RANCANGAN PELAJARAN TAHUNAN

BAHASA INGGERIS

CEFR YEAR 5

UNIT/WEEK/
LISTENING
TOPIC
Starter Unit 1.1.1
FREE TIME Recognise and reproduce
with little or no support a
wide range of target
(LP 1-16) language phonemes
1.2.1
Understand with support the
W 1-5
main idea of longer simple
texts on a range of familiar
topics
1.2.2
Understand with support
specific information and
details of longer simple texts
on a range of familiar topics
1.2.4
Understand a sequence of
supported classroom
instructions
1.2.5
Understand a sequence of
supported questions
*1.2.1
Understand with support
SCHEME OF WORK ENGLISH YEAR 5 2021
SPEAKING READING WRITING LANGUAGE ARTS
2.1.1 3.2.1 4.2.1 5.2.1
Give detailed information Understand the main idea Give detailed information Explain in simple language
about themselves of simple about themselves why they like or dislike an
texts of two paragraphs or event, description or
2.1.5 more
4.2.4 character in a text
Describe people, places and
objects using suitable 3.2.2 Describe people, places
statements Understand specific and objects using suitable 5.3.1
statements Respond imaginatively
information and
2.2.2 details of two paragraphs and intelligibly through
Agree a set of basic steps or more 4.3.1 creating simple role-plays
needed to complete short Use capital letters, full and simple poems
classroom tasks 3.2.3 stops, commas in lists and Other imaginative
Guess the meaning of question marks responses as appropriate
2.3.1 unfamiliar words
appropriately in
Narrate short basic stories from clues provided by
independent writing at
and events title, topic and
other known words discourse level
*2.1.1
Explain and give reasons for 3.3.1 4.3.2
basic opinions Read and enjoy A2 Spell a range of high
fiction/non-fiction frequency words accurately
print and digital texts of in independent writing
interest
*4.2.1
*3.2.2
Understand specific Explain and give reasons
information and details of for simple opinions
simple texts of one or two

the main idea of longer
simple texts
UNIT/WEEK/
LISTENING
TOPIC
Unit 1 1.1.1
TOWNS AND Recognise and reproduce
CITIES with little or no support a
wide range of target
language phonemes
(LP 17- 34)
1.2.1
W 6-10
Understand with support
the main idea of longer
simple texts on a range of
familiar topics
1.2.2
Understand with support
specific information and
details of longer simple
texts on a range of familiar
topics
1.2.5
Understand a sequence of
supported questions
*1.2.2
Understand with support
specific information and
SCHEME OF WORK ENGLISH YEAR 5 2021
paragraphs
SPEAKING READING WRITING LANGUAGE ARTS
2.1.2 3.2.1 4.2.1 5.2.1
Find out about and Understand the main idea Give detailed information Explain in simple
describe experiences up of simple about themselves language why they like or
to now texts of two paragraphs or dislike an event,
more 4.2.4 description or character
2.1.5 Describe people, places in a text
Describe people, places 3.2.2 and objects using
and objects using Understand specific suitable statements 5.3.1
suitable statements information and Respond imaginatively
details of two paragraphs 4.2.5 and intelligibly through
2.2.1 or more Connect sentences into creating simple role-
Keep interaction going one or two coherent plays and simple poems
in short exchanges by 3.2.4 paragraphs using basic Other imaginative
asking suitable Use with support familiar coordinating responses as appropriate
questions print and conjunctions and
digital resources to check reference pronouns
meaning
*2.1.2 4.3.2
Find out about and 3.3.1 Spell a range of high
describe experiences Read and enjoy A2 frequency words
in the past fiction/non-fiction accurately in
print and digital texts of independent writing
interest
*4.2.2
*3.2.3 Make and respond to
Guess the meaning of simple offers and
 SCHEME OF WORK ENGLISH YEAR 5 2021
details of longer simple unfamiliar words from invitations
texts clues provided by title
and topic

UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC

Unit 2 1.1.1
DAYS Recognise and reproduce with
little or no support a wide
(LP 35-52) range of target language
phonemes
W 11-15
1.2.1
Understand with support the
main idea of longer simple
texts on a range of familiar
topics
1.2.2
Understand with support
specific information and
details of longer simple texts
on a range of familiar topics
1.2.4
Understand a sequence of
supported classroom
instructions
1.2.5
Understand a sequence of
supported questions
1.3.1
Guess the meaning of
unfamiliar words from clues
provided by other known
words
*1.2.3
SCHEME OF WORK ENGLISH YEAR 5 2021
2.1.1 3.2.2 4.2.1 5.2.1
Give detailed Understand specific Give detailed Explain in simple
information about information and information about language why they like
themselves details of two paragraphs themselves or dislike an event,
or more description or character
2.1.2 4.2.2 in a text
Find out about and 3.2.3 Ask for, give and
describe experiences up Guess the meaning of respond to simple 5.3.1
to now unfamiliar words advice Respond imaginatively
from clues provided by and intelligibly through
2.1.4 title, topic and 4.2.4 creating simple role-
Ask about and describe other known words Describe people, places plays and simple poems
future plans and objects using Other imaginative
3.2.4 suitable statements responses as
2.1.5 Use with support familiar appropriate
Describe people, places print and 4.3.2
and objects using digital resources to check Spell a range of high
suitable statements meaning frequency words
accurately in
2.2.1 3.3.1 independent writing
Keep interaction going Read and enjoy A2
in short exchanges by fiction/non-fiction 4.3.3
asking suitable print and digital texts of Produce a plan or draft
questions interest of one or two
paragraphs for a familiar
2.3.1 *3.2.4 topic and modify this
Narrate short basic Recognise and use with appropriately in
stories and events little or no support key response to feedback
features of a simple
*2.1.5 monolingual dictionary
Describe people, and
objects using suitable
statements
*4.2.5
Connect sentences
 SCHEME OF WORK ENGLISH YEAR 5 2021
Understand with support into a coherent
short simple narratives on a paragraph using basic
range of familiar topics coordinating
conjunctions and
reference pronouns

UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC

1.1.1
Recognise and reproduce with
little or no support a wide
range of target language
phonemes
1.2.1
Understand with support the
main idea of longer simple
texts on a range of familiar
topics
Unit 3
WILD LIFE 1.2.2
Understand with support
(LP 53-70) specific information and
details of longer simple texts
W 16-20 on a range of familiar topics
1.2.5
Understand a sequence of
supported questions
*1.2.4
Understand longer
supported classroom
instructions
SCHEME OF WORK ENGLISH YEAR 5 2021
2.1.2 3.2.2 4.2.4 5.2.1
Find out about and Understand specific Describe people, places Explain in simple
describe experiences up information and and objects using language why they like
to now details of two paragraphs suitable statements or dislike an event,
or more description or character
2.1.5 4.3.2 in a text
Describe people, places 3.2.3 Spell a range of high
and objects using Guess the meaning of frequency words 5.3.1
suitable statements unfamiliar words accurately in Respond imaginatively
from clues provided by independent writing and intelligibly through
2.2.1 title, topic and creating simple role-
Keep interaction going other known words 4.3.3 plays and simple poems
in short exchanges by Produce a plan or draft Other imaginative
asking suitable 3.2.4 of one or two responses as
questions Use with support familiar paragraphs for a familiar appropriate
print and topic and modify this
*2.2.2 digital resources to check appropriately in
Check steps needed to meaning response to feedback
complete short
classroom tasks 3.3.1 *4.3.1
Read and enjoy A2 Use capital letters, full
fiction/non-fiction stops, question marks
print and digital texts of and commas in lists
interest
appropriately in
guided writing at
*3.2.4
discourse level
Recognise and use with
little or no support key
features of a simple
monolingual dictionary
 SCHEME OF WORK ENGLISH YEAR 5 2021
UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.1.1 2.1.1 3.2.1 4.2.1 5.2.1
Recognise and reproduce with Give detailed Understand the main idea Give detailed Explain in simple
little or no support a wide information about of simple information about language why they like
range of target language themselves texts of two paragraphs or themselves or dislike an event,
phonemes more description or character
2.1.2 4.2.4 in a text
1.2.2 Find out about and 3.2.2 Describe people, places
Understand with support describe experiences up Understand specific and objects using 5.3.1
specific information and to now information and suitable statements Respond imaginatively
Unit 4 details of longer simple texts details of two paragraphs and intelligibly through
LEARNING on a range of familiar topics 2.1.5 or more 4.3.2 creating simple role-
Describe people, places Spell a range of high plays and simple poems
WORLD
1.2.4 and objects using 3.2.3 frequency words Other imaginative
Understand a sequence of suitable statements Guess the meaning of accurately in responses as
(LP 71-88) supported classroom unfamiliar words independent writing appropriate
instructions 2.2.1 from clues provided by
W 21-25 Keep interaction going title, topic and 4.3.3
1.2.5 in short exchanges by other known words Produce a plan or draft
Understand a sequence of asking suitable of one or two
supported questions questions 3.3.1 paragraphs for a familiar
Read and enjoy A2 topic and modify this
1.3.1 2.2.2 fiction/non-fiction appropriately in
Guess the meaning of Agree a set of basic print and digital texts of response to feedback
unfamiliar words from clues steps needed to interest
provided by other known complete short
words classroom tasks
 SCHEME OF WORK ENGLISH YEAR 5 2021

UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.1.1 2.1.1 3.2.3 4.2.1 5.2.1
Recognise and reproduce with Give detailed Guess the meaning of Give detailed information about Explain in simple
little or no support a wide information about unfamiliar words themselves language why they
range of target language themselves from clues provided like or dislike an
phonemes by title, topic and 4.2.2 event, description or
2.1.3 other known words Ask for, give and respond to character in a text
1.2.1 Ask for, give and simple advice
Understand with support the respond to simple 3.2.4 5.3.1
4.2.3
main idea of longer simple advice Use with support Respond
Narrate factual events and
Unit 5 texts on a range of familiar familiar print and imaginatively and
experiences of interest
FOOD AND topics 2.1.4 digital resources to intelligibly through
Ask about and describe check meaning 4.2.5 creating simple role-
HEALTH
1.2.2 future plans Connect sentences into one or plays and simple
Understand with support 3.3.1 two coherent paragraphs using poems
(LP 89-106) specific information and 2.2.1 Read and enjoy A2 Other imaginative
basic coordinating conjunctions
details of longer simple texts Keep interaction going fiction/non-fiction and reference pronouns responses as
W 26-30 on a range of familiar topics in short exchanges by print and digital texts appropriate
asking suitable of interest 4.3.1
1.2.3 questions Use capital letters, full stops,
Understand with support commas in lists and question
longer simple narratives on a 2.2.2 marks appropriately in
range of familiar topics Agree a set of basic independent writing at
steps needed to discourse level
1.2.5 complete short
Understand a sequence of classroom tasks 4.3.3
supported questions Produce a plan or draft of one
2.3.1 or two paragraphs for a familiar
Narrate short basic topic and modify this
stories and events appropriately in response to
feedback
 SCHEME OF WORK ENGLISH YEAR 5 2021

UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.1.1 2.1.1 3.2.1 4.2.3 5.2.1
Recognise and reproduce with Give detailed Understand the main idea Narrate factual events and Explain in simple
little or no support a wide information about of simple experiences of interest language why they like
range of target language themselves texts of two paragraphs or dislike an event,
phonemes or more 4.2.5 description or
2.1.2 Connect sentences into one character in a text
1.2.1 Find out about and 3.2.2 or two coherent paragraphs
Understand with support the describe experiences Understand specific using basic coordinating 5.3.1
main idea of longer simple up to now information and conjunctions and reference Respond imaginatively
texts on a range of familiar details of two paragraphs pronouns and intelligibly
Unit 6 topics 2.2.1 or more through creating
SPORT Keep interaction going 4.3.1 simple role-plays and
1.2.3 in short exchanges by 3.2.3 Use capital letters, full stops, simple poems
Understand with support asking suitable Guess the meaning of commas in lists and question Other imaginative
(LP 107 - 124) longer simple narratives on a questions unfamiliar words marks appropriately in responses as
range of familiar topics from clues provided by independent writing at appropriate
W 31-34 2.2.2 title, topic and discourse level
1.2.4 Agree a set of basic other known words
Understand a sequence of steps needed to 4.3.2
supported classroom complete short 3.2.4 Spell a range of high
instructions classroom tasks Use with support familiar frequency words accurately
print and in independent writing
1.2.5 2.3.1 digital resources to check
Understand a sequence of Narrate short basic meaning 4.3.3
supported questions stories and events Produce a plan or draft of
3.3.1 one or two paragraphs for a
1.3.1 Read and enjoy A2 familiar topic and modify this
Guess the meaning of fiction/non-fiction appropriately in response to
unfamiliar words from clues print and digital texts of feedback
provided by other known interest
words
 SCHEME OF WORK ENGLISH YEAR 5 2021

UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
Unit 7 1.1.1 2.1.1 3.2.1 4.2.1 5.2.1
GROWING UP Recognise and reproduce with Give detailed Understand the main idea Give detailed information Explain in simple
little or no support a wide information about of simple about themselves language why they like
(LP 125 - 142) range of target language themselves texts of two paragraphs or dislike an event,
phonemes or more 4.2.2 description or
2.1.2 Ask for, give and respond to character in a text
W 35-38
1.2.2 Find out about and 3.2.2 simple advice
Understand with support describe experiences Understand specific 5.3.1
specific information and up to now information and 4.2.5 Respond imaginatively
details of longer simple texts details of two paragraphs Connect sentences into one and intelligibly
on a range of familiar topics 2.1.3 or more or two coherent paragraphs through creating
Ask for, give and using basic coordinating simple role-plays and
1.2.3 respond to simple 3.2.3 conjunctions and reference simple poems
Understand with support advice Guess the meaning of pronouns Other imaginative
longer simple narratives on a unfamiliar words responses as
range of familiar topics 2.1.5 from clues provided by 4.3.1 appropriate
Describe people, title, topic and Use capital letters, full stops,
1.2.4 places and objects other known words commas in lists and question
Understand a sequence of using suitable marks appropriately in
supported classroom statements 3.2.4 independent writing at
instructions Use with support familiar discourse level
2.3.1 print and
1.2.5 Narrate short basic digital resources to check 4.3.2
Understand a sequence of stories and events meaning Spell a range of high
supported questions frequency words accurately
3.3.1 in independent writing
Read and enjoy A2
fiction/non-fiction
print and digital texts of
 SCHEME OF WORK ENGLISH YEAR 5 2021
interest

UNIT/WEEK/
LISTENING SPEAKING READING WRITING LANGUAGE ARTS
TOPIC
1.2.2 2.1.2 3.2.2 4.2.3 5.2.1
Understand with support Find out about and Understand specific Narrate factual events and Explain in simple
specific information and describe experiences up information and experiences of interest language why they like
details of longer simple texts to now details of two or dislike an event,
on a range of familiar topics paragraphs or more 4.2.5 description or
2.1.4 Connect sentences into one character in a text
1.2.3 Ask about and describe 3.2.3 or two coherent paragraphs
Understand with support future plans Guess the meaning of using basic coordinating 5.3.1
longer simple narratives on a unfamiliar words conjunctions and reference Respond imaginatively
Unit 8 range of familiar topics 2.1.5 from clues provided by pronouns and intelligibly
GOING AWAY Describe people, places title, topic and through creating
1.2.5 and objects using other known words 4.3.1 simple role-plays and
(LP 143-160) Understand a sequence of suitable statements Use capital letters, full stops, simple poems
supported questions 3.3.1 commas in lists and question Other imaginative
W39-42 2.2.2 Read and enjoy A2 marks appropriately in responses as
1.3.1 Agree a set of basic fiction/non-fiction independent writing at appropriate
Guess the meaning of steps needed to print and digital texts of discourse level
unfamiliar words from clues complete short interest
provided by other known classroom tasks 4.3.2
words Spell a range of high
2.3.1 frequency words accurately
Narrate short basic in independent writing
stories and events
4.3.3
Produce a plan or draft of
one or two paragraphs for a
familiar topic and modify this
appropriately in response to
 SCHEME OF WORK ENGLISH YEAR 5 2021
feedback

CONTENT STANDARD FOR YEAR FIVE

LISTENING SPEAKING READING WRITING LANGUAGE ART

1.1 2.1 3.1 4.1 5.1

Recognise and reproduce Communicate simple Recognise words in linear and Form letters and words in neat legible Enjoy and appreciate
target language sounds information intelligibly non-linear texts by using print using cursive writing rhymes, poems and songs
knowledge of sounds of letters

1.2 2.2 3.2 4.2 5.2

Understand meaning in a Use appropriate communication Understand a variety of linear and Communicate basic information Express personal responses
variety of familiar contexts strategies non-linear print and digital texts by intelligibly for a range of purposes in to literary texts
using appropriate reading print and digital media
strategies

1.3 2.3 3.3 4.3 5.3

Use appropriate listening Communicate appropriately to a Read independently for Communicate with appropriate Express an imaginative
strategies in a variety of small or large group information and enjoyment language form and style for a range of response to literary texts
contexts purposes in print and digital media