Component

Important dates

Themes
General idea
Prior Knowledge
Week 1 (23th
October to 27th
October)

Learning Outcomes

Read and talk about school

lunches
around the world
Lesson (1)
Listen and summarise
School Lunches information
about what someone chooses
for
lunch.

Listen and talk about school

lunches
Lesson (2)
around the world
School Lunches
Describe their own lunch
Read/act out a dialogue.

Lesson (3)
Recycled
Materials

Explain why we recycle

things
Talk about materials that can
be
recycled and reused
Read a short text and extract
information.

Lesson (4)
Recycled
Materials

Identify what objects are

made of and
made from
Design and create their own
sculpture.

Week 2 (30th
October to 3th
November)

Learning Outcomes

Talk about food and drink

Listen for gist and for specific
information
Lesson (5) Party Make notes from a listening
Food
task
Identify and practise features
of
connected speech.

 Use quantifiers to talk and

Lesson (6) Party
write about
Food
food and drink.

Demonstrate their
understanding of
vocabulary and themes
covered in Unit
Lesson (7) My
3, Lessons 16
Learning
Revise vocabulary related to
recycling,
food and drink and quantifiers
Reflect on their own learning.

Read, talk and write about

how
Lesson (8) All chocolate is made
about Chocolate Use sequencing words to
describe a
process.

Week 3 ( 6th
November to
10th November)

Learning Outcomes

 Understand how the Present

Simple
Lesson (9) All
Passive is used
about Chocolate
Talk about how foods are
made.

Lesson (10)
Literature

Read and understand a short

story
Discuss the moral message
and values
related to the content of the
story.

Lesson (11)
Likes and
Dislikes

Talk about likes and dislikes

Make comparisons
Collect data and explain the
results by
making comparisons and
stating
preferences.

Week 4 (13th
November to
17th Novemebr)

Learning Outcomes

 Demonstrate their
understanding of
vocabulary and themes
covered in Unit
3, Lessons 811
Lesson (12) My
Revise vocabulary related to
Learning
food
production processes, linkers
of
purpose and adjectives
Reflect on their own learning.

Lesson (13)
Review

Review and consolidate their

understanding of vocabulary
and
themes covered in Unit 3
Reflect on their learning
experiences.

Organise and manage their

time
Lesson (14-15) Work independently
Choose a Project Create a project based on
their learning
in Unit 3.

In this unit students will

This unit l

Skills and Understanding

Key Vocabulary

Speaking: To talk about healthy and unhealthy

food.
Reading: To read about school lunches.
Writing: To write words related to food.
Listening: To listen to a conversation in a
restaurant.

Food: vegetables,
fruit, dairy products,
grains, protein,
sandwich, meat, salad,
carrot, onion, dates,
apple, orange juice,
cheese, coconut, black
beans, rice;
chopsticks.

Listening: To listen for details in a conversation

about food.
Speaking: To compare and describe lunches
using some and any.
Writing: To write sentences describing a lunch.
Reading: To read and complete a dialogue.

Food and drink

Speaking: To talk about recycling and consider

why we need to help the environment.
Reading: To read about recycled art and extract
information.
Listening: To listen to peers talking about
recycling.

Materials (that can be

recycled): paper,
metal, wood, plastic;
reuse, recycle,
containers, recycling
bin, unwanted.

Writing: To use made of and made from

correctly.
Speaking: To talk about recyclable materials for
creating a sculpture.

Materials: paper,
metal, wood, plastic,
stone, recycle

Skills and Understanding

Speaking: To talk about past experiences at a

party.
To practise pronunciation for connected
speech.
Listening: To understand a recording about
shopping for a party.
Reading: To read and understand sentences in
order to complete them.
Writing: To write a list of items using core
vocabulary from the lesson.

Key Vocabulary

Food and containers

Reading: To chose the correct quantifier to

complete a sentence.
Speaking: To read out a dialogue.
Listening: To listen to a dialogue and extract
information.
Writing: To write sentences using quantifiers.
Listening: To listen to a dialogue and extract
information.
Writing: To write sentences using quantifiers.

Reading: To read questions and fill in missing

words to demonstrate an understanding of
topics covered.
Writing: To write facts demonstrating an
understanding of vocabulary and themes
covered.

Speaking: To discuss the process involved in

making chocolate.
Reading: To read for comprehension.

topics covered.

Food and containers

Vocabulary from Unit

3, Lessons 16

Chocolate, beans,
pod, knife, oven, box,
growing, farming,
fermentation,
manufacturing,
product.
Sequencing words:
Firstly, Secondly,
Then, Next, Finally

Key Vocabulary

Speaking: To talk about food growth and

production.
Reading: To read an information text to
discover how the Present Simple Passive is
used.
Writing: To write answers at word level.

Chocolate vocabulary
from Lesson 8; bread,
yeast, ingredients,
salt, seeds, knead,
mix, add, cook, loaf,
coffee, tea, cooking
oil, butter

Reading: To develop learners ability to read

and understand a short story.
Writing: To correct false sentences.
Speaking: To speak about a persons
characteristics and ways.
To discuss the moral of a story.

Adjectives: generous,
helpful, selfish,
greedy, lazy,
hardworking

Reading: To read and understand information

presented in a menu.
Listening: To listen to and understand other
peoples preferences.
Speaking: To explain their own preferences and
summarise the preferences of others.

Foods and drink; and,

but, no, yes, both

Skills and Understanding

Key Vocabulary

Reading: To read questions and fill in missing

words to demonstrate an understanding of
topics covered.
Writing: To write facts demonstrating an
understanding of vocabulary and themes
covered.

Vocabulary from Unit

3, Lessons 811

Reading: To read a short text in order to

identify and select correct vocabulary and
structure.
Speaking: To describe a picture using
vocabulary and structure related to food and
containers.
Writing: To write about how something is made
using expressions from the unit.

Vocabulary from Unit 3

Speaking: To talk about their project as part of

the planning process.
Reading: To research a project topic.
Writing: To write about a new design for a
sweet or a healthy packed lunch.

Vocabulary from Unit 3

English Curriculum Map Grade 5

Term 1 (23th October to 17th November)
3rd of November Flag Day

Unit 3 - Food and drink

In this unit students will learn about school lunches, party food, and all about chocolate. Also s

This unit links to the students prior knowledge about food, adjective related to food, t

Key expressions/structure

Some
Any

Some
Any
There is
There are

Examples of activities

Dialogue and discussion

through the lesson.
Watching a video about
school lunches
Solving the activity book.

Dialogue and discussion

through the lesson.
Listening to an audio
about school lunches
Solving the activity book.

 Made of
Made from

Pair discussions
Using real objects
(recycled and recycling
materials)
Dialogue with the students
Videos about recycled
materials

Made of
Made from

Key expressions/structure

a
a
a
a
a
a
a

bottle of
can of
carton of
cup of
loaf of
packet of
tub of

Using real objects

(recycled and recycling
materials)
Dialogue with the students
Students may create their
own sculptures

Examples of activities

Dialogue with the students

Listening to an audio track
(conversation about party
food)

Quantifiers:
any
a few
a little
many
much
some
a lot of
plenty of

Dialogue with the students

Matching or circling the
right answer

Dialogue with the students

about the thing that they
Expressions and structures
remember from this unit
from Unit 3, Lessons 16
Writing sentences their
own ideas

Present Simple Passive

Key expressions/structure

Dialogue with the students

about chocolate and kind of
it
Reading about chocolate
Summaries the process of
making chocolate.

Examples of activities

 Discussion about the

Linkers of purpose: so
chocolate process maaking
that, in order to, so as not
Reading about chocolate
to

Discussion the story

My sister/brother is always Reading the greedy boy
My friend is
story
always/never

me too
yes, youre right,
I dont agree,
I think the opposite
and so
does
agrees with
feel the same about
Everybody in the group
Nobody in the group
Some people

Key expressions/structure

Discussion about likes and

dislikes
Listening to a conversation
about food

Examples of activities

 Discussion about what

they remember form the
unit
Expressions and structures Game about the
from Unit 3, Lessons 811 vocabulary which could be
matching the words with the
pictures

Discussion about what

they remember form the
unit
Expressions and structures Game about the
from Unit 3
vocabulary which could be
matching the words with the
pictures

Students presentation
Expressions and structures
about the project they
from Unit 4
choose

sh Curriculum Map Grade 5

Term 1 (23th October to 17th November)

3rd of November Flag Day

Unit 3 - Food and drink

unches, party food, and all about chocolate. Also students will more about the connected speech in th

prior knowledge about food, adjective related to food, the comparative adjective, and present simple.

Learning style

Visual: flashcards for the vocabulary,and

group activity that contain visuals about
school lunches and food groups
Auditory: listening to audio track related
to different school lunches and food
Read/write: students could read and
write about school lunches

Visual: flashcards for the vocabulary,

video about school lunches, group activity
that contain visuals about school lunches
and food groups
Auditory: listening to audio track related
to different school lunches and food
Read/write: students could read and
write about school lunches

 Visual: flashcards for the vocabulary,

video about recycled materials
Read/write: students could read and
write about recycled materials

Visual: flashcards for the vocabulary,

video about recycled materials
Read/write: students could read and
write their own sculptures
Kinesthetic: students may create their
own sculptures

Learning style

Visual: flashcards for the vocabulary,

pictures and real object about party food
Read/write: students could read and
write about party food.
Auditory: Listening to an audio about
party food.

 Visual: flashcards for the vocabulary,

pictures and real object about party food
and drawing items of food.
Read/write: students could read in pairs
and write about the food they have drawn
using the quantifiers.
Auditory: Listening to an audio to check
their answers in the activity book.

Visual: flashcards for the vocabulary,

pictures and real object about food and
drink
Read/write: students could read and
write sentences using their own ideas
about the topic

Visual: flashcards for the vocabulary and

video about chocolate
Read: students could read about the
process of making chocolate
Auditory: Listening to a video about how
chocolate is made to answer some
questions about it.

Learning style

 Visual: flashcards for the vocabulary and

video about chocolate
Read/Write: students could read and
write using the present simple passive in
the sentences

Visual: flashcards for the vocabulary

Read: students could read about the
greedy boy story

Visual: flashcards for the vocabulary and

display the menus
Read/Write: students could read the
menu and write sentences about the food
in the conversation
Auditory: Listening to a conversation
about opinions in food.

Learning style

 Visual: flashcards for the vocabulary and

picture for the vocabulary
Read/Write: students could read and
write sentences about the things they
took in the unit

Visual: flashcards for the vocabulary and

draw about food items
Read/Write: students could read and
write sentences about the food items
using the key repressions in the unit

Visual: students work or project that

could be poster, booklet, and model.
Auditory: students would listen to their
classmate presentation
Kinesthetic: students would create their
own models and posters.

ember)

drink

late. Also students will more about the connected speech in this unit

ed to food, the comparative adjective, and present simple.

Assessment

Observations: observing students engagement, concertation, work

during group activity and understanding when the do the activity or sole
the activity book during the lesson
Verbal feedback: giving students feedback about their learning,
achievement, and their written work in the class
Oral questioning: asking the students questions through the lesson to
see their understanding

Observations: observing students engagement, concertation, work

during group activity and understanding when the do the activity or sole
the activity book during the lesson
Verbal feedback: giving students feedback about their learning,
achievement, and their written work in the class
Oral questioning: asking the students questions through the lesson to
see their understanding

 Observations: observing students engagement, concertation, work

during group activity and understanding when the do the activity or sole
the activity book during the lesson
Verbal feedback: giving students feedback about their learning,
achievement, and their written work in the class
Oral questioning: asking the students questions through the lesson to
see their understanding

Observations: observing students engagement, concertation, work

during group activity and understanding when the do the activity or sole
the activity book during the lesson
Verbal feedback: giving students feedback about their learning,
achievement, and their written work in the class
Oral questioning: asking the students questions through the lesson to
see their understanding

Assessment

Observations: observing students engagement, concertation, work

during group activity and understanding when the do the activity or sole
the activity book during the lesson
Verbal feedback: giving students feedback about their learning,
achievement, and their written work in the class
Oral questioning: asking the students questions through the lesson to
see their understanding

 Observations: observing students engagement, concertation, work

during group activity and understanding when the do the activity or sole
the activity book during the lesson
Verbal feedback: giving students feedback about their learning,
achievement, and their written work in the class
Oral questioning: asking the students questions through the lesson to
see their understanding

Observations: observing students engagement, concertation, work

during group activity and understanding when the do the activity or sole
the activity book during the lesson
Verbal feedback: giving students feedback about their learning,
achievement, and their written work in the class
Oral questioning: asking the students questions through the lesson to
see their understanding

Observations: observing students engagement, concertation, work

during group activity and understanding when the do the activity or sole
the activity book during the lesson
Verbal feedback: giving students feedback about their learning,
achievement, and their written work in the class
Oral questioning: asking the students questions through the lesson to
see their understanding

Assessment

 Observations: observing students engagement, concertation, work

during group activity and understanding when the do the activity or sole
the activity book during the lesson
Verbal feedback: giving students feedback about their learning,
achievement, and their written work in the class
Oral questioning: asking the students questions through the lesson to
see their understanding

Observations: observing students engagement, concertation, work

during group activity and understanding when the do the activity or sole
the activity book during the lesson
Verbal feedback: giving students feedback about their learning,
achievement, and their written work in the class
Oral questioning: asking the students questions through the lesson to
see their understanding

Observations: observing students engagement, concertation, work

during group activity and understanding when the do the activity or sole
the activity book during the lesson
Verbal feedback: giving students feedback about their learning,
achievement, and their written work in the class
Oral questioning: asking the students questions through the lesson to
see their understanding

Assessment

 Observations: observing students engagement, concertation, work

during group activity and understanding when the do the activity or sole
the activity book during the lesson
Verbal feedback: giving students feedback about their learning,
achievement, and their written work in the class
Oral questioning: asking the students questions through the lesson to
see their understanding

Observations: observing students engagement, concertation, work

during group activity and understanding when the do the activity or sole
the activity book during the lesson
Verbal feedback: giving students feedback about their learning,
achievement, and their written work in the class
Oral questioning: asking the students questions through the lesson to
see their understanding

Observations: observing students engagement, concertation, work

during group activity and understanding when the do the activity or sole
the activity book during the lesson
Verbal feedback: giving students feedback about their learning,
achievement, and their written work in the class
Oral questioning: asking the students questions through the lesson to
see their understanding

it

Examples of
resources

Flashcards
Video
Learners and
activity book

Flashcards
Learners and
activity book

Differentiation

Some students may need support in reading and writing

and displaying the important vocabulary around the class
may help them in their learning.
Students could help each other in learning.

Some students may need support in reading and writing

and displaying the important vocabulary around the class
may help them in their learning.
Students could help each other in learning.
Students extend sentences, for example, there are some
, but there arent any
Model examples frequently and supports with
pronunciation.

 Flashcards
Video
Learners and
activity book

Some students may need support in reading and writing

and displaying the important vocabulary around the class
may help them in their learning.
Students could help each other in learning.

Flashcards
Video
Learners and
activity book

Giving students further support in creating ideas, or

thinking of materials that could be used for the sculpture.
Students could write sentences to describe their sculpture
design.
Some students may need support in reading and writing
and displaying the important vocabulary around the class
may help them in their learning.
Students could help each other in learning.

Examples of
resources

Flashcards
Video
Learners and
activity book

Differentiation

Some students may need support in reading and writing

and displaying the important vocabulary around the class
may help them in their learning.
Students can work in pairs or supported groups.
Model examples and pronunciation frequently.
Ask students to turn phrases into full sentences.

Flashcards
Video
Learners and
activity book

Some students may need support in reading and writing

and displaying the important vocabulary around the class
may help them in their learning.
Students can work in pairs or supported groups.
Model examples frequently and supports with
pronunciation.
Ask students to turn phrases into full sentences.

Flashcards
Video
Learners and
activity book

Some students may need support in reading and writing

and displaying the important vocabulary around the class
may help them in their learning.
Students can work in pairs or supported groups.
Model examples frequently and supports with
pronunciation.
Ask students to turn phrases into full sentences.
Monitor for non-understanding of the questions.

Flashcards
Video
Learners and
activity book

Some students may need support in reading and writing

and displaying the important vocabulary around the class
may help them in their learning.
Students can work in pairs or supported groups.
Model examples frequently and supports with
pronunciation.
Ask students to turn phrases into full sentences.
Monitor for non-understanding of the questions.

Examples of
resources

Differentiation

Flashcards
Video
Learners and
activity book

Some students may need support in reading and writing

and displaying the important vocabulary around the class
may help them in their learning.
Students can work in pairs or supported groups.
Model examples frequently and supports with
pronunciation.
Ask students to turn phrases into full sentences.
Monitor for non-understanding of the questions.

Flashcards
Video
Learners and
activity book

Some students may need support in reading and writing

and displaying the important vocabulary around the class
may help them in their learning.
Students can work in pairs or supported groups.
Model examples frequently and supports with
pronunciation.
Ask students to turn phrases into full sentences.
Monitor for non-understanding of the questions.

Flashcards
Video
Learners and
activity book

Some students may need support in reading and writing

and displaying the important vocabulary around the class
may help them in their learning.
Students can work in pairs or supported groups.
Model examples frequently and supports with
pronunciation.
Ask students to turn phrases into full sentences.
Monitor for non-understanding of the questions.

Examples of
resources

Differentiation

Flashcards
Video
Learners and
activity book

Some students may need support in reading and writing

and displaying the important vocabulary around the class
may help them in their learning.
Students can work in pairs or supported groups.
Model examples frequently and supports with
pronunciation.
Ask students to turn phrases into full sentences.
Monitor for non-understanding of the questions.

Flashcards
Video
Learners and
activity book

Some students may need support in reading and writing

and displaying the important vocabulary around the class
may help them in their learning.
Students can work in pairs or supported groups.
Model examples frequently and supports with
pronunciation.
Ask students to turn phrases into full sentences.
Monitor for non-understanding of the questions.

Flashcards
Video
Learners and
activity book

Encourage learners to focus on the quality of the

information in their project.
Displaying the important vocabulary around the class may
help them in their learning.
Ask students to turn phrases into full sentences.
Monitor for non-understanding of the questions.

Links

https://www.youtube.com/watch?v=Po0O9tRXCyA

https://www.youtube.com/watch?v=HpGwolUNkJ4

Links

https://www.youtube.com/watch?v=4vXb8Tt_VCU

Links

Links