain about extreme weather Pg86: Activity 1+ Show world 1.3.1 1.2.3
map on board and point out India, California, Antarctica,
Newfoundland. Say these places have extreme weather. +
Activity 2 + Introduce meteorologists+ Elicit
any extreme weather conditions in Malaysia+ Activity 3
31. Going away 154 Pg90: Review: Activity 3,4 & 5 1.2.2 2.1.4
(Consolidation
16)

32. Going away 155 Pg 99: Activity 1 + draw a map and recap the directions + 1.2.3 1.2.2
Activity 2 + Activity 3
 LESSON MAPPING YEAR 5
SPEAKING SKILL
NO UNIT LESSON TITLE/TASK LS 1 LS 2 METHOD OF EVALUATION EVIDENCE

1. Free time 2 Activity 3 pg4- listen to the audio and complete the 2.1.1 4.2.1
sentences + Activity 4- writing 6 sentences about
pupils’ interests (use the structure from Act 4) +
Activity 5- practicing the dialogue
2. Free time 7 Pg 7: Activity 5 Complete the question by adding 2.1.1 4.2.1
(are/is) and ask answer with a partner (take note of
the yes & no) + Activity 6 Do some intro on the
characters’ info/use people who are familiar to
pupils. Pupils have to guess who they are with &
in which city they’re by asking questions. + Write
questions with words in the sentences then ask and
answer the questions in pairs based on Activity 4
3. Free time 12 Pair work: say 3 sentences about where they live, 2.1.1 4.3.2
what and who they like & partners match sentences
with a question (Where, What or Who) + Select two
photos & say sentences about them using Key
Phrases (p11) + Activity 4 P11 Writing quiz questions
in groups
4. Towns and 18 Intro on There’s a…’, ‘There isn’t a/an …’, ‘There are 2.1.5 4.2.1
cities some…’, ‘There aren’t any…’. Activity 5 p13 +
Activity 6-Pupils to use Key Phrases to talk about
places + Pupils discuss 2/3 good/not good things
about where they live, then share it (group work)

5. Towns and 22 Pg15: Activity 2+ Activity 3 -Match questions and write 2.2.1 4.2.4
cities answers about pupils’ city + Activity 4 Is / Are
(Consolidation there…? How many? (pair work)
1)
 LESSON MAPPING YEAR 5
6. Towns and 24 Pg17: Activity 1+ Activity 4+ Activity 5 (pair work) 2.1.2 1.1.1
cities Emphasis on comparative adjectives
7. Extra 30 Pg 92: Activity 4 After reading the dialogue, pupils find in 2.2.1 1.2.5
Listening and the text: two numbers (11 and 1); four question words
Speaking (What’s…?, How old…?, Where…?, Have you…?); five
adjectives (new, Chinese, English, big, noisy): two adverbs
(very, really) Ask: Which question word in the Key Phrases
is not in the dialogue? (When’s?) + Activity 5 Pupils to
prepare a new dialogue using dialogue in Activity 4 as a
model and practice it
8. Days 36 Pg 22: Activity 2 true/false answers (pair work) also 2.2.1 3.2.3
can read the facts for pupils to raise true/false cards +
Pupils to choose 3 quiz facts they think are surprising
& compare ideas using Key Phrases – Teacher to
take votes on the most surprising 3 sentences
9. Days 42 Pg24: Activity 4 (use conjunction ‘but’ to 2.1.1 1.1.1
differentiate) + Pg25: Activity 1+ Activity 2 + Activity
3
10. Days 46 Pg27: Activity 1+ Activity 2 (pair work) + NEW PAIR 2.2.1 4.2.1
(Consolidation Activity 3&4 USE: (When, Where, How
4)
often, Do, Does) + Activity 5 + Activity 6
11. Days 48 Discussion on which phrases are for making plans 2.1.4 4.2.2
and suggestion from KEY PHRASES, Pg 28: Activity
4+ Activity 5 (pair work) + Activity 6 use local/familiar
films to pupils
12. Wild Life 54 Activity 5 + Activity 6+ Teacher to write Does it…? Has 2.1.5 3.2.3
it got…? How many…? Is it ___-er than a / an…? What
colour/size …? + Activity 7+ Teacher to draw Venn
diagram and categorise animals water and land
13. Wild Life 60 Pg 36: Activity 5 1. Ostrich (Activity 5) 2. Snake (Activity 2.1.2 4.3.2
4) 3. Frog (Activity 1) 4. Scorpion (Activity 3)
 LESSON MAPPING YEAR 5
5. Camel (Activity 1) 6. Spider (Activity 4) + Pg 37: Activity
1+ Activity 2 + Activity 3- pair work
14. Wild Life 64 Pg38: THINK! Ask: Where do you usually ask for 2.2.1 1.2.5
(Consolidation permission? at home in a shop in a park at school +
6)
Activity 2 + Activity 3 + Activity 4 Read Key Phrases
aloud + Activity 5
15. Wild Life 66 Pg 40: Activity 4 + Activity 5 + Activity 6 + Teacher to 2.2.1 4.3.2
write: I’m afraid, I can’t, No, you can’t, I’m sorry but
you can’t, No, I can’t. Ask: Which numbers use polite
language? + practice questions requesting
permission
16. Learning 72 Pg 43: Activity 3 To ask pupils: ‘Which day do you like 2.1.1 4.2.1
World best and why’? 2) ‘Which language do you prefer and why?’
+ To ask pupils: 1) ‘Who thinks she is a genius?’) 2) ‘Who
has a strict teacher?’ 3) ‘Who enjoys French?’ 4) ‘Who
thinks Thursday is the worst day?’. Pupils discuss answers
in pairs before listening again. Answers: 1) Georgia 2)
Sophie 3) Lydia 4) Lewis + Activity 4 + Activity 5
17. Learning 78 Pg 46: Activity 5 Teacher to explain why it’s helpful to 2.1.2 2.21
World do the things they don’t do + Activity 6
18. Learning 84 Pg 48: Activity 3 Choose words from previous units + 2.1.5 1.2.4
World Activity 4 + Activity 5 (pair work) + Optional activity:
Speaking ask pupils to choose and spell a well-known
city, country or celebrity with their partner
19. Food and 90 Pg53: Activity 4 Worksheet with table for each pupil. Draw 2.2.1 4.3.1
health table with 4 rows and 2 columns with headings: Names;
Food. Write names in three rows of first column (1: Lydia
and Sophie; 2: Ben, 3: Georgia). In second column pupils
write food these people like. + Activity 5 + Activity 6 +
Finished? Pupils to invent the perfect school lunch
and a horrible school lunch.
 LESSON MAPPING YEAR 5
20. Food and 96 Pre-teach: ‘cheap’ and ‘expensive’ + Pg 96: Activity 4 2.2.1 2.2.2
health + Activity 5 Role play If two boys are in a pair, change
Woman to Man. If two girls,change George to Gill. Explain
‘in your head’ and ‘mentally’.+ Activity 6, Use It!. Pupils
agree on 1) who is the market seller and who is the
customer; 2) fruit they will buy; 3) how much fruit they will
buy. Explain that sellers can write down the cost of the fruit
then work out the total, or add the money in their heads. +
Optional Activity: Speaking. Put students into pairs and
ask them to prepare their own price list of five different fruits
and vegetables. They can use MYR. Students then practise
again using their own price list, or swap lists with another
pair and practise again using the list they are given.
21. Food and 102 Pg 58: Activity 5 + Activity 6 + pre-teach names of 2.1.1 1.2.5
health desserts e.g. ice cream, cake, fruit, jelly, pancake
+Optional activity: Speaking get students to work in
pairs and prepare their own menu, using different
foods from pages 52 and 53.
22. Sport 108 Pg 63: Activity 4 + Activity 5 + Teacher to write on 2.3.1 1.2.1
board ‘1) Do you …’, 2) ‘What’s your…?’, 3) ‘What do
you…?’. And ask: What are the first questions the
interviewer asks? (Do you do any sports? What’s your
favourite sport? What do you think about sport?). +
Activity 6 + talk about which pupils are in sports
team/into sports + Finished? - writing 3 or 4 quiz
questions about sport for another group to answer.
23. Sport 114 Pg 66: Activity 4 (can be done with 2 pairs) + Optional 2.1.2 1.2.5
Activity: Listening Dictate these sentences to the class, or
write them on the board. Alana watched the X Games when
she was five. She won a gold medal when she was twelve.
Tom Schaar was on this programme one year ago. A 1080
is an easy trick.
24. Sport 120 Pg 68: Activity 4 + Activity 5 + Optional activity: 2.3.1 4.3.1
Speaking Students could work individually and think about
 LESSON MAPPING YEAR 5
something they really did last weekend, or invent
something. They then practise new dialogues in pairs,
using the key phrases and phrases from exercise 3. With
weaker classes, students can prepare their dialogue first.
With stronger classes, encourage students to improvise,
and to use intonation to make their dialogue sound natural.
Ask some pairs to perform their dialogues for the class.
25. Growing up 126 Teacher tells pupils they are going to describe an 2.1.5 1.2.4
avatar + Pg 72 Activity 4 + Display numbered avatar
drawings on the wall. Divide pupils into teams A and
B. A pupil from Team A describes an avatar, and a
pupil from Team B identifies it by stating the number
and using a Key Phrase. Teams earn points for
correct answers and bonus points for good English.
26. Growing up 132 Optional activity: Listening Dictate these sentences to the 2.1.1 4.2.1
class, or write them on the board: Robert was taller than his father
by the age of eight. At school, they made a special chair for him.
Robert left university because he didn’t enjoy it. Robert stopped
growing when he was 18. Play the audio. Ask students to listen
again and correct the sentences. Check answers with the class.
ANSWERS Robert was taller than his father by the age of six. At
school, they made a special desk for him. Robert left university
because it was difficult for him. Robert never stopped growing. +
Pg 76 Activity 4 + Activity 5
27. Growing up 138 Pg 78 Explain the pop star wants the interviewer to give her 2.1.3 4.2.2
advice. Give each pupil a handout and read dialogue below
aloud: Pop star: What can I do? Interviewer: Why don’t
you…? Pop star: Really? That’s interesting. Yes, of course.
Good idea. (Key Phrases) – Teacher to give examples for
suggestions
28. Going away 144 Pg 83 Activity 5 Ask: Who likes camping holidays? (Paul). 2.1.4 4.2.3
Who loves going on a beach holiday? (Michelle). Who
thinks it’s always good to have a camera on holiday? (Lydia
 LESSON MAPPING YEAR 5
and Sophie). Who thinks a torch and penknife are important
on a camping holiday? (Simon). + Activity 6
29. Going away 150 Pg: 86 Activity 4 + Optional activity: Listening (Pg100 TB) 2.2.2 1.2.5
Students predict answers to four questions about Stephanie’s trip
to Antarctica. After discussing in pairs, they listen to the audio
again to check and complete their answers. The class then
reviews the correct answers together. + Activity 6
30. Going away 156 Pg99: Activity 4 + Activity 5 2.2.2 2.3.1
 LESSON MAPPING YEAR 5
READING SKILL
NO UNIT LESSON TITLE/TASK LS1 LS 2 METHOD OF EVIDENCE
EVALUATION

1. Free time 3 Pg5: Activity 6 - Replacing the subject 3.2.1 2.2.1

pronouns + Activity 7- Read and listen about
Yasmin’s hobby + Key Phrases- replace the
words in blue in the dialogue with their own
names and hobbies and read it aloud.
2. Free time 8 Pg8: Activity 1 + Activity 2 + Optional: write 3.2.2 4.2.4
three sentences about things in their bag
starting with: I’ve
got ___ and using an adjective from Activity 1
3. Free time 13 Pg 11: Activity 5 (conjunctions) + Activity 6 + 3.3.1 4.3.1
Activity 7 (pair work) give emphasis on ‘and’,
‘or’, ‘but’
4. Towns and cities 19 Pg14 Activity 1(before reading the text) + 3.2.4 2.1.5
Activity 2 + Activity 3
5. Towns and cities 25 Pg19: Activity 1+ Activity 2+ Activity 3 + 3.2.2 4.3.2
Activity 4
6. Towns and cities 31 Pg: 106 Activity 1+ Elicit where north west, south 3.2.4 4.2.4
west, north east and south east are on the compass
+ Activity 2 + writing down three things Toby likes
about Liverpool from the text
7. Days 37 Pg 23: Activity 5 – Teacher to differentiate 3.3.1 4.3.2
normally/usually using % + Activity 6
8. Days 43 Pg 26: Activity 1+ Activity 2 -prep for Activity 3 3.2.3 1.2.5
(Pupils say the photos that show dragon,
fireworks, food+ Activity 3+ Activity 4.
 LESSON MAPPING YEAR 5
9. Days 49 Pg 29: Activity 1, teacher to write: A. personal 3.2.3 2.3.1
description of carnival; B. when the carnival
happens; C. what happens at the carnival. +
Activity 2 (Order (1B, 2C, 3A) + review on
‘also’ + Activity 2
10. Wild Life 55 Pg 34: Pupils use dictionaries or explain the 3.2.3 3.3.1
meanings protect, species, become extinct, danger,
help, rare + Activity 1 + Activity 2 + Activity 3

11. Wild Life 61 Teacher to show Philippines map & talk about 3.2.2 4.2.4
7,000 islands in the Philippines+ Pre-teach:
adopt, weigh, Foundation + Pg39: Activity 1 +
Activity 2 + Activity 3 (find words in the text)
+ Activity 4 Explain such as, like, for example +
Activity 5 (pair work)
12. Wild Life 67 Pg 117: Activity 1 (do not let pupils to read the 3.3.1 1.2.1
song lyrics) + Pupils to categorise (12
animals): bird, mammal, reptile + Activity 2 +
Pre-teach shell, far + Activity 3 + review on
superlatives
13. Learning World 73 Pg 44: Activity 1 Teacher to write China, 3.2.2 2.1.2
Britain, Bangladesh, Ireland. Pupils predict
which country the school photo is from +
Activity 2 + Activity 4
14. Learning World 79 Pg 47: Activity 1+ Activity 2 Pupils find a different 3.2.3 4.2.4
photo from Units 1–3. They ask partner a question
about it. Write gap-fill sentence on board as model.
e.g. ‘Is the boy/girl/animal on page xx __- ing ___?’
+ Activity 3 + Activity 4
15. Learning World 85 Pre-teach: exchange programme (when pupils go 3.2.1 2.1.1
to a school in another country and live with a family,
 LESSON MAPPING YEAR 5
then pupils from that school visit your school and
live with your family), medium-sized, compulsory
(something you have to do), optional (something
you can choose) woodwork (subject for making
objects from wood).Pg 49: Activity 1+ Activity 2
Teacher to write this sentence from text: I like
languages so I study French and Spanish. Explain
‘so’ is a conjunction. + Activity 3
16. Food and health 91 Pg54: Activity 1 Also ask: Do sumo wrestlers have 3.2.3 3.2.4
a healthy or unhealthy lifestyle? What’s in the
special food they eat? (vitamins) + Activity 2
Explain that vitamins keep us healthy, are in most
food we eat and that vitamins have letters. For
example, vitamin A is in oranges, green vegetables,
carrots and milk. Vitamin A is good for our eyes. In
pairs, they say which foods they eat and why they
are good for them. HANDOUT: table showing 3 key
vitamins: A, B C; examples of food with vitamins A,
B, C; body part they are good for: A (carrots, eggs,
fish, milk - eyes, skin) B (meat, eggs brown rice -
skin, body for energy); C (oranges, lemons, beans,
peas; for strong teeth and bones). + Activity 3 +
Optional activity: Reading: Write these sentences
on the board: 1. Most sumo wrestlers weigh 190
kilos. 2.Sumo wrestlers start training early in the
morning. 3. They have a big breakfast. 4. There’s a
lot of fat in chankonabe. 5. They sometimes eat
sweet foods. Students work in pairs to decide if the
sentences are true or false, and correct the false
sentences. ANSWERS 1. false (Only the heaviest
sumo wrestlers weigh 190 kilos.)2. true 3. false
(They don’t have breakfast.) 4. false (There isn’t
much fat in chankonabe.) 5. true
17. Food and health 97 Pg 56: Think! Choosing from the six ideas in 3.3.1 2.1.3
box. + Pre-teach: active, fit, hungry, thirsty,
tired, lazy.+ Activity 1 (pair work) + Activity 2
 LESSON MAPPING YEAR 5
Explain ‘un’ means not. + Activity 3 – Health
quiz Explain body temperature is about 37degrees.
Usain Bolt can run 100 metres in about 10 seconds.
When checking 1, 2, 5 pupils say: It’s best
to/healthiest to…
18. Food and health 103 Teacher to check understanding of blog, chop 3.3.1 2.3.1
(v), serve, ingredients, starter, main course,
dessert + Pg 59: Activity 1 + Activity 2 +
Activity 3 + Activity 4 Pupils try to memorise
the instructions and tell their partner
19. Sport 109 Review on current year/pupils’ birth year+ 3.2.2 3.2.4
Write few years on board and asks pupils to
write one down on a paper and do a quick
count on which year has been written the most
and least + Pg 64 Activity 2 + Activity 3
20. Sport 115 Pg 67 Activity 1 + teacher to give the handout 3.2.3 1.1.1
with 11 irregular verbs to each pupil + Activity
2 + In pairs, pupils write Abdul on one paper and
Martin on another. Read questions about the two
superstars. If the answer is Abdul, one pupil holds it
up; if Martin, the partner does. Example questions:
Who is the long jumper? Who is from Norway? See
which pair gets the most correct answers. +
Activity 3
21. Sport 121 Pg 69 Activity 1 + Activity 2 + Activity 3 + In 3.2.2 3.3.1
pairs they take turns to say a sentence about
Bolt’s life.
22. Growing up 127 Teacher shows a few photos of Malaysian 3.2.4 2.1.5
celebrities on the board and writes: ‘Who is it?’.
Pupils read p.73 Key Phrases + Activity 7 + Pg
61: Activity 5
 LESSON MAPPING YEAR 5
23. Growing up 133 Pg77 Activity 1+ Activity 2+ Activity 3 3.2.3 4.3.2

24. Growing up 136 Pg 80: Review: Activity 1, 2, 4, 5 3.2.4 4.3.2

(Consolidation 14)

25. Growing up 139 Pg 119: Activity 1+ Activity 2 + Ask which two 3.3.1 4.3.1
verses contain information about the boy (3, 6).
Write The Story of (Boy’s Name) Life on the board,
letting the class choose a name. Discuss pronouns
(he, his). Pupils write two paragraphs using
language from verse 3 (first six lines) and verse 6
(first four lines). After writing, they check pronouns,
verbs, and conjunctions. Select pupils to read aloud
and compare their stories with the song in the book
+ Activity 3
26. Going away 145 Pg 81 Activity 1 + Activity 2 *while not looking 3.2.2 1.2.3
at the Class news text
27. Going away 151 Pg87 Activities1, 2, 5 and 6 3.2.3 4.2.5

28. Going away 157 Pg 111: Activities1, 2, and 3 3.3.1 3.2.2

 LESSON MAPPING YEAR 5
WRITING SKILL
NO UNIT LESSON TITLE/TASK LS 1 LS 2 METHOD OF EVIDENCE
EVALUATION
1. Free time 4 Pg6: Activity 1 Match classroom things, listen and 4.2.1 1.2.4
check the answers + Activity 2 completing the
sentences with prepositions + Activity 3 Memory test
on remembering number of sentences from Act 2 +
Activity 4 drawing a desk and writing sentences to
describe what’s on the desk + Activity 5 Listen to
partner’s sentences and draw the picture
2. Free time 9 Intro very’, ‘really’, ‘quite’ on + Pg8: Activity 3 - write 8 4.2.4 2.1.5 Free time
sentences based on the table + Activity 4 Compare
sentences written with partner + read text in pg8 look
for examples of: has got, have got, hasn’t got and
haven’t got & complete the table in Activity 3 Pg9
3. Free time 14 Writing fact file board (refer to SOW for the info) + 4.2.1 3.2.1 Free time
Activity 8 Pg 11- Writing an email about pupils using
the info from the fact file to the international friends
(USE KEY PHRASES pg11)
4. Towns and 20 Pg15: Activity 1+ Let pupils to imagine about a holiday 4.2.4 2.2.1 Towns and
cities park + Activity 6 (group work) + Pupils to write a cities
description based on the conversation (prepositions)
5. Free time 9 Intro very’, ‘really’, ‘quite’ on + Pg8: Activity 3 - write 8 4.2.4 2.1.5 Free time
sentences based on the table + Activity 4 Compare
sentences written with partner + read text in pg8 look
for examples of: has got, have got, hasn’t got and
haven’t got & complete the table in Activity 3 Pg9
6. Free time 14 Writing fact file board (refer to SOW for the info) + 4.2.1 3.2.1 Free time
Activity 8 Pg 11- Writing an email about pupils using
the info from the fact file to the international friends
(USE KEY PHRASES pg11)
7. Towns and 20 Pg 15: Activity 1+ Pupils to imagine a holiday park 4.2.4 2.2.1
cities Activity 5 Writing affirmative & negative
 LESSON MAPPING YEAR 5
sentences using There’s/There are/There isn’t
There aren’t + Activity 6 + Writing a description of
the holiday park
8. Towns and 26 Teacher to write questions: A. What the writer likes about 4.2.5 3.2.1
cities the city. B. Other places and transport in the city. C. Where the
city is. Pupils match the phrases A–C to the paragraphs in the text
(1.C; 2.A; 3.B). Pg 19: Activity 5 Writing about a city
pupils’ like for a website
9. Towns and 28 Pg 20: Activity 2 + Activity 5 + Activity 6 (use of digital 4.3.2 2.2.1
cities map)
(Consolidation 2)
10. Towns and 32 Pg106: Activity 3 + Activity 4 (can use map of any 4.2.5 2.1.5
cities cities from Malaysia) + Write a description based on
Key phrases from Activity 2 + Pupils to tick a list of
criteria (pair work)
11. Days 38 Pg 23: Activity 7 + Finished? Pupils decide to work on 4.2.4 2.3.1
a famous celebrity and write about Name of celebrity…
Famous for… (sport, music etc.) Always… (e.g. swims
before breakfast) Usually… Often… Sometimes… Never….
+ narrate the description (group work)
12. Days 44 Optional activity: Teacher’s book p40. Teacher writes 4.2.1 2.1.5
these songs, music, costumes, presents, a family meal,
people to your house on board. Groups choose one of the
words or phrases and make a sentence, using one of the
verbs from page 26, e.g. I sometimes sing songs. If the
sentence is correct, they get a point and the word or phrase
is crossed out. If not, it remains on the board. Continue
until all the words and phrases are crossed out. See which
group has the most points. + Activity 5 + Optional
activity: Listening Teacher to ask: What kind of present
does the speaker prefer? When is the big meal with the
family? Does Zoe like fireworks? Why? / Why not?
Students work in pairs and discuss the answers to the
questions from memory. Play the audio again for them to
check their answers. ANSWERS 1. money 2.the day before
New Year 3. No, she thinks they’re dangerous.
 LESSON MAPPING YEAR 5
13. Days 50 Pg 29: Activity 4 + Activity 5 writing a description of a 4.3.3 3.2.2
celebration/ special day from pupils’ town for a
website
14. Wild Life 56 Pg 35: Activity 1+ Activity 2 + Teacher to use map of 4.3.2 2.1.5
Canada on board and point out Rocky Mountains and
explain about big National parks + Activity 3 + Activity 4
writing sentences with superlative forms
15. Wild Life 62 Pg 39: Activity 6 Writing a leaflet about a Malaysian 4.3.3 3.2.2
animal in danger Eg: Malayan tiger or turtle.
16. Wild Life 68 Worksheet: write 3–5 nouns, verbs and adjectives 4.3.2 1.1.1
based on the song from Pg 117: Activity 4 pupils to
write 6–8 questions with yes/no answers. (pair work)
17. Learning 74 Pg 45: Activity 1 based on boat school, the Chinese 4.3.2 1.3.1
World primary school and the secondary school in Ireland +
Activity 2 – relate to the Rules + Activity 3
18. Learning 76 Pg 45: Activity 4 + Pair work: say a true and a false 4.2.4 2.2.1
World statement using present continuous tense + Activity 5.
(Consolidation 7)
19. Learning 80 Pg 47: Activity 5 + Activity 6 Explain that pupils have 4.2.4 2.2.2
World to imagine they are a ‘lottery winner’
20. Learning 82 Teacher to say affirmative and negative sentences about 4.3.2 3.2.3
World teacher and/or pupils using present continuous tense e.g.
(Consolidation 8) I’m talking to you. I’m not writing on the board. You’re
learning English. You’re not doing maths and elicit
examples from pupils about what they are and aren’t doing
+ Activity 3 + Teacher to write on board: ‘Yes, I am’,
‘No, I’m not’, ‘Yes, we/they are’, ‘No, we’re/they’re not’,
‘Yes, he/she is’, ‘No, he/she isn’t’. Ask questions with
present continuous forms e.g. Am I teaching you science?
Are you listening to music? Is he/she…? Are they…?
Activity 4 + Activity 5
21. Learning 86 Pupils to read email at top of p.49 again. Teacher to ask: 4.3.3 3.2.2
World Who is the writer? (Danny) Who is he writing to? (Ela)
What’s at the start and end of the email? (Hi / Write soon.).
Pg 49: Activity 4 write an email to a pupil from another
country to give info about school
 LESSON MAPPING YEAR 5
22. Food and 92 Pg 54: Activity 4 – Pupils decide if a wrestler’s life is 4.3.1 3.2.4
health interesting or not then think of three reasons why it is or
isn’t interesting. They write a paragraph starting; ‘We think
a wrestler’s life is…’; ‘That’s because…’, and give their
three reasons. Find out how many pairs think it’s
interesting. Choose some pairs to read their texts aloud. +
Pg55: Activity 1 + Activity 2 + Activity 3
23. Food and 94 Pg 55: Activity 4 + Activity 5 + Finished? Writing a 4.2.3 2.2.2
health shopping list for the food and drink they want to buy
(Consolidation
9)
24. Food and 98 Pg56: Activity 4 (pair work+ do orally) + Pg57: Activity 4.2.1 2.1.3
health 1 Explain verb + -ing.+ love doing, don’t mind doing,
hate doing : Activity 2 + Activity 4 Explain we can use
imperatives to give advice
25. Food and 100 Pg57: Activity 5 Ask: What signs can you see in our 4.2.2 2.1.3
health town/city/village? Choose pupils to draw some
(Consolidation on board. + Pre-teach: ‘marathon’ and ‘boring +
10) Activity 6 + Activity 7, Use It!.+ Finished? Write five
important rules for your class. Use imperative
forms.
26. Food and 104 Pg59: Pupils to read blog again Ask: Which words are in 4.3.3 4.2.5
health blue? Where are they? (at start of paragraphs). What is at
the end of the blog? (Enjoy your meal!). How often does
Sally write her blog? (every month). 3. Activity 5 Writing
food blog B1) Heading (pupil’s name) easy food blog; B2,
B3, B4) Notes for menu and recipe; B5) A reason why you
like the food. Ending: Enjoy your meal! (Pupils ignore B6).
27. Sport 110 Pg64: Activity 4 + Teacher writes sentence starters 4.2.3 3.3.1
e.g. ‘I really like watching…’, ‘I prefer watching…’, ‘I
sometimes/usually like watching…’. Pupils write two or
three sentences about sports they like watching + Pg 65
Activity 1 + Activity 2
28. Sport 112 Pg65: Activity 4 + Activity 5 + Activity 6 + Activity 8 4.2.3 2.1.2
(Consolidation
11)
 LESSON MAPPING YEAR 5
29. Sport 116 Pg 67: Activity 4 + TASK: Teacher to write on board: 4.3.2 2.1.1
‘Last weekend I…’,’ In (past month) I…’, ‘On (day before)
I…’ ‘When I was (age) I…’. Complete the sentence starters
with examples from your life. + Activity 5 +Finished?.
writing the true and false statements from those they
used in TASK.
30. Sport 122 Pg 69: Pupils to read again the key phrases + Activity 4.3.3 4.2.5
4 Writing a profile of a sports star
31. Growing up 128 Pg 75: Activity 5 + Elicit pupils about Harry Potter + 4.2.1 3.2.1
Activity 6 + Activity 7 + Activity 8 + Finished?.
Pupils to write about what they did last weekend
32. Growing up 134 Pupils give examples of each ‘famous city’, ‘famous 4.2.1 2.3.1
actor’, ‘famous sports star’. Pg 77: Activity 4 + Activity
5 – Pupils take turns to answer in pairs + Finished?
Group work: What is the longest question that you
can make using the past simple?
33. Going away 146 Pg 84: Activity 4 + Pg 85: Activity 1 + Activity 2 + Write
on board ‘be + going to + verb’, ‘be + not going to+ verb’.
Pupils use these with verbs in box+ Activity 3
34. Going away 148 Pupils write two of their weekend plans using going to 4.3.1 4.2.3
(Consolidation + verb, I’m not going to + verb. + Pg85: Activity 4 +
15) Activity 5 + Activity 6 + Finished? write summer/future
holiday plans
35. Going away 152 Pg89 Activity 1 + Activity 2 + Activity 4: Imagine a 4.3.3 3.2.2
friend is going to stay with you next weekend. Think
about your plans and arrangements. Write an email to
him / her."
36. Going away 158 Pg 111: Activity 4 + Activity 5 4.2.3 2.1.2
 LESSON MAPPING YEAR 5
LANGUAGE ARTS
NO UNIT LESSON TITLE/TASK CS LS METHOD OF EVALUATION EVIDENCE

1. This Tooth 5 Read the poem + Divide pupils to a smaller group and 5.2 5.2.1
provide them with number cards (1 and 2) + Each
group has to guess the meaning of the verbs from the
assigned stanza (Stanza 1: jiggled, jaggled, jerked
and Stanza 2: pull, pushed, poked) + acts out the
stanza in groups

2. This Tooth 10 Create mask and talk about their falling tooth 5.3 5.3.1

3. Cats 15 Assign 4 stanza to 4 groups+ 1 pupil read the stanza 5.2 5.2.1
and the other three groups’ members have to
individually point to the corresponding picture + hot
seat to mime the actions of the cat and guess in pairs

4. Cats 21 List down suitable descriptions for all the possible 5.3 5.3.1
actions of cats in groups + produce their own cat-
shaped using the actions
5. Serenade 27 Three groups: two groups to read a stanza of the 5.2 5.2.1
poem and the other group will provide the sound
effects (e.g. play a drum – drum a table) + talk about
the instrument in the poem + choice of instrument and
their simple reasons.
6. Serenade 33 Group work: choose a musical instrument to be made 5.3 5.3.1
from the materials that they bring + describe their
product (in terms of colour, materials and suggested
price if they want to sell it) (e.g It is _______, It has
_________, We use _________, The price is
________). + gallery walk
7. Watching a 39 Teacher to prepare and distribute True or False 5.2 5.2.1
Bumble Bee sentence strips to each pupil and asks them
 LESSON MAPPING YEAR 5
to stick the statement at the provided True or False
sections + Pupils walk around the class to check each
other’answers and make corrections+ mind-map
about themselves and the bumble bees

8. Watching a 45 Pupils to replace the word bumble bee with other 5.3 5.3.1
Bumble Bee animals + gallery walk
9. And 51 Review the cover and blurb + group reading pg 5-8 5.2 5.2.1
Something +word cards from the guidebook (page 17) + match
Weird the word cards (containing activities that carried out
Happened by the characters) with the corresponding characters
+ use the card for pupils to choose activities they
like/dislike
10. And 57 Teacher gives statements + pupils to guess true/false 5.3 5.3.1
Something + Pupils to read Chapter 2 and Chapter 3 + act out the
Weird chosen statement
Happened
11. And 63 Pupils to read Chapter 4 and Chapter 5 + Group work: 5.3 5.3.1
Something draw Joel’s Jelly Baby ice cream based on details
Weird (the ice cream has Jelly Baby) & dinosaurs that Joel
Happened had imagined + pupils to describe their drawing
12. And 69 discussion on the characters and their actions in the 5.2 5.2.1
Something story + pupils to choose a character that they like the
Weird most and provide details of the character + pupils pair
Happened up with others who choose the same characters that
they like and ask them to come up with reasons why
they like that character
13. And 75 “My version of Joel’s holiday” + (Activity 1: Writer 5.3 5.3.1
Something block – making up) Page 121 – 124
Weird
Happened
14. Miss 81 Teacher divides the class into two big groups and 5.2 5.2.1
Antrobus conducts line reading where the groups read each line
 LESSON MAPPING YEAR 5
alternately + Pupils give reasons why Miss Antrobus
loves her octopus + Each pair makes a mind map
15. Miss 87 Activity 5 Page 101 5.3 5.3.1
Antrobus
16. The Meal 93 underlines every food item in pairs + Teacher asks 5.2 5.2.1
What are you going to eat for breakfast tomorrow? +
Teacher provides a short class survey form where
pupils will create a menu list of their favourite food
items for breakfast + draw the food items
17. The Meal 99 Teacher conducts a game where each pair has to 5.3 5.3.1
listen and point to the food item + Teacher informs
pupils that they are going to create a menu that can
appeal others to buy + Activity 4 128
18. Seaside 105 Rearrange the line strip to form a poem + each pupil 5.2 5.2.1
chooses a line strip to provide the reasons why they
say so
19. Seaside 111 Pupils have to discuss on the arrangement of the 5.3 5.3.1
steps to come up with the scene at the seaside.
(Make sure the end product is a seaside scene with
label.): Circle the items, list the items, draw the items
and label the items in the picture
20. The Dark 117 Pupils to tick the lines that are the same + pupils only 5.2 5.2.1
read the lines that are the same + Pupils look at the
picture and tries to figure out the differences between
the light and the dark + pair up and they have to come
up with two reasons of their choice to combine their
sentences using coordinating conjunctions – ‘and’.
21. The Dark 123 Teacher brainstorms possible changes with pupils 5.3 5.3.1
(e.g., replacing "my head" with "my hands"). Pupils
work in pairs to choose a stanza and adapt it. They
write the new stanza on paper, adding their initials
somewhere. Pairs exchange papers and erase the
blackened areas to read and narrate the adapted
stanza. Finally, they search for the hidden initials and
let the class guess who wrote the stanza.
 LESSON MAPPING YEAR 5
22. Gulliver’s 129 Teacher talks about cover and the blurb + group 5.2 5.2.1
Travels reading pg 6-13 + Each group has to choose one
panel that they think is impossible to happen in
real world and why
23. Gulliver’s 135 Pupils guess whether the statements are true or false 5.3 5.3.1
Travels based on the statements teacher gives + pupils to
read Chapter 3 + pupils to act out
24. Gulliver’s 141 pupils to read Chapter 4 + draw two different scenes – 5.3 5.3.1
Travels at Liliput and the Land of Giants + describe the scene
in the pictures
25. Gulliver’s 147 pupils to read Chapter 5 + discussion on the 5.2 5.2.1
Travels characters and their actions + choose a character that
they like the most and provide details
of the character
26. Gulliver’s 153 My favourite panels from the graphic novel + pair up 5.3 5.3.1
Travels and teacher asks them to choose any two panels that
they like from the book and they are going to change
the panel contents (dialogue, scenery, and clothing) to
suit Malaysian context
27. Gulliver’s 159 The teacher prepares number cards (1–61) 5.3 5.3.1
Travels corresponding to the pages of the graphic novel and
places them in a box. Pupils pair up and pick a
number. Each pair role-plays the panel from the
chosen page, dividing dialogues and practicing with
correct pronunciation and gestures. The teacher
monitors and assists with pronunciation. Finally, pairs
perform their role play in order, starting from page 1.