COMPETENCY MAPPING
Subject : English Grammar and Skills
Grade :5
Academic Year : 2018 - 2019
Basic Competencies of Cambridge
BIG QUESTION 1: Why do we protect animals? Social Studies: History
Reading:
 5Ro1 Skim read to gain an overall sense of a text and scan for specific information.
 5Rx1 Look for information in non-fiction texts to build on what is already known.
 5Rx2 Extract key points and group and link ideas.
 5Rx3 Locate information confidently and efficiently from different sources.
 5Ri1 Provide accurate textual reference from more than one point in a story to support answers to
questions.
 5Ri2 Identify the point of view from which a story is told.
 5Rw1 Comment on a writer’s use of language and explain reasons for the writer’s choices.
 5Rw2 Begin to interpret imagery and techniques, e.g. metaphor, personification, simile, adding to
understanding beyond the literal.
 5Rw3 Discuss metaphorical expressions and figures of speech.
 5Rw4 Understand clauses within sentences and how they are connected.
 5Rw5 Compare the structure of different stories.
 5Rw7 Learn how dialogue is set out and punctuated.
 5Rw8 Identify unfamiliar words, explore definitions and use new words in context
 5Rw9 Understand the use of impersonal style in explanatory texts.
 5Rw10 Understand conventions of standard English, e.g. agreement of verbs.
 5Rv1 Read and evaluate non-fiction texts for purpose, style, clarity and organisation.
 5Rv2 Explore the features of texts which are about events and experiences, e.g. diaries.
 5Rv3 Compare writing that informs and persuades.
 5Rv4 Note the use of persuasive devices, words and phrases in print and other media.
 5Rv5 Read and identify characteristics of myths, legends and fables.
 5Rv6 Read widely and explore the features of different fiction genres.
 5Rv7 Consider how a writer expresses their own point of view, e.g. how characters are presented.
Writing:
 5Wo1 Recognise a range of less common letter strings in words which may be pronounced
differently.
Semester :1&2
Teacher : Miranda Victoria, S.Sos.
Indicators
Vocabulary:
 Able to understand words about extinct and endangered animals; to apply own
experience and a reading strategy to help comprehend a text.
 Able to know more vocabulary to understand author’s purpose in a reading passage.
 Able to use wide variety of words to build own purpose in sentences and paragraphs.
 Able to understand words about conservation; to apply own experience and a reading
strategy to help comprehend a text.
 Able to have more vocabulary to monitor and clarify sentences, paragraphs, and texts.
 Able to understand and use Suffix –able.
 Able to understand and use Synonyms.
Reading:
 Able to read, understand, and discuss a fantasy; to apply a reading strategy to improve
comprehension.
 Able to read and comprehend a fantasy fiction text linked to social studies and history.
 Able to comprehend author’s purpose of a reading passage.
 Able to read, understand, and discuss a biographical text; to apply a reading strategy to
improve comprehension.
 Able to read and understand a biographical nonfiction text linked to social studies and
history.
 Able to monitor and clarify sentences of a text.
 Able to understand that when animals are extinct, they are gone forever.
 Able to understand that animals are sources of food and beautiful.
 Able to understand that the environment and food chain depend on animals.
 Able to understand that it’s cruel to hurt animals.
 Able to understand texts that consist mainly of high frequency every day or job-related
language.
 Able to understand the description of events, feelings and wishes in personal letters.
 Able to read articles and reports concerned with contemporary problems in which the
writers adopt particular attitudes or viewpoints.
Grammar:
 Able to demonstrate understanding of a fantasy text; to understand the meaning and
form of the grammar structure.
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Basic Competencies of Cambridge
 5Wo2 Evaluate own and others’ writing.
 5Wo3 Use dictionaries efficiently and carry out IT spell checks.
 5Wo4 Make notes for different purposes, using simple abbreviations and writing ‘in your own
words’.
 5Wo5 Practise fast, fluent and legible handwriting styles for different purposes.
 5Wa1 Use imagery and figurative language to evoke imaginative response.
 5Wa2 Maintain a consistent viewpoint when writing.
 5Wa3 Use a more specialised vocabulary to match the topic.
 5Wa4 Choose words and phrases carefully to convey feeling and atmosphere.
 5Wa5 Collect synonyms and opposites and investigate shades of meaning.
 5Wa6 Use a thesaurus to extend vocabulary and choice of words.
 5Wa7 Write non-chronological reports and explanations.
 5Wa8 Write new scenes or characters into a story, or write from another viewpoint.
 5Wa9 Draft and write letters for real purposes.
 5Wa12 Write a commentary on an issue, setting out and justifying a personal view.
 5Wa14 Practise proofreading and editing own writing for clarity and correctness.
 5Wa15 Review, revise and edit writing in order to improve it, using IT as appropriate.
 5Wt1 Map out writing to plan structure, e.g. paragraphs, sections, chapters.
 5Wt2 Use pronouns, making clear to what or to whom they refer.
 5Wt3 Begin to establish links between paragraphs using adverbials.
 5Wp1 Use an increasing range of subordinating connectives.
 5Wp2 Combine simple sentences and re-order clauses to make compound and complex
sentences.
 5Wp3 Begin to use the comma to separate clauses within sentences and clarify meaning in
complex sentences.
 5Wp4 Begin to set out dialogue appropriately, using a range of punctuation.
 5Wp5 Identify prepositions and use the term preposition.
 5Wp6 Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue.
 5Wp7 Use apostrophes for both possession and shortened forms.
 5Wp8 Spell and make correct use of possessive pronouns, e.g. their, theirs, my, mine.
 5Ws1 Investigate the spelling of word-final unstressed vowels, e.g. the unstressed ‘er’ at the end
of butter and unstressed ‘ee’ at the end of city.
 5Ws2 Learn spelling rules for words ending in -e and -y, e.g. take/taking, try/tries.
 5Ws3 Know rules for doubling consonants and investigate patterns in the use of single and double
consonants, e.g. -full/-ful.
 5Ws4 Use known spellings to work out the spelling of related words.
 5Ws5 Use effective strategies for learning new spellings and misspelt words.
 5Ws6 Identify ‘silent’ vowels in polysyllabic words, e.g. library, interest.
 5Ws7 Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves.
 5Ws8 Extend earlier work on prefixes and suffixes, recognising that different spelling rules apply
Indicators
 Able to understand and know the use of Present Perfect and Present Perfect Continuous
in real life.
 Able to use Present Perfect and Present Perfect Continuous in daily conversations.
 Able to demonstrate understanding of a biographical text; to understand the meaning and
form of the grammar structure.
 Able to understand and know the use of common tenses before writing.
 Able to use common tenses in writing.
Writing:
 Able to know 2 types of Paragraphs: Indented and Block.
 Able to plan a writing into 3 parts / paragraphs: Introduction (Beginning), Main Body
(Core), Ending (Conclusion).
 Able to combine single sentences into a complex one.
 Able to write at least 3 complex (long) sentences in each paragraph.
 Able to avoid repetitions and use a different word instead so the writing is not boring.
 Able to read silently to know if a sentence is too long, it needs a comma and a full stop.
 Able to use correct capital and lowercase letters.
 Able to write neatly with the help of erasers and correction fluid instead of scratch or
scribble.
 Able to write personal information.
 Able to fix sentence fragments.
 Able to understand and write sentences with irregular past verbs.
 Able to write a persuasive letter.
 Able to write simple connected text on topics which are familiar or of personal interest.
 Able to write personal letters describing experiences and impressions.
 Able to write clear, detailed text on a wide range of subjects related to own interests.
 Able to write letters highlighting the personal significance of events and experiences.
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Basic Competencies of Cambridge
for suffixes which begin with vowels and those that begin with consonants.
 5Ws9 Understand ways of creating opposites, e.g. un-, im- and comparatives, e.g. -er, -est.
 5Ws10 Understand grammatical homophones, e.g. they’re, their, there.
 5Ws11 Identify word roots and derivations to support spelling and vocabulary, e.g. sign, signal,
signature.
Listening and Speaking:
 5SL1 Shape and organise ideas clearly when speaking to aid the listener.
 5SL2 Prepare and present an argument to persuade others to adopt a point of view.
 5SL3 Talk confidently in extended turns and listen purposefully in a range of contexts, responding
to guidance about, and feedback on, the quality of contributions.
 5SL4 Begin to adapt non-verbal gestures and vocabulary to suit content and audience.
 5SL5 Describe events and convey opinions with increasing clarity and detail.
 5SL6 Recall and discuss important features of a talk, possibly contributing new ideas.
 5SL7 Ask questions to develop ideas and extend understanding.
 5SL8 Report back to a group, using notes to present findings about a topic studied. Evaluate what
is heard and give reasons for agreement or disagreement.
 5SL9 Take different roles and responsibilities within a group.
 5SL10 Convey ideas about characters in drama through deliberate choice of speech, gesture and
movement.
 5SL11 Begin to discuss how and why language choices vary in different situations.
BIG QUESTION 2: What are teeth for? Life Science
Reading:
 5Ro1 Skim read to gain an overall sense of a text and scan for specific information.
 5Ro4 Read and perform narrative poems.
 5Ro5 Read poems by significant poets and compare style, forms and themes.
 5Rx1 Look for information in non-fiction texts to build on what is already known.
 5Rx2 Extract key points and group and link ideas.
 5Rx3 Locate information confidently and efficiently from different sources.
 5Ri1 Provide accurate textual reference from more than one point in a story to support answers to
questions.
 5Ri2 Identify the point of view from which a story is told.
 5Rw1 Comment on a writer’s use of language and explain reasons for the writer’s choices.
 5Rw2 Begin to interpret imagery and techniques, e.g. metaphor, personification, simile, adding to
understanding beyond the literal.
 5Rw3 Discuss metaphorical expressions and figures of speech.
 5Rw4 Understand clauses within sentences and how they are connected.
 5Rw5 Compare the structure of different stories.
Indicators

 Able to understand and discuss about when animals re extinct, they are gone forever.
 Able to understand and discuss about animals are beautiful and source of food.
 Able to understand and discuss about animals are beautiful.
 Able to understand and discuss about it’s cruel to hurt animals.
 Able to understand the main points of clear standard speech on familiar matters regularly
encountered in work, school, leisure, etc.
 Able to understand the main point of many radio or TV programmes on current affairs or
topics of personal or professional interest when the delivery is relatively slow and clear.
 Able to understand extended speech and lectures and follow even complex lines of
argument provided the topic is reasonably familiar.
 Able to understand most TV news and current affairs programmes.
 Able to understand the majority of films in standard dialect.

Vocabulary:
 Able to understand words about teeth and types of animals; to apply own experience and
a reading strategy to help comprehend a text.
 Able to know more vocabulary to look for sensory details in sentences and paragraphs.
 Able to use wide variety of words to build own sensory details in sentences and
paragraphs.
 Able to understand words about predators and prey; to apply own experience and
reading strategy to help comprehend a text.
 Able to have more vocabulary to describe visuals of the reading passage.
 Able to understand and use Prefix in-.
 Able to understand and use Suffix –ment.
Reading:
 Able to read, understand, and discuss a poem and a rap; to apply a reading strategy to
improve comprehension.
 Able to read and comprehend fictional poetry linked to life science.
 Able to look for sensory details in a reading passage.
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Basic Competencies of Cambridge
 5Rw7 Learn how dialogue is set out and punctuated.
 5Rw8 Identify unfamiliar words, explore definitions and use new words in context
 5Rw9 Understand the use of impersonal style in explanatory texts.
 5Rw10 Understand conventions of standard English, e.g. agreement of verbs.
 5Rv1 Read and evaluate non-fiction texts for purpose, style, clarity and organisation.
 5Rv2 Explore the features of texts which are about events and experiences, e.g. diaries.
 5Rv3 Compare writing that informs and persuades.
 5Rv4 Note the use of persuasive devices, words and phrases in print and other media.
 5Rv6 Read widely and explore the features of different fiction genres.
 5Rv7 Consider how a writer expresses their own point of view, e.g. how characters are presented.
Writing:
 5Wo1 Recognise a range of less common letter strings in words which may be pronounced
differently.
 5Wo2 Evaluate own and others’ writing.
 5Wo3 Use dictionaries efficiently and carry out IT spell checks.
 5Wo4 Make notes for different purposes, using simple abbreviations and writing ‘in your own
words’.
 5Wo5 Practise fast, fluent and legible handwriting styles for different purposes.
 5Wa1 Use imagery and figurative language to evoke imaginative response.
 5Wa2 Maintain a consistent viewpoint when writing.
 5Wa3 Use a more specialised vocabulary to match the topic.
 5Wa4 Choose words and phrases carefully to convey feeling and atmosphere.
 5Wa5 Collect synonyms and opposites and investigate shades of meaning.
 5Wa6 Use a thesaurus to extend vocabulary and choice of words.
 5Wa7 Write non-chronological reports and explanations.
 5Wa8 Write new scenes or characters into a story, or write from another viewpoint.
 5Wa12 Write a commentary on an issue, setting out and justifying a personal view.
 5Wa14 Practise proofreading and editing own writing for clarity and correctness.
 5Wa15 Review, revise and edit writing in order to improve it, using IT as appropriate.
 5Wt1 Map out writing to plan structure, e.g. paragraphs, sections, chapters.
 5Wt2 Use pronouns, making clear to what or to whom they refer.
 5Wt3 Begin to establish links between paragraphs using adverbials.
 5Wp1 Use an increasing range of subordinating connectives.
 5Wp2 Combine simple sentences and re-order clauses to make compound and complex
sentences.
 5Wp3 Begin to use the comma to separate clauses within sentences and clarify meaning in
complex sentences.
Indicators
 Able to read, understand, and discuss an informational text; to apply a reading strategy to
improve comprehension.
 Able to read and comprehend nonfiction informational text linked to life science.
 Able to use visuals of the text to understand the reading passage.
 Able to understand that teeth help people and animals eat.
 Able to understand that animals use teeth in many ways.
 Able to understand texts that consist mainly of high frequency every day or job-related
language.
 Able to understand the description of events, feelings and wishes in personal letters.
 Able to read articles and reports concerned with contemporary problems in which the
writers adopt particular attitudes or viewpoints.
 Able to understand contemporary literary prose.
Grammar:
 Able to demonstrate understanding of poetry; to understand the meaning and form of the
grammar structure.
 Able to understand and know the use of Modals of Ability in real life.
 Able to use Modals of Ability in daily conversations.
 Able to demonstrate understanding of an informational text; to understand the meaning
and form of the grammar structure.
 Able to understand and know the use of Modals of Certainty: Can’t, Must, Have to, Might
in real life.
 Able to use Modals of Certainty: Can’t, Must, Have to, Might in daily conversations.
Writing:
 Able to know 2 types of Paragraphs: Indented and Block.
 Able to plan a writing into 3 parts / paragraphs: Introduction (Beginning), Main Body
(Core), Ending (Conclusion).
 Able to combine single sentences into a complex one.
 Able to write at least 3 complex (long) sentences in each paragraph.
 Able to avoid repetitions and use a different word instead so the writing is not boring.
 Able to read silently to know if a sentence is too long, it needs a comma and a full stop.
 Able to use correct capital and lowercase letters.
 Able to write neatly with the help of erasers and correction fluid instead of scratch or
scribble.
 Able to write sentences with modals of ability.
 Able to write sentences with modals of certainty.
 Able to understand and write sentences with Adjective + Preposition.
 Able to understand and use parallel structures with –ing.
 Able to write a report.
 Able to write simple connected text on topics which are familiar or of personal interest.
 Able to write clear, detailed text on a wide range of subjects related to own interests.
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Basic Competencies of Cambridge Indicators
 5Wp4 Begin to set out dialogue appropriately, using a range of punctuation.  Able to write an essay or report, passing on information or giving reasons in support of or
 5Wp5 Identify prepositions and use the term preposition. against a particular point of view.
 5Wp6 Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue.
 5Wp7 Use apostrophes for both possession and shortened forms.
 5Wp8 Spell and make correct use of possessive pronouns, e.g. their, theirs, my, mine.
 5Ws1 Investigate the spelling of word-final unstressed vowels, e.g. the unstressed ‘er’ at the end
of butter and unstressed ‘ee’ at the end of city.
 5Ws2 Learn spelling rules for words ending in -e and -y, e.g. take/taking, try/tries.
 5Ws3 Know rules for doubling consonants and investigate patterns in the use of single and double
consonants, e.g. -full/-ful.
 5Ws4 Use known spellings to work out the spelling of related words.
 5Ws5 Use effective strategies for learning new spellings and misspelt words.
 5Ws6 Identify ‘silent’ vowels in polysyllabic words, e.g. library, interest.
 5Ws7 Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves.
 5Ws8 Extend earlier work on prefixes and suffixes, recognising that different spelling rules apply
for suffixes which begin with vowels and those that begin with consonants.
 5Ws9 Understand ways of creating opposites, e.g. un-, im- and comparatives, e.g. -er, -est.
 5Ws10 Understand grammatical homophones, e.g. they’re, their, there.
 5Ws11 Identify word roots and derivations to support spelling and vocabulary, e.g. sign, signal,
signature.
Listening and Speaking:  Able to learn and practice listening, speaking, and writing strategies to facilitate effective
 5SL1 Shape and organise ideas clearly when speaking to aid the listener. communication.
 5SL2 Prepare and present an argument to persuade others to adopt a point of view.  Able to listen for instructions and to talk about the importance of teeth.
 5SL3 Talk confidently in extended turns and listen purposefully in a range of contexts, responding  Able to listen for details and to discuss to compare things.
to guidance about, and feedback on, the quality of contributions.  Able to understand and discuss about teeth are important for healthy bodies.
 5SL4 Begin to adapt non-verbal gestures and vocabulary to suit content and audience.  Able to understand and discuss about our teeth help us form words.
 5SL5 Describe events and convey opinions with increasing clarity and detail.  Able to understand and discuss about teeth help people and animals eat.
 5SL6 Recall and discuss important features of a talk, possibly contributing new ideas.  Able to understand the main points of clear standard speech on familiar matters regularly
 5SL7 Ask questions to develop ideas and extend understanding. encountered in work, school, leisure, etc.
 5SL8 Report back to a group, using notes to present findings about a topic studied. Evaluate what  Able to understand the main point of many radio or TV programmes on current affairs or
is heard and give reasons for agreement or disagreement. topics of personal or professional interest when the delivery is relatively slow and clear.
 5SL9 Take different roles and responsibilities within a group.  Able to understand extended speech and lectures and follow even complex lines of
 5SL10 Convey ideas about characters in drama through deliberate choice of speech, gesture and argument provided the topic is reasonably familiar.
movement.  Able to understand most TV news and current affairs programmes.
 5SL11 Begin to discuss how and why language choices vary in different situations.  Able to understand the majority of films in standard dialect.
 Able to deal with most situations likely to arise whilst travelling in an area where the
language is spoken.
 Able to enter unprepared into conversation on topics that are familiar, of personal interest
or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
 Able to interact with a degree of fluency and spontaneity that makes regular interaction
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Basic Competencies of Cambridge
BIG QUESTION 3: Why are wheels important? Social Studies History
Reading:
 5Ro1 Skim read to gain an overall sense of a text and scan for specific information.
 5Rx1 Look for information in non-fiction texts to build on what is already known.
 5Rx2 Extract key points and group and link ideas.
 5Rx3 Locate information confidently and efficiently from different sources.
 5Ri1 Provide accurate textual reference from more than one point in a story to support answers to
questions.
 5Ri2 Identify the point of view from which a story is told.
 5Rw1 Comment on a writer’s use of language and explain reasons for the writer’s choices.
 5Rw2 Begin to interpret imagery and techniques, e.g. metaphor, personification, simile, adding to
understanding beyond the literal.
 5Rw3 Discuss metaphorical expressions and figures of speech.
 5Rw4 Understand clauses within sentences and how they are connected.
 5Rw5 Compare the structure of different stories.
 5Rw7 Learn how dialogue is set out and punctuated.
 5Rw8 Identify unfamiliar words, explore definitions and use new words in context
 5Rw9 Understand the use of impersonal style in explanatory texts.
 5Rw10 Understand conventions of standard English, e.g. agreement of verbs.
 5Rv1 Read and evaluate non-fiction texts for purpose, style, clarity and organisation.
 5Rv2 Explore the features of texts which are about events and experiences, e.g. diaries.
 5Rv3 Compare writing that informs and persuades.
 5Rv4 Note the use of persuasive devices, words and phrases in print and other media.
 5Rv6 Read widely and explore the features of different fiction genres.
 5Rv7 Consider how a writer expresses their own point of view, e.g. how characters are presented.
Writing:
Indicators
with native speakers quite possible.
 Able to take an active part in discussion in familiar contexts, accounting for and
sustaining own views.
 Able to connect phrases in a simple way in order to describe experiences and events,
own dreams, hopes and ambitions.
 Able to briefly give reasons and explanations for opinions and plans.
 Able to present clear, detailed descriptions on a wide range of subjects related to own
field of interest.
 Able to explain a viewpoint on a topical issue giving the advantages and disadvantages
of various options.
Vocabulary:
 Able to understand words about wheels and transportation; to apply own experience and
a reading strategy to help comprehend a text.
 Able to know more vocabulary during re-reading a reading passage.
 Able to understand words for descriptions (adjectives); to apply own experience and a
reading strategy to help comprehend a text.
 Able to have more vocabulary to draw conclusions of a text.
 Able to understand and use Compound Nous.
 Able to understand and use Prefix mis-.
Reading:
 Able to read, understand, and discuss a historical narrative; to apply a reading strategy to
improve comprehension.
 Able to read and comprehend nonfiction historical narrative linked to social studies and
history.
 Able to understand a reading passage during re-reading activity.
 Able to read, understand, and discuss a science fiction text; to apply a reading strategy to
improve comprehension.
 Able to read and comprehend science fiction linked to social studies and history.
 Able to draw conclusions of a text.
 Able to understand that wheels make transporting things and people easier.
 Able to understand that watches, computer and other machines all use wheels.
 Able to understand that getting around on wheels can be fun.
 Able to understand texts that consist mainly of high frequency every day or job-related
language.
 Able to understand the description of events, feelings and wishes in personal letters.
 Able to read articles and reports concerned with contemporary problems in which the
writers adopt particular attitudes or viewpoints.
Grammar:
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Basic Competencies of Cambridge
 5Wo1 Recognise a range of less common letter strings in words which may be pronounced
differently.
 5Wo2 Evaluate own and others’ writing.
 5Wo3 Use dictionaries efficiently and carry out IT spell checks.
 5Wo4 Make notes for different purposes, using simple abbreviations and writing ‘in your own
words’.
 5Wo5 Practise fast, fluent and legible handwriting styles for different purposes.
 5Wa1 Use imagery and figurative language to evoke imaginative response.
 5Wa2 Maintain a consistent viewpoint when writing.
 5Wa3 Use a more specialised vocabulary to match the topic.
 5Wa4 Choose words and phrases carefully to convey feeling and atmosphere.
 5Wa5 Collect synonyms and opposites and investigate shades of meaning.
 5Wa6 Use a thesaurus to extend vocabulary and choice of words.
 5Wa7 Write non-chronological reports and explanations.
 5Wa8 Write new scenes or characters into a story, or write from another viewpoint.
 5Wa12 Write a commentary on an issue, setting out and justifying a personal view.
 5Wa14 Practise proofreading and editing own writing for clarity and correctness.
 5Wa13 Record ideas, reflections and predictions about books, e.g. in a reading log.
 5Wa15 Review, revise and edit writing in order to improve it, using IT as appropriate.
 5Wt1 Map out writing to plan structure, e.g. paragraphs, sections, chapters.
 5Wt2 Use pronouns, making clear to what or to whom they refer.
 5Wt3 Begin to establish links between paragraphs using adverbials.
 5Wp1 Use an increasing range of subordinating connectives.
 5Wp2 Combine simple sentences and re-order clauses to make compound and complex
sentences.
 5Wp3 Begin to use the comma to separate clauses within sentences and clarify meaning in
complex sentences.
 5Wp4 Begin to set out dialogue appropriately, using a range of punctuation.
 5Wp5 Identify prepositions and use the term preposition.
 5Wp6 Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue.
 5Wp7 Use apostrophes for both possession and shortened forms.
 5Wp8 Spell and make correct use of possessive pronouns, e.g. their, theirs, my, mine.
 5Ws1 Investigate the spelling of word-final unstressed vowels, e.g. the unstressed ‘er’ at the end
of butter and unstressed ‘ee’ at the end of city.
 5Ws2 Learn spelling rules for words ending in -e and -y, e.g. take/taking, try/tries.
 5Ws3 Know rules for doubling consonants and investigate patterns in the use of single and double
consonants, e.g. -full/-ful.
 5Ws4 Use known spellings to work out the spelling of related words.
 5Ws5 Use effective strategies for learning new spellings and misspelt words.
 5Ws6 Identify ‘silent’ vowels in polysyllabic words, e.g. library, interest.
Indicators
 Able to demonstrate understanding of an informational text; to understand the meaning
and form of the grammar structure.
 Able to understand and know the use of Future with Will and Going to in real life.
 Able to use Future with Will and Going in daily conversations.
 Able to demonstrate understanding of a science fiction story; to understand the meaning
and form of the grammar structure.
 Able to understand and know the use of Future with Present Continuous in real life.
 Able to use Future with Present Continuous in daily conversations.
Writing:
 Able to know 2 types of Paragraphs: Indented and Block.
 Able to plan a writing into 3 parts / paragraphs: Introduction (Beginning), Main Body
(Core), Ending (Conclusion).
 Able to combine single sentences into a complex one.
 Able to write at least 3 complex (long) sentences in each paragraph.
 Able to avoid repetitions and use a different word instead so the writing is not boring.
 Able to read silently to know if a sentence is too long, it needs a comma and a full stop.
 Able to use correct capital and lowercase letters.
 Able to write neatly with the help of erasers and correction fluid instead of scratch or
scribble.
 Able to write predictions about the future.
 Able to write about future plans.
 Able to understand and write sentences with Verbs + Infinitives.
 Able to understand and write sentences with more Irregular Verbs.
 Able to write an opinion essay.
 Able to write simple connected text on topics which are familiar or of personal interest.
 Able to write clear, detailed text on a wide range of subjects related to own interests.
 Able to write an essay or report, passing on information or giving reasons in support of or
against a particular point of view.
7
Basic Competencies of Cambridge
 5Ws7 Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves.
 5Ws8 Extend earlier work on prefixes and suffixes, recognising that different spelling rules apply
for suffixes which begin with vowels and those that begin with consonants.
 5Ws9 Understand ways of creating opposites, e.g. un-, im- and comparatives, e.g. -er, -est.
 5Ws10 Understand grammatical homophones, e.g. they’re, their, there.
 5Ws11 Identify word roots and derivations to support spelling and vocabulary, e.g. sign, signal,
signature.
Listening and Speaking:
 5SL1 Shape and organise ideas clearly when speaking to aid the listener.
 5SL2 Prepare and present an argument to persuade others to adopt a point of view.
 5SL3 Talk confidently in extended turns and listen purposefully in a range of contexts, responding
to guidance about, and feedback on, the quality of contributions.
 5SL4 Begin to adapt non-verbal gestures and vocabulary to suit content and audience.
 5SL5 Describe events and convey opinions with increasing clarity and detail.
 5SL6 Recall and discuss important features of a talk, possibly contributing new ideas.
 5SL7 Ask questions to develop ideas and extend understanding.
 5SL8 Report back to a group, using notes to present findings about a topic studied. Evaluate what
is heard and give reasons for agreement or disagreement.
 5SL9 Take different roles and responsibilities within a group.
 5SL10 Convey ideas about characters in drama through deliberate choice of speech, gesture and
movement.
 5SL11 Begin to discuss how and why language choices vary in different situations.
BIG QUESTION 4: How do animals communicate? Life Science
Reading:
Indicators
 Able to learn and practice listening, speaking, and writing strategies to facilitate effective
communication.
 Able to listen for main ideas and to discuss to plan a trip.
 Able to listen for details and to talk to give advice.
 Able to understand and discuss about watches, computers, and other machines all use
wheels.
 Able to understand and discuss about we use wheels when we exercise.
 Able to understand the main points of clear standard speech on familiar matters regularly
encountered in work, school, leisure, etc.
 Able to understand the main point of many radio or TV programmes on current affairs or
topics of personal or professional interest when the delivery is relatively slow and clear.
 Able to understand extended speech and lectures and follow even complex lines of
argument provided the topic is reasonably familiar.
 Able to understand most TV news and current affairs programmes.
 Able to understand the majority of films in standard dialect.
 Able to deal with most situations likely to arise whilst travelling in an area where the
language is spoken.
 Able to enter unprepared into conversation on topics that are familiar, of personal interest
or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
 Able to interact with a degree of fluency and spontaneity that makes regular interaction
with native speakers quite possible.
 Able to take an active part in discussion in familiar contexts, accounting for and
sustaining own views.
 Able to connect phrases in a simple way in order to describe experiences and events,
own dreams, hopes and ambitions.
 Able to briefly give reasons and explanations for opinions and plans.
 Able to present clear, detailed descriptions on a wide range of subjects related to own
field of interest.
 Able to explain a viewpoint on a topical issue giving the advantages and disadvantages
of various options.
Vocabulary:
8
Basic Competencies of Cambridge
 5Ro1 Skim read to gain an overall sense of a text and scan for specific information.
 5Rx1 Look for information in non-fiction texts to build on what is already known.
 5Rx2 Extract key points and group and link ideas.
 5Rx3 Locate information confidently and efficiently from different sources.
 5Ri1 Provide accurate textual reference from more than one point in a story to support answers to
questions.
 5Ri2 Identify the point of view from which a story is told.
 5Rw1 Comment on a writer’s use of language and explain reasons for the writer’s choices.
 5Rw2 Begin to interpret imagery and techniques, e.g. metaphor, personification, simile, adding to
understanding beyond the literal.
 5Rw3 Discuss metaphorical expressions and figures of speech.
 5Rw4 Understand clauses within sentences and how they are connected.
 5Rw5 Compare the structure of different stories.
 Rw6 Understand the difference between direct and reported speech
 5Rw7 Learn how dialogue is set out and punctuated.
 5Rw8 Identify unfamiliar words, explore definitions and use new words in context
 5Rw9 Understand the use of impersonal style in explanatory texts.
 5Rw10 Understand conventions of standard English, e.g. agreement of verbs.
 5Rv1 Read and evaluate non-fiction texts for purpose, style, clarity and organisation.
 5Rv2 Explore the features of texts which are about events and experiences, e.g. diaries.
 5Rv3 Compare writing that informs and persuades.
 5Rv4 Note the use of persuasive devices, words and phrases in print and other media.
 5Rv6 Read widely and explore the features of different fiction genres.
 5Rv7 Consider how a writer expresses their own point of view, e.g. how characters are presented.
Writing:
 5Wo1 Recognise a range of less common letter strings in words which may be pronounced
differently.
 5Wo2 Evaluate own and others’ writing.
 5Wo3 Use dictionaries efficiently and carry out IT spell checks.
 5Wo4 Make notes for different purposes, using simple abbreviations and writing ‘in your own
words’.
 5Wo5 Practise fast, fluent and legible handwriting styles for different purposes.
 5Wa1 Use imagery and figurative language to evoke imaginative response.
 5Wa2 Maintain a consistent viewpoint when writing.
 5Wa3 Use a more specialised vocabulary to match the topic.
 5Wa4 Choose words and phrases carefully to convey feeling and atmosphere.
Indicators
 Able to understand words for movement; to apply own experience and a reading strategy
to help comprehend a text.
 Able to know more vocabulary to understand characters and characteristics in a reading
passage.
 Able to describe characters and characteristics in own sentences and paragraphs.
 Able to understand words about animal communication; to apply own experience and a
reading strategy to help comprehend a text.
 Able to have wide variety of vocabulary to ask questions.
 Able to understand and use words with –gh endings.
 Able to understand and use Suffix –ion.
Reading:
 Able to read, understand, and discuss a narrative story; to apply a reading strategy to
improve comprehension.
 Able to read and understand a narrative fiction linked to life science.
 Able to comprehend characters and characteristics in a reading passage.
 Able to read, understand, and discuss an article; to apply a reading strategy to improve
comprehension.
 Able to read and understand a nonfictional article linked to life science.
 Able to ask questions about a text.
 Able to understand that animals can listen and tell when there is trouble.
 Able to understand that animals use their bodies to communicate
 Able to understand that some animals grunt and bellow to defend their territory.
 Able to understand that bees dance to tell the other bees where nectar is.
 Able to understand texts that consist mainly of high frequency every day or job-related
language.
 Able to understand the description of events, feelings and wishes in personal letters.
 Able to read articles and reports concerned with contemporary problems in which the
writers adopt particular attitudes or viewpoints.
Grammar:
 Able to demonstrate understanding of narrative fiction; to understand the meaning and
form of the grammar structure.
 Able to understand and know the use of Reported Speech with said that in real life.
 Able to use Reported Speech with said that in daily conversations.
 Able to demonstrate understanding of an article; to understand the meaning and form of
the grammar structure.
 Able to understand and know the use of Reported Speech with told or asked in real life.
 Able to use Reported Speech with told in daily conversations.
Writing:
 Able to know 2 types of Paragraphs: Indented and Block.
 Able to plan a writing into 3 parts / paragraphs: Introduction (Beginning), Main Body
9
Basic Competencies of Cambridge Indicators
 5Wa5 Collect synonyms and opposites and investigate shades of meaning. (Core), Ending (Conclusion).
 5Wa6 Use a thesaurus to extend vocabulary and choice of words.  Able to combine single sentences into a complex one.
 5Wa7 Write non-chronological reports and explanations.  Able to write at least 3 complex (long) sentences in each paragraph.
 5Wa8 Write new scenes or characters into a story, or write from another viewpoint.  Able to avoid repetitions and use a different word instead so the writing is not boring.
 5Wa12 Write a commentary on an issue, setting out and justifying a personal view.  Able to read silently to know if a sentence is too long, it needs a comma and a full stop.
 5Wa14 Practise proofreading and editing own writing for clarity and correctness.  Able to use correct capital and lowercase letters.
 5Wa15 Review, revise and edit writing in order to improve it, using IT as appropriate.  Able to write neatly with the help of erasers and correction fluid instead of scratch or
 5Wt1 Map out writing to plan structure, e.g. paragraphs, sections, chapters. scribble.
 5Wt2 Use pronouns, making clear to what or to whom they refer.  Able to write sentences using reported speech.
 5Wt3 Begin to establish links between paragraphs using adverbials.  Able to understand and use Commas and Semicolons correctly in sentences and
 5Wp1 Use an increasing range of subordinating connectives. paragraphs.
 5Wp2 Combine simple sentences and re-order clauses to make compound and complex  Able to understand and write sentences and paragraphs using pronoun agreement
sentences. correctly.
 5Wp3 Begin to use the comma to separate clauses within sentences and clarify meaning in  Able to write a descriptive essay.
complex sentences.  Able to write simple connected text on topics which are familiar or of personal interest.
 5Wp4 Begin to set out dialogue appropriately, using a range of punctuation.  Able to write clear, detailed text on a wide range of subjects related to own interests.
 5Wp5 Identify prepositions and use the term preposition.  Able to write an essay or report, passing on information or giving reasons in support of or
 5Wp6 Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue. against a particular point of view.
 5Wp7 Use apostrophes for both possession and shortened forms.
 5Wp8 Spell and make correct use of possessive pronouns, e.g. their, theirs, my, mine.
 5Ws1 Investigate the spelling of word-final unstressed vowels, e.g. the unstressed ‘er’ at the end
of butter and unstressed ‘ee’ at the end of city.
 5Ws2 Learn spelling rules for words ending in -e and -y, e.g. take/taking, try/tries.
 5Ws3 Know rules for doubling consonants and investigate patterns in the use of single and double
consonants, e.g. -full/-ful.
 5Ws4 Use known spellings to work out the spelling of related words.
 5Ws5 Use effective strategies for learning new spellings and misspelt words.
 5Ws6 Identify ‘silent’ vowels in polysyllabic words, e.g. library, interest.
 5Ws7 Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves.
 5Ws8 Extend earlier work on prefixes and suffixes, recognising that different spelling rules apply
for suffixes which begin with vowels and those that begin with consonants.
 5Ws9 Understand ways of creating opposites, e.g. un-, im- and comparatives, e.g. -er, -est.
 5Ws10 Understand grammatical homophones, e.g. they’re, their, there.
 5Ws11 Identify word roots and derivations to support spelling and vocabulary, e.g. sign, signal,
signature.
Listening and Speaking:  Able to learn and practice listening, speaking, and writing strategies to facilitate effective
 5SL1 Shape and organise ideas clearly when speaking to aid the listener. communication.
 5SL2 Prepare and present an argument to persuade others to adopt a point of view.  Able to listen for details and to ask for clarification.
 5SL3 Talk confidently in extended turns and listen purposefully in a range of contexts, responding  Able to listen for details and to talk to summarize.

10
Basic Competencies of Cambridge
to guidance about, and feedback on, the quality of contributions.
 5SL4 Begin to adapt non-verbal gestures and vocabulary to suit content and audience.
 5SL5 Describe events and convey opinions with increasing clarity and detail.
 5SL6 Recall and discuss important features of a talk, possibly contributing new ideas.
 5SL7 Ask questions to develop ideas and extend understanding.
 5SL8 Report back to a group, using notes to present findings about a topic studied. Evaluate what
is heard and give reasons for agreement or disagreement.
 5SL9 Take different roles and responsibilities within a group.
 5SL10 Convey ideas about characters in drama through deliberate choice of speech, gesture and
movement.
 5SL11 Begin to discuss how and why language choices vary in different situations.
BIG QUESTION 5: What do different cultures give to the world?
Reading:
 5Ro1 Skim read to gain an overall sense of a text and scan for specific information.
 5Rx1 Look for information in non-fiction texts to build on what is already known.
 5Rx2 Extract key points and group and link ideas.
 5Rx3 Locate information confidently and efficiently from different sources.
 5Ri1 Provide accurate textual reference from more than one point in a story to support answers to
questions.
 5Ri2 Identify the point of view from which a story is told.
 5Rw1 Comment on a writer’s use of language and explain reasons for the writer’s choices.
 5Rw2 Begin to interpret imagery and techniques, e.g. metaphor, personification, simile, adding to
understanding beyond the literal.
 5Rw3 Discuss metaphorical expressions and figures of speech.
 5Rw4 Understand clauses within sentences and how they are connected.
Indicators
 Able to understand and discuss about whales sing to communicate.
 Able to understand and discuss about animals use their bodies to communicate.
 Able to understand the main points of clear standard speech on familiar matters regularly
encountered in work, school, leisure, etc.
 Able to understand the main point of many radio or TV programmes on current affairs or
topics of personal or professional interest when the delivery is relatively slow and clear.
 Able to understand extended speech and lectures and follow even complex lines of
argument provided the topic is reasonably familiar.
 Able to understand most TV news and current affairs programmes.
 Able to understand the majority of films in standard dialect.
 Able to deal with most situations likely to arise whilst travelling in an area where the
language is spoken.
 Able to enter unprepared into conversation on topics that are familiar, of personal interest
or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
 Able to interact with a degree of fluency and spontaneity that makes regular interaction
with native speakers quite possible.
 Able to take an active part in discussion in familiar contexts, accounting for and
sustaining own views.
 Able to connect phrases in a simple way in order to describe experiences and events,
own dreams, hopes and ambitions.
 Able to briefly give reasons and explanations for opinions and plans.
 Able to present clear, detailed descriptions on a wide range of subjects related to own
field of interest.
 Able to explain a viewpoint on a topical issue giving the advantages and disadvantages
of various options.
Vocabulary:
 Able to understand words for culture and customs; to apply own experience and a
reading strategy to help comprehend a text.
 Able to know more vocabulary to understand main idea and details of a paragraph.
 Able to build own main idea and details in paragraphs.
 Able to understand words for descriptions (adjectives); to apply own experience and a
reading strategy to help comprehend a text.
 Able to have more vocabulary to understand and visualize stories.
 Able to use wide variety of words to tailor stories that intrigues readers to visualize.
 Able to understand and use word roots.
 Able to understand and use Suffix –ous.
Reading:
 Able to read, understand, and discuss a historical narrative; to apply a reading strategy to
11
Basic Competencies of Cambridge
 5Rw5 Compare the structure of different stories.
 5Rw7 Learn how dialogue is set out and punctuated.
 5Rw8 Identify unfamiliar words, explore definitions and use new words in context
 5Rw9 Understand the use of impersonal style in explanatory texts.
 5Rw10 Understand conventions of standard English, e.g. agreement of verbs.
 5Rv1 Read and evaluate non-fiction texts for purpose, style, clarity and organisation.
 5Rv2 Explore the features of texts which are about events and experiences, e.g. diaries.
 5Rv3 Compare writing that informs and persuades.
 5Rv4 Note the use of persuasive devices, words and phrases in print and other media.
 5Rv6 Read widely and explore the features of different fiction genres.
 5Rv7 Consider how a writer expresses their own point of view, e.g. how characters are presented.
Writing:
 5Wo1 Recognise a range of less common letter strings in words which may be pronounced
differently.
 5Wo2 Evaluate own and others’ writing.
 5Wo3 Use dictionaries efficiently and carry out IT spell checks.
 5Wo4 Make notes for different purposes, using simple abbreviations and writing ‘in your own
words’.
 5Wo5 Practise fast, fluent and legible handwriting styles for different purposes.
 5Wa1 Use imagery and figurative language to evoke imaginative response.
 5Wa2 Maintain a consistent viewpoint when writing.
 5Wa3 Use a more specialised vocabulary to match the topic.
 5Wa4 Choose words and phrases carefully to convey feeling and atmosphere.
 5Wa5 Collect synonyms and opposites and investigate shades of meaning.
 5Wa6 Use a thesaurus to extend vocabulary and choice of words.
 5Wa7 Write non-chronological reports and explanations.
 5Wa8 Write new scenes or characters into a story, or write from another viewpoint.
 5Wa12 Write a commentary on an issue, setting out and justifying a personal view.
 5Wa14 Practise proofreading and editing own writing for clarity and correctness.
 5Wa15 Review, revise and edit writing in order to improve it, using IT as appropriate.
 5Wt1 Map out writing to plan structure, e.g. paragraphs, sections, chapters.
 5Wt2 Use pronouns, making clear to what or to whom they refer.
Indicators
improve comprehension.
 Able read and comprehend nonfiction historical narrative linked to social studies and
history.
 Able to understand and look for main idea and details.
 Able to read, understand, and discuss a story; to apply a reading strategy to improve
comprehension.
 Able to read and comprehend fantasy fiction linked to social studies and history.
 Able to visualize a story.
 Able to understand that Mesopotamia gave writing tablets, sailboat, and wheels to the
world.
 Able to understand that things like paper made from papyrus came from Egypt.
 Able to understand that China gave the umbrella and the compass to the world.
 Able to understand that early Mexican people gave cocoa, cloth, jewelry, and tools.
 Able to know that Begium gave us chocolate.
 Able to understand texts that consist mainly of high frequency every day or job-related
language.
 Able to understand the description of events, feelings and wishes in personal letters.
 Able to read articles and reports concerned with contemporary problems in which the
writers adopt particular attitudes or viewpoints.
Grammar:
 Able to demonstrate understanding of a historical narrative; to understand the meaning
and form of the grammar structure.
 Able to understand and know the structure of interrogative tenses to ask questions.
 Able to ask questions with correct grammar in daily conversations.
 Able to demonstrate understanding of a fantasy.
 Able to understand the meaning and form of the grammar structure; to understand and
know the structure of tenses to give short answers.
 Able to give short answers in daily conversations.
Writing:
 Able to know 2 types of Paragraphs: Indented and Block.
 Able to plan a writing into 3 parts / paragraphs: Introduction (Beginning), Main Body
(Core), Ending (Conclusion).
 Able to combine single sentences into a complex one.
 Able to write at least 3 complex (long) sentences in each paragraph.
 Able to avoid repetitions and use a different word instead so the writing is not boring.
 Able to read silently to know if a sentence is too long, it needs a comma and a full stop.
 Able to use correct capital and lowercase letters.
 Able to write neatly with the help of erasers and correction fluid instead of scratch or
scribble.
 Able to write personalized questions.
12
Basic Competencies of Cambridge Indicators
 5Wt3 Begin to establish links between paragraphs using adverbials.  Able to write answers of personalized questions using short answers.
 5Wp1 Use an increasing range of subordinating connectives.  Able to understand and use parentheses correctly in sentences and paragraphs.
 5Wp2 Combine simple sentences and re-order clauses to make compound and complex  Able to understand and give examples in sentences and paragraphs.
sentences.  Able to write a travel brochure.
 5Wp3 Begin to use the comma to separate clauses within sentences and clarify meaning in  Able to write simple connected text on topics which are familiar or of personal interest.
complex sentences.  Able to write clear, detailed text on a wide range of subjects related to own interests.
 5Wp4 Begin to set out dialogue appropriately, using a range of punctuation.
 5Wp5 Identify prepositions and use the term preposition.
 5Wp6 Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue.
 5Wp7 Use apostrophes for both possession and shortened forms.
 5Wp8 Spell and make correct use of possessive pronouns, e.g. their, theirs, my, mine.
 5Ws1 Investigate the spelling of word-final unstressed vowels, e.g. the unstressed ‘er’ at the end
of butter and unstressed ‘ee’ at the end of city.
 5Ws2 Learn spelling rules for words ending in -e and -y, e.g. take/taking, try/tries.
 5Ws3 Know rules for doubling consonants and investigate patterns in the use of single and double
consonants, e.g. -full/-ful.
 5Ws4 Use known spellings to work out the spelling of related words.
 5Ws5 Use effective strategies for learning new spellings and misspelt words.
 5Ws6 Identify ‘silent’ vowels in polysyllabic words, e.g. library, interest.
 5Ws7 Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves.
 5Ws8 Extend earlier work on prefixes and suffixes, recognising that different spelling rules apply
for suffixes which begin with vowels and those that begin with consonants.
 5Ws9 Understand ways of creating opposites, e.g. un-, im- and comparatives, e.g. -er, -est.
 5Ws10 Understand grammatical homophones, e.g. they’re, their, there.
 5Ws11 Identify word roots and derivations to support spelling and vocabulary, e.g. sign, signal,
signature.
Listening and Speaking:  Able to learn and practice listening, speaking, and writing strategies to facilitate effective
 5SL1 Shape and organise ideas clearly when speaking to aid the listener. communication.
 5SL2 Prepare and present an argument to persuade others to adopt a point of view.  Able to listen for facts and to talk using question words.
 5SL3 Talk confidently in extended turns and listen purposefully in a range of contexts, responding  Able to listen for details and to talk to make suggestions.
to guidance about, and feedback on, the quality of contributions.  Able to understand and discuss about the Olympics came from Greece.
 5SL4 Begin to adapt non-verbal gestures and vocabulary to suit content and audience.  Able to understand and discuss about China gave umbrellas and compasses to the
 5SL5 Describe events and convey opinions with increasing clarity and detail. world.
 5SL6 Recall and discuss important features of a talk, possibly contributing new ideas.  Able to understand the main points of clear standard speech on familiar matters regularly
 5SL7 Ask questions to develop ideas and extend understanding. encountered in work, school, leisure, etc.
 5SL8 Report back to a group, using notes to present findings about a topic studied. Evaluate what  Able to understand the main point of many radio or TV programmes on current affairs or
is heard and give reasons for agreement or disagreement. topics of personal or professional interest when the delivery is relatively slow and clear.
 5SL9 Take different roles and responsibilities within a group.  Able to understand extended speech and lectures and follow even complex lines of
 5SL10 Convey ideas about characters in drama through deliberate choice of speech, gesture and argument provided the topic is reasonably familiar.
movement.  Able to understand most TV news and current affairs programmes.
13
Basic Competencies of Cambridge
 5SL11 Begin to discuss how and why language choices vary in different situations.
BIG QUESTION 6: Why are mountains important?
Reading:
 5Ro1 Skim read to gain an overall sense of a text and scan for specific information.
 5Rx1 Look for information in non-fiction texts to build on what is already known.
 5Rx2 Extract key points and group and link ideas.
 5Rx3 Locate information confidently and efficiently from different sources.
 5Ri1 Provide accurate textual reference from more than one point in a story to support answers to
questions.
 5Ri2 Identify the point of view from which a story is told.
 5Rw1 Comment on a writer’s use of language and explain reasons for the writer’s choices.
 5Rw2 Begin to interpret imagery and techniques, e.g. metaphor, personification, simile, adding to
understanding beyond the literal.
 5Rw3 Discuss metaphorical expressions and figures of speech.
 5Rw4 Understand clauses within sentences and how they are connected.
 5Rw5 Compare the structure of different stories.
 5Rw7 Learn how dialogue is set out and punctuated.
 5Rw8 Identify unfamiliar words, explore definitions and use new words in context
 5Rw9 Understand the use of impersonal style in explanatory texts.
 5Rw10 Understand conventions of standard English, e.g. agreement of verbs.
 5Rv1 Read and evaluate non-fiction texts for purpose, style, clarity and organisation.
 5Rv2 Explore the features of texts which are about events and experiences, e.g. diaries.
 5Rv3 Compare writing that informs and persuades.
 5Rv4 Note the use of persuasive devices, words and phrases in print and other media.
Indicators
 Able to understand the majority of films in standard dialect.
 Able to deal with most situations likely to arise whilst travelling in an area where the
language is spoken.
 Able to enter unprepared into conversation on topics that are familiar, of personal interest
or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
 Able to interact with a degree of fluency and spontaneity that makes regular interaction
with native speakers quite possible.
 Able to take an active part in discussion in familiar contexts, accounting for and
sustaining own views.
 Able to connect phrases in a simple way in order to describe experiences and events,
own dreams, hopes and ambitions.
 Able to briefly give reasons and explanations for opinions and plans.
 Able to present clear, detailed descriptions on a wide range of subjects related to own
field of interest.
 Able to explain a viewpoint on a topical issue giving the advantages and disadvantages
of various options.
Vocabulary:
 Able to understand words about mountains; to apply own experience and a reading
strategy to help comprehend a text.
 Able to know more vocabulary to understand cause and effect clauses in sentences and
paragraphs.
 Able to use wide variety of words to build own cause and effect sentences.
 Able to understand words to describe mountains; to apply own experience and a reading
strategy to help comprehend a text.
 Able to have more vocabulary to identify the Five Ws (What When Where Who Why) in a
reading passage.
 Able to use a wide variety of vocabulary to build own Five Ws (What When Where Who
Why) in sentences and paragraphs.
 Able to understand and use Prefix in-.
 Able to understand and use Synonyms.
Reading:
 Able to read, understand, and discuss an informational text; to apply a reading strategy to
improve comprehension.
 Able to read and comprehend nonfiction informational text linked to earth science.
 Able to understand cause and effect clauses in paragraphs.
 Able to read, understand, and discuss a fictional narrative; to apply a reading strategy to
improve comprehension.
 Able to read and comprehend fictional narrative liked to earth science.
14
Basic Competencies of Cambridge
 5Rv6 Read widely and explore the features of different fiction genres.
 5Rv7 Consider how a writer expresses their own point of view, e.g. how characters are presented.
Writing:
 5Wo1 Recognise a range of less common letter strings in words which may be pronounced
differently.
 5Wo2 Evaluate own and others’ writing.
 5Wo3 Use dictionaries efficiently and carry out IT spell checks.
 5Wo4 Make notes for different purposes, using simple abbreviations and writing ‘in your own
words’.
 5Wo5 Practise fast, fluent and legible handwriting styles for different purposes.
 5Wa1 Use imagery and figurative language to evoke imaginative response.
 5Wa2 Maintain a consistent viewpoint when writing.
 5Wa3 Use a more specialised vocabulary to match the topic.
 5Wa4 Choose words and phrases carefully to convey feeling and atmosphere.
 5Wa5 Collect synonyms and opposites and investigate shades of meaning.
 5Wa6 Use a thesaurus to extend vocabulary and choice of words.
 5Wa7 Write non-chronological reports and explanations.
 5Wa8 Write new scenes or characters into a story, or write from another viewpoint.
 5Wa10 Write own versions of legends, myths and fables, using structures from reading.
 5Wa12 Write a commentary on an issue, setting out and justifying a personal view.
 5Wa14 Practise proofreading and editing own writing for clarity and correctness.
 5Wa15 Review, revise and edit writing in order to improve it, using IT as appropriate.
 5Wt1 Map out writing to plan structure, e.g. paragraphs, sections, chapters.
 5Wt2 Use pronouns, making clear to what or to whom they refer.
 5Wt3 Begin to establish links between paragraphs using adverbials.
 5Wp1 Use an increasing range of subordinating connectives.
 5Wp2 Combine simple sentences and re-order clauses to make compound and complex
sentences.
 5Wp3 Begin to use the comma to separate clauses within sentences and clarify meaning in
complex sentences.
Indicators
 Able to understand and look for Five Ws (What When Where Who Why) in a reading
passage.
 Able to understand that mountains from glaciers, which are important for the water cycle.
 Able to understand that mountains are home to animals and insects that live there.
 Able to understand that some food we eat grows in the mountains.
 Able to understand that mountains are beautiful and give us places to explore.
 Able to understand texts that consist mainly of high frequency every day or job-related
language.
 Able to understand the description of events, feelings and wishes in personal letters.
 Able to read articles and reports concerned with contemporary problems in which the
writers adopt particular attitudes or viewpoints.
Grammar:
 Able to demonstrate understanding of an informational text; to understand the meaning
and form of the grammar structure.
 Able to understand and differ Subject and Object in sentences before studying Passive
Voice.
 Able to understand and know the use of Active and Passive Voice in real life.
 Able to understand and know agents in passive sentences.
 Able to put Active Voice into Passive.
 Able to use Passive Voice in daily conversations.
 Able to demonstrate understanding of a fictional narrative; to understand the meaning
and form of the grammar structure.
 Able to understand and know the use of Past Passive and other tenses of Passive Voice
in real life.
 Able to use Past Passive and other tenses of Passive Voice in daily conversations.
Writing:
 Able to know 2 types of Paragraphs: Indented and Block.
 Able to plan a writing into 3 parts / paragraphs: Introduction (Beginning), Main Body
(Core), Ending (Conclusion).
 Able to combine single sentences into a complex one.
 Able to write at least 3 complex (long) sentences in each paragraph.
 Able to avoid repetitions and use a different word instead so the writing is not boring.
 Able to read silently to know if a sentence is too long, it needs a comma and a full stop.
 Able to use correct capital and lowercase letters.
 Able to write neatly with the help of erasers and correction fluid instead of scratch or
scribble.
 Able to identify and write passive sentences.
 Able to understand and use colons correctly in sentences and paragraphs.
 Able to understand and write sentences with irregular past participles.
 Able to write a story.
15
Basic Competencies of Cambridge Indicators
 5Wp4 Begin to set out dialogue appropriately, using a range of punctuation.  Able to write simple connected text on topics which are familiar or of personal interest.
 5Wp5 Identify prepositions and use the term preposition.  Able to write clear, detailed text on a wide range of subjects related to own interests.
 5Wp6 Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue.
 5Wp7 Use apostrophes for both possession and shortened forms.
 5Wp8 Spell and make correct use of possessive pronouns, e.g. their, theirs, my, mine.
 5Ws1 Investigate the spelling of word-final unstressed vowels, e.g. the unstressed ‘er’ at the end
of butter and unstressed ‘ee’ at the end of city.
 5Ws2 Learn spelling rules for words ending in -e and -y, e.g. take/taking, try/tries.
 5Ws3 Know rules for doubling consonants and investigate patterns in the use of single and double
consonants, e.g. -full/-ful.
 5Ws4 Use known spellings to work out the spelling of related words.
 5Ws5 Use effective strategies for learning new spellings and misspelt words.
 5Ws6 Identify ‘silent’ vowels in polysyllabic words, e.g. library, interest.
 5Ws7 Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves.
 5Ws8 Extend earlier work on prefixes and suffixes, recognising that different spelling rules apply
for suffixes which begin with vowels and those that begin with consonants.
 5Ws9 Understand ways of creating opposites, e.g. un-, im- and comparatives, e.g. -er, -est.
 5Ws10 Understand grammatical homophones, e.g. they’re, their, there.
 5Ws11 Identify word roots and derivations to support spelling and vocabulary, e.g. sign, signal,
signature.
Listening and Speaking:  Able to learn and practice listening, speaking, and writing strategies to facilitate effective
 5SL1 Shape and organise ideas clearly when speaking to aid the listener. communication.
 5SL2 Prepare and present an argument to persuade others to adopt a point of view.  Able to listen for key words and to do an interview.
 5SL3 Talk confidently in extended turns and listen purposefully in a range of contexts, responding  Able to listen for gist and to ask for advice.
to guidance about, and feedback on, the quality of contributions.  Able to understand and discuss about mountains are home to animals and insects that
 5SL4 Begin to adapt non-verbal gestures and vocabulary to suit content and audience. live there.
 5SL5 Describe events and convey opinions with increasing clarity and detail.  Able to understand and discuss about we can hike and climb in the mountains.
 5SL6 Recall and discuss important features of a talk, possibly contributing new ideas.  Able to understand and discuss about mountains are beautiful and give us places to
 5SL7 Ask questions to develop ideas and extend understanding. explore.
 5SL8 Report back to a group, using notes to present findings about a topic studied. Evaluate what  Able to understand the main points of clear standard speech on familiar matters regularly
is heard and give reasons for agreement or disagreement. encountered in work, school, leisure, etc.
 5SL9 Take different roles and responsibilities within a group.  Able to understand the main point of many radio or TV programmes on current affairs or
 5SL10 Convey ideas about characters in drama through deliberate choice of speech, gesture and topics of personal or professional interest when the delivery is relatively slow and clear.
movement.  Able to understand extended speech and lectures and follow even complex lines of
 5SL11 Begin to discuss how and why language choices vary in different situations. argument provided the topic is reasonably familiar.
 Able to understand most TV news and current affairs programmes.
 Able to understand the majority of films in standard dialect.
 Able to deal with most situations likely to arise whilst travelling in an area where the
language is spoken.
 Able to enter unprepared into conversation on topics that are familiar, of personal interest
16
Basic Competencies of Cambridge
BIG QUESTION 7: Why do we use money?
Reading:
 5Ro1 Skim read to gain an overall sense of a text and scan for specific information.
 Ro6 Investigate the origin and appropriate use of idiomatic phrases.
 5Rx1 Look for information in non-fiction texts to build on what is already known.
 5Rx2 Extract key points and group and link ideas.
 5Rx3 Locate information confidently and efficiently from different sources.
 5Ri1 Provide accurate textual reference from more than one point in a story to support answers to
questions.
 5Ri2 Identify the point of view from which a story is told.
 5Rw1 Comment on a writer’s use of language and explain reasons for the writer’s choices.
 5Rw2 Begin to interpret imagery and techniques, e.g. metaphor, personification, simile, adding to
understanding beyond the literal.
 5Rw3 Discuss metaphorical expressions and figures of speech.
 5Rw4 Understand clauses within sentences and how they are connected.
 5Rw5 Compare the structure of different stories.
 5Rw7 Learn how dialogue is set out and punctuated.
 5Rw8 Identify unfamiliar words, explore definitions and use new words in context
 5Rw9 Understand the use of impersonal style in explanatory texts.
 5Rw10 Understand conventions of standard English, e.g. agreement of verbs.
 5Rv1 Read and evaluate non-fiction texts for purpose, style, clarity and organisation.
 5Rv2 Explore the features of texts which are about events and experiences, e.g. diaries.
 5Rv3 Compare writing that informs and persuades.
 5Rv4 Note the use of persuasive devices, words and phrases in print and other media.
 5Rv6 Read widely and explore the features of different fiction genres.
 5Rv7 Consider how a writer expresses their own point of view, e.g. how characters are presented.
Indicators
or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
 Able to interact with a degree of fluency and spontaneity that makes regular interaction
with native speakers quite possible.
 Able to take an active part in discussion in familiar contexts, accounting for and
sustaining own views.
 Able to connect phrases in a simple way in order to describe experiences and events,
own dreams, hopes and ambitions.
 Able to briefly give reasons and explanations for opinions and plans.
 Able to present clear, detailed descriptions on a wide range of subjects related to own
field of interest.
 Able to explain a viewpoint on a topical issue giving the advantages and disadvantages
of various options.
Vocabulary:
 Able to understand words about money; to apply own experience and a reading strategy
to help comprehend a text.
 Able to know more vocabulary to understand how to summarize a reading passage.
 Able to use efficient and variety of vocabulary to summarize a text.
 Able to understand words to describe money; to apply own experience and a reading
strategy to help comprehend a text.
 Able to have more vocabulary to understand compare and contrast of a reading passage.
 Able to use efficient words to compare and contrast two different things.
 Able to use wide variety of words to compare and contrast in own paragraphs.
 Able to understand and use Phrasal Verbs.
 Able to understand and use Suffix –ive.
Reading:
 Able to read, understand, and discuss a folktale; to apply a reading strategy to improve
comprehension.
 Able to read and comprehend fictional folk tale.
 Able to summarize briefly a reading passage.
 Able to read, understand, and discuss an educational website to apply a reading strategy
to improve comprehension.
 Able to read and comprehend nonfiction educational website linked to social studies and
history.
 Able to understand and look for compare and contrast of a reading passage.
 Able to understand that we use money to buy food, shelter, and things we need.
 Able to understand that we use paper money and coins to pay for things.
 Able to understand that credit cards allow us to buy things on the internet.
 Able to understand texts that consist mainly of high frequency every day or job-related
17
Basic Competencies of Cambridge
Writing:
 5Wo1 Recognise a range of less common letter strings in words which may be pronounced
differently.
 5Wo2 Evaluate own and others’ writing.
 5Wo3 Use dictionaries efficiently and carry out IT spell checks.
 5Wo4 Make notes for different purposes, using simple abbreviations and writing ‘in your own
words’.
 5Wo5 Practise fast, fluent and legible handwriting styles for different purposes.
 5Wa1 Use imagery and figurative language to evoke imaginative response.
 5Wa2 Maintain a consistent viewpoint when writing.
 5Wa3 Use a more specialised vocabulary to match the topic.
 5Wa4 Choose words and phrases carefully to convey feeling and atmosphere.
 5Wa5 Collect synonyms and opposites and investigate shades of meaning.
 5Wa6 Use a thesaurus to extend vocabulary and choice of words.
 5Wa7 Write non-chronological reports and explanations.
 5Wa8 Write new scenes or characters into a story, or write from another viewpoint.
 5Wa7 Write non-chronological reports and explanations.
 5Wa8 Write new scenes or characters into a story, or write from another viewpoint.
 5Wa12 Write a commentary on an issue, setting out and justifying a personal view.
 5Wa14 Practise proofreading and editing own writing for clarity and correctness.
 5Wa15 Review, revise and edit writing in order to improve it, using IT as appropriate.
 5Wt1 Map out writing to plan structure, e.g. paragraphs, sections, chapters.
 5Wt2 Use pronouns, making clear to what or to whom they refer.
 5Wt3 Begin to establish links between paragraphs using adverbials.
 5Wp1 Use an increasing range of subordinating connectives.
 5Wp2 Combine simple sentences and re-order clauses to make compound and complex
sentences.
 5Wp3 Begin to use the comma to separate clauses within sentences and clarify meaning in
complex sentences.
 5Wp4 Begin to set out dialogue appropriately, using a range of punctuation.
 5Wp5 Identify prepositions and use the term preposition.
 5Wp6 Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue.
 5Wp7 Use apostrophes for both possession and shortened forms.
 5Wp8 Spell and make correct use of possessive pronouns, e.g. their, theirs, my, mine.
 5Ws1 Investigate the spelling of word-final unstressed vowels, e.g. the unstressed ‘er’ at the end
Indicators
language.
 Able to understand the description of events, feelings and wishes in personal letters.
 Able to read articles and reports concerned with contemporary problems in which the
writers adopt particular attitudes or viewpoints.
Grammar:
 Able to demonstrate understanding of a folk tale; to understand the meaning and form of
the grammar structure.
 Able to understand and know Nouns, Pronouns, and Verbs before studying Adjectives
and Adverbs.
 Able to understand and differ between Adjectives and Adverbs.
 Able to understand and know the use of Adjectives and Adverbs in real life.
 Able to use Adjectives and Adverbs in daily conversations.
 Able to demonstrate understanding of an educational website; to understand the
meaning and form of the grammar structure.
 Able to know briefly the use of Conditional 0 (facts), 1 (future), 2 (present), 3 (past) in real
life.
 Able to know the easiest knowledge form of Conditional 0, 1, 2, and 3 as introduced.
 Able to understand and memorize the structure of Conditional 1 and 2, and Conditional 1
is included since it’s the most common conditional used by students in their natural daily
conversations.
 Able to use Conditional 1 and 2 in daily conversations.
Writing:
 Able to know 2 types of Paragraphs: Indented and Block.
 Able to plan a writing into 3 parts / paragraphs: Introduction (Beginning), Main Body
(Core), Ending (Conclusion).
 Able to combine single sentences into a complex one.
 Able to write at least 3 complex (long) sentences in each paragraph.
 Able to avoid repetitions and use a different word instead so the writing is not boring.
 Able to read silently to know if a sentence is too long, it needs a comma and a full stop.
 Able to use correct capital and lowercase letters.
 Able to write neatly with the help of erasers and correction fluid instead of scratch or
scribble.
 Able to write personalized sentences with Adjectives, Adverbs, and Adverbs of
Frequency.
 Able to understand and write sentences and paragraphs with Adverbs of Degree.
 Able to understand and write similes in sentences and paragraphs.
 Able to write a summary.
 Able to write simple connected text on topics which are familiar or of personal interest.
 Able to write clear, detailed text on a wide range of subjects related to own interests.
 Able to write an essay or report, passing on information or giving reasons in support of or
18
Basic Competencies of Cambridge
of butter and unstressed ‘ee’ at the end of city.
 5Ws2 Learn spelling rules for words ending in -e and -y, e.g. take/taking, try/tries.
 5Ws3 Know rules for doubling consonants and investigate patterns in the use of single and double
consonants, e.g. -full/-ful.
 5Ws4 Use known spellings to work out the spelling of related words.
 5Ws5 Use effective strategies for learning new spellings and misspelt words.
 5Ws6 Identify ‘silent’ vowels in polysyllabic words, e.g. library, interest.
 5Ws7 Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves.
 5Ws8 Extend earlier work on prefixes and suffixes, recognising that different spelling rules apply
for suffixes which begin with vowels and those that begin with consonants.
 5Ws9 Understand ways of creating opposites, e.g. un-, im- and comparatives, e.g. -er, -est.
 5Ws10 Understand grammatical homophones, e.g. they’re, their, there.
 5Ws11 Identify word roots and derivations to support spelling and vocabulary, e.g. sign, signal,
signature.
Listening and Speaking:
 5SL1 Shape and organise ideas clearly when speaking to aid the listener.
 5SL2 Prepare and present an argument to persuade others to adopt a point of view.
 5SL3 Talk confidently in extended turns and listen purposefully in a range of contexts, responding
to guidance about, and feedback on, the quality of contributions.
 5SL4 Begin to adapt non-verbal gestures and vocabulary to suit content and audience.
 5SL5 Describe events and convey opinions with increasing clarity and detail.
 5SL6 Recall and discuss important features of a talk, possibly contributing new ideas.
 5SL7 Ask questions to develop ideas and extend understanding.
 5SL8 Report back to a group, using notes to present findings about a topic studied. Evaluate what
is heard and give reasons for agreement or disagreement.
 5SL9 Take different roles and responsibilities within a group.
 5SL10 Convey ideas about characters in drama through deliberate choice of speech, gesture and
movement.
 5SL11 Begin to discuss how and why language choices vary in different situations.
Indicators
against a particular point of view.
 Able to learn and practice listening, speaking, and writing strategies to facilitate effective
communication.
 Able to listen for details and talk about future plans.
 Able to learn listen for speakers and talk about donating money.
 Able to understand and discuss about we can save or invest to buy things later;
donations of money can help good causes.
 Able to understand and discuss about we use money to buy food, shelter, and things we
need.
 Able to understand and discuss about we save or invest to buy things later.
 Able to understand and discuss about donations of money can help good causes.
 Able to understand the main points of clear standard speech on familiar matters regularly
encountered in work, school, leisure, etc.
 Able to understand the main point of many radio or TV programmes on current affairs or
topics of personal or professional interest when the delivery is relatively slow and clear.
 Able to understand extended speech and lectures and follow even complex lines of
argument provided the topic is reasonably familiar.
 Able to understand most TV news and current affairs programmes.
 Able to understand the majority of films in standard dialect.
 Able to deal with most situations likely to arise whilst travelling in an area where the
language is spoken.
 Able to enter unprepared into conversation on topics that are familiar, of personal interest
or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
 Able to interact with a degree of fluency and spontaneity that makes regular interaction
with native speakers quite possible.
 Able to take an active part in discussion in familiar contexts, accounting for and
sustaining own views.
19
Basic Competencies of Cambridge Indicators
 Able to connect phrases in a simple way in order to describe experiences and events,
own dreams, hopes and ambitions.
 Able to briefly give reasons and explanations for opinions and plans.
 Able to present clear, detailed descriptions on a wide range of subjects related to own
field of interest.
 Able to explain a viewpoint on a topical issue giving the advantages and disadvantages
of various options.
BIG QUESTION 8: How do we express ourselves?
Reading: Vocabulary:
 5Ro1 Skim read to gain an overall sense of a text and scan for specific information.  Able to understand words about the arts and self-expression; to apply own experience
 5Ro2 Compare and evaluate the print and film versions of a novel or play. and a reading strategy to help comprehend a text.
 5Ro3 Compare dialogue and dramatic conventions in film narrative.  Able to know more vocabulary to take notes.
 5Rx1 Look for information in non-fiction texts to build on what is already known.  Able to understand words to describe the theatre; to apply own experience and a reading
 5Rx2 Extract key points and group and link ideas. strategy to help comprehend a text.
 5Rx3 Locate information confidently and efficiently from different sources.  Able to have more vocabulary to understand connections of clauses and ideas in
 5Ri1 Provide accurate textual reference from more than one point in a story to support answers to paragraphs.
questions.  Able to use wide variety of words to build connections of ideas in sentences and
 5Ri2 Identify the point of view from which a story is told. paragraphs.
 5Rw1 Comment on a writer’s use of language and explain reasons for the writer’s choices.  Able to understand and use Homophones.
 5Rw2 Begin to interpret imagery and techniques, e.g. metaphor, personification, simile, adding to  Able to understand and use Verb + Preposition.
understanding beyond the literal. Reading:
 5Rw3 Discuss metaphorical expressions and figures of speech.  Able to read, understand, and discuss an informational text; to apply a reading strategy to
 5Rw4 Understand clauses within sentences and how they are connected. improve comprehension.
 5Rw5 Compare the structure of different stories.  Able to read and comprehend nonfiction informational text.
 5Rw7 Learn how dialogue is set out and punctuated.  Able to take notes of information.
 5Rw8 Identify unfamiliar words, explore definitions and use new words in context  Able to read, understand, and discuss an adaptation of a scene from a play; to apply a
 5Rw9 Understand the use of impersonal style in explanatory texts. reading strategy to improve comprehension.
 5Rw10 Understand conventions of standard English, e.g. agreement of verbs.  Able to read and comprehend fictional drama linked to arts.
 5Rv1 Read and evaluate non-fiction texts for purpose, style, clarity and organisation.  Able to look for connections of ideas in stories and texts.
 5Rv2 Explore the features of texts which are about events and experiences, e.g. diaries.  Able to understand that we express ourselves through art, such as painting and
 5Rv3 Compare writing that informs and persuades. sculpture.
 5Rv4 Note the use of persuasive devices, words and phrases in print and other media.  Able to understand that actors tell stories by acting in plays.
 5Rv6 Read widely and explore the features of different fiction genres.  Able to understand texts that consist mainly of high frequency every day or job-related
 5Rv7 Consider how a writer expresses their own point of view, e.g. how characters are presented. language.
 Able to understand the description of events, feelings and wishes in personal letters.
 Able to read articles and reports concerned with contemporary problems in which the
writers adopt particular attitudes or viewpoints.
Writing: Grammar:
 5Wo1 Recognise a range of less common letter strings in words which may be pronounced  Able to demonstrate understanding of an informational text; to understand the meaning

20
Basic Competencies of Cambridge
differently.
 5Wo2 Evaluate own and others’ writing.
 5Wo3 Use dictionaries efficiently and carry out IT spell checks.
 5Wo4 Make notes for different purposes, using simple abbreviations and writing ‘in your own
words’.
 5Wo5 Practise fast, fluent and legible handwriting styles for different purposes.
 5Wa1 Use imagery and figurative language to evoke imaginative response.
 5Wa2 Maintain a consistent viewpoint when writing.
 5Wa3 Use a more specialised vocabulary to match the topic.
 5Wa4 Choose words and phrases carefully to convey feeling and atmosphere.
 5Wa5 Collect synonyms and opposites and investigate shades of meaning.
 5Wa6 Use a thesaurus to extend vocabulary and choice of words.
 5Wa7 Write non-chronological reports and explanations.
 5Wa8 Write new scenes or characters into a story, or write from another viewpoint.
 5Wa10 Write own versions of legends, myths and fables, using structures from reading.
 5Wa11 Write a playscript, including production notes to guide performance.
 5Wa12 Write a commentary on an issue, setting out and justifying a personal view.
 5Wa14 Practise proofreading and editing own writing for clarity and correctness.
 5Wa15 Review, revise and edit writing in order to improve it, using IT as appropriate.
 5Wt1 Map out writing to plan structure, e.g. paragraphs, sections, chapters.
 5Wt2 Use pronouns, making clear to what or to whom they refer.
 5Wt3 Begin to establish links between paragraphs using adverbials.
 5Wp1 Use an increasing range of subordinating connectives.
 5Wp2 Combine simple sentences and re-order clauses to make compound and complex
sentences.
 5Wp3 Begin to use the comma to separate clauses within sentences and clarify meaning in
complex sentences.
 5Wp4 Begin to set out dialogue appropriately, using a range of punctuation.
 5Wp5 Identify prepositions and use the term preposition.
 5Wp6 Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue.
 5Wp7 Use apostrophes for both possession and shortened forms.
 5Wp8 Spell and make correct use of possessive pronouns, e.g. their, theirs, my, mine.
 5Ws1 Investigate the spelling of word-final unstressed vowels, e.g. the unstressed ‘er’ at the end
of butter and unstressed ‘ee’ at the end of city.
 5Ws2 Learn spelling rules for words ending in -e and -y, e.g. take/taking, try/tries.
 5Ws3 Know rules for doubling consonants and investigate patterns in the use of single and double
consonants, e.g. -full/-ful.
 5Ws4 Use known spellings to work out the spelling of related words.
 5Ws5 Use effective strategies for learning new spellings and misspelt words.
 5Ws6 Identify ‘silent’ vowels in polysyllabic words, e.g. library, interest.
Indicators
and form of the grammar structure.
 Able to understand and sense verbs plus adjectives in real life.
 Able to use verbs plus adjectives in daily conversations.
 Able to demonstrate understanding of a scene from a play; to understand the meaning
and form of the grammar structure.
 Able to know and differ between Infinitives and Gerunds.
 Able to understand and know the use of Infinitives and Gerunds in real life.
 Able to put Infinitives into Gerunds as subjects.
 Able to use Infinitives and Gerunds in daily conversations.
Writing:
 Able to know 2 types of Paragraphs: Indented and Block.
 Able to plan a writing into 3 parts / paragraphs: Introduction (Beginning), Main Body
(Core), Ending (Conclusion).
 Able to combine single sentences into a complex one.
 Able to write at least 3 complex (long) sentences in each paragraph.
 Able to avoid repetitions and use a different word instead so the writing is not boring.
 Able to read silently to know if a sentence is too long, it needs a comma and a full stop.
 Able to use correct capital and lowercase letters.
 Able to write neatly with the help of erasers and correction fluid instead of scratch or
scribble.
 Able to write personalized sentences using sense verbs and adjectives.
 Able to understand and use quantifiers correctly in sentences and paragraphs.
 Able to understand and use semicolons correctly in sentences and paragraphs.
 Able to write a scene from a play.
 Able to write simple connected text on topics which are familiar or of personal interest.
 Able to write clear, detailed text on a wide range of subjects related to own interests.
 Able to write letters highlighting the personal significance of events and experiences.
21
Basic Competencies of Cambridge
 5Ws7 Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves.
 5Ws8 Extend earlier work on prefixes and suffixes, recognising that different spelling rules apply
for suffixes which begin with vowels and those that begin with consonants.
 5Ws9 Understand ways of creating opposites, e.g. un-, im- and comparatives, e.g. -er, -est.
 5Ws10 Understand grammatical homophones, e.g. they’re, their, there.
 5Ws11 Identify word roots and derivations to support spelling and vocabulary, e.g. sign, signal,
signature.
Listening and Speaking:
 5SL1 Shape and organise ideas clearly when speaking to aid the listener.
 5SL2 Prepare and present an argument to persuade others to adopt a point of view.
 5SL3 Talk confidently in extended turns and listen purposefully in a range of contexts, responding
to guidance about, and feedback on, the quality of contributions.
 5SL4 Begin to adapt non-verbal gestures and vocabulary to suit content and audience.
 5SL5 Describe events and convey opinions with increasing clarity and detail.
 5SL6 Recall and discuss important features of a talk, possibly contributing new ideas.
 5SL7 Ask questions to develop ideas and extend understanding.
 5SL8 Report back to a group, using notes to present findings about a topic studied. Evaluate what
is heard and give reasons for agreement or disagreement.
 5SL9 Take different roles and responsibilities within a group.
 5SL10 Convey ideas about characters in drama through deliberate choice of speech, gesture and
movement.
 5SL11 Begin to discuss how and why language choices vary in different situations.
BIG QUESTION 9: Why do we make buildings?
Indicators
 Able to learn and practice listening, speaking, and writing strategies to facilitate effective
communication.
 Able to listen for details and to explain own opinions.
 Able to listen for details and to express thankfulness.
 Able to understand and discuss about people make music to show how they feel.
 Able to understand and discuss about we express ourselves by writing poetry.
 Able to understand and discuss about some people dance to express themselves.
 Able to understand the main points of clear standard speech on familiar matters regularly
encountered in work, school, leisure, etc.
 Able to understand the main point of many radio or TV programmes on current affairs or
topics of personal or professional interest when the delivery is relatively slow and clear.
 Able to understand extended speech and lectures and follow even complex lines of
argument provided the topic is reasonably familiar.
 Able to understand most TV news and current affairs programmes.
 Able to understand the majority of films in standard dialect.
 Able to deal with most situations likely to arise whilst travelling in an area where the
language is spoken.
 Able to enter unprepared into conversation on topics that are familiar, of personal interest
or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
 Able to interact with a degree of fluency and spontaneity that makes regular interaction
with native speakers quite possible.
 Able to take an active part in discussion in familiar contexts, accounting for and
sustaining own views.
 Able to connect phrases in a simple way in order to describe experiences and events,
own dreams, hopes and ambitions.
 Able to briefly give reasons and explanations for opinions and plans.
 Able to narrate a story or relate the plot of a book or film and describe own reactions.
 Able to present clear, detailed descriptions on a wide range of subjects related to own
field of interest.
 Able to explain a viewpoint on a topical issue giving the advantages and disadvantages
of various options.
22
Basic Competencies of Cambridge
Reading:
 5Ro1 Skim read to gain an overall sense of a text and scan for specific information.
 5Rx1 Look for information in non-fiction texts to build on what is already known.
 5Rx2 Extract key points and group and link ideas.
 5Rx3 Locate information confidently and efficiently from different sources.
 5Ri1 Provide accurate textual reference from more than one point in a story to support answers to
questions.
 5Ri2 Identify the point of view from which a story is told.
 5Rw1 Comment on a writer’s use of language and explain reasons for the writer’s choices.
 5Rw2 Begin to interpret imagery and techniques, e.g. metaphor, personification, simile, adding to
understanding beyond the literal.
 5Rw3 Discuss metaphorical expressions and figures of speech.
 5Rw4 Understand clauses within sentences and how they are connected.
 5Rw5 Compare the structure of different stories.
 5Rw7 Learn how dialogue is set out and punctuated.
 5Rw8 Identify unfamiliar words, explore definitions and use new words in context
 5Rw9 Understand the use of impersonal style in explanatory texts.
 5Rw10 Understand conventions of standard English, e.g. agreement of verbs.
 5Rv1 Read and evaluate non-fiction texts for purpose, style, clarity and organisation.
 5Rv2 Explore the features of texts which are about events and experiences, e.g. diaries.
 5Rv3 Compare writing that informs and persuades.
 5Rv4 Note the use of persuasive devices, words and phrases in print and other media.
 5Rv6 Read widely and explore the features of different fiction genres.
 5Rv7 Consider how a writer expresses their own point of view, e.g. how characters are presented.
Writing:
 5Wo1 Recognise a range of less common letter strings in words which may be pronounced
differently.
 5Wo2 Evaluate own and others’ writing.
 5Wo3 Use dictionaries efficiently and carry out IT spell checks.
 5Wo4 Make notes for different purposes, using simple abbreviations and writing ‘in your own
Indicators
Vocabulary:
 Able to understand words about buildings and places; to apply own experience and a
reading strategy to help comprehend a text.
 Able to know more vocabulary to understand sequence of events of a reading passage.
 Able to use wide variety of words to build own sequence of events in sentences and
paragraphs.
 Able to understand words to describe castles; to apply own experience and a reading
strategy to help comprehend a text.
 Able to have more vocabulary to understand the ending predictions of a story or an
event.
 Able to use wide variety of words to make predictions of a reading passage.
 Able to understand and use more Phrasal Verbs.
 Able to understand and use Adjectives ending in –ing.
Reading:
 Able to read, understand, and discuss a magazine article; to apply a reading strategy to
improve comprehension.
 Able to read and comprehend nonfiction magazine article linked to social studies and
technology.
 Able to comprehend and look for sequence of events in paragraphs.
 Able to read, understand, and discuss a mystery; to apply a reading strategy to improve
comprehension.
 Able to read and comprehend fictional mystery story linked to social studies and
technology.
 Able to make ending predictions of a story or an event.
 Able to understand that buildings give us shelter.
 Able to understand that people work in many different kinds of buildings.
 Able to understand that some buildings are for leisure and fun.
 Able to understand that buildings can be beautiful.
 Able to understand that in the past people built castles for defense.
 Able to understand texts that consist mainly of high frequency every day or job-related
language.
 Able to understand the description of events, feelings and wishes in personal letters.
 Able to read articles and reports concerned with contemporary problems in which the
writers adopt particular attitudes or viewpoints.
Grammar:
 Able to demonstrate understanding of a magazine article; to understand the meaning and
form of the grammar structure.
 Able to know the difference of Articles: An, An, The, and No Article.
 Able to understand and know the use of Articles: An, An, The, and No Article in real life.
 Able to use Articles: An, An, The, and No Article in daily conversations.
23
Basic Competencies of Cambridge
words’.
 5Wo5 Practise fast, fluent and legible handwriting styles for different purposes.
 5Wa1 Use imagery and figurative language to evoke imaginative response.
 5Wa2 Maintain a consistent viewpoint when writing.
 5Wa3 Use a more specialised vocabulary to match the topic.
 5Wa4 Choose words and phrases carefully to convey feeling and atmosphere.
 5Wa5 Collect synonyms and opposites and investigate shades of meaning.
 5Wa6 Use a thesaurus to extend vocabulary and choice of words.
 5Wa7 Write non-chronological reports and explanations.
 5Wa8 Write new scenes or characters into a story, or write from another viewpoint.
 5Wa12 Write a commentary on an issue, setting out and justifying a personal view.
 5Wa14 Practise proofreading and editing own writing for clarity and correctness.
 5Wa15 Review, revise and edit writing in order to improve it, using IT as appropriate.
 5Wt1 Map out writing to plan structure, e.g. paragraphs, sections, chapters.
 5Wt2 Use pronouns, making clear to what or to whom they refer.
 5Wt3 Begin to establish links between paragraphs using adverbials.
 5Wp1 Use an increasing range of subordinating connectives.
 5Wp2 Combine simple sentences and re-order clauses to make compound and complex
sentences.
 5Wp3 Begin to use the comma to separate clauses within sentences and clarify meaning in
complex sentences.
 5Wp4 Begin to set out dialogue appropriately, using a range of punctuation.
 5Wp5 Identify prepositions and use the term preposition.
 5Wp6 Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue.
 5Wp7 Use apostrophes for both possession and shortened forms.
 5Wp8 Spell and make correct use of possessive pronouns, e.g. their, theirs, my, mine.
 5Ws1 Investigate the spelling of word-final unstressed vowels, e.g. the unstressed ‘er’ at the end
of butter and unstressed ‘ee’ at the end of city.
 5Ws2 Learn spelling rules for words ending in -e and -y, e.g. take/taking, try/tries.
 5Ws3 Know rules for doubling consonants and investigate patterns in the use of single and double
consonants, e.g. -full/-ful.
 5Ws4 Use known spellings to work out the spelling of related words.
 5Ws5 Use effective strategies for learning new spellings and misspelt words.
 5Ws6 Identify ‘silent’ vowels in polysyllabic words, e.g. library, interest.
 5Ws7 Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves.
 5Ws8 Extend earlier work on prefixes and suffixes, recognising that different spelling rules apply
for suffixes which begin with vowels and those that begin with consonants.
 5Ws9 Understand ways of creating opposites, e.g. un-, im- and comparatives, e.g. -er, -est.
 5Ws10 Understand grammatical homophones, e.g. they’re, their, there.
 5Ws11 Identify word roots and derivations to support spelling and vocabulary, e.g. sign, signal,
Indicators
 Able to demonstrate understanding of a mystery; to understand the meaning and form of
the grammar structure.
 Able to understand and use the most common tenses and future forms in real life.
 Able to use the most common tenses and future forms in real life.
Writing:
 Able to know 2 types of Paragraphs: Indented and Block.
 Able to plan a writing into 3 parts / paragraphs: Introduction (Beginning), Main Body
(Core), Ending (Conclusion).
 Able to combine single sentences into a complex one.
 Able to write at least 3 complex (long) sentences in each paragraph.
 Able to avoid repetitions and use a different word instead so the writing is not boring.
 Able to read silently to know if a sentence is too long, it needs a comma and a full stop.
 Able to use correct capital and lowercase letters.
 Able to write neatly with the help of erasers and correction fluid instead of scratch or
scribble.
 Able to write a personalized description of a building.
 Able to write personalized sentences using a variety of tenses.
 Able to fix run-on sentences.
 Able to understand and write Order of Adjectives correctly in sentences and paragraphs.
 Able to write a magazine article.
 Able to write simple connected text on topics which are familiar or of personal interest.
 Able to write clear, detailed text on a wide range of subjects related to own interests.
 Able to write letters highlighting the personal significance of events and experiences.
 Able to write an essay or report, passing on information or giving reasons in support of or
against a particular point of view.
24
Basic Competencies of Cambridge
signature.
Listening and Speaking:
 5SL1 Shape and organise ideas clearly when speaking to aid the listener.
 5SL2 Prepare and present an argument to persuade others to adopt a point of view.
 5SL3 Talk confidently in extended turns and listen purposefully in a range of contexts, responding
to guidance about, and feedback on, the quality of contributions.
 5SL4 Begin to adapt non-verbal gestures and vocabulary to suit content and audience.
 5SL5 Describe events and convey opinions with increasing clarity and detail.
 5SL6 Recall and discuss important features of a talk, possibly contributing new ideas.
 5SL7 Ask questions to develop ideas and extend understanding.
 5SL8 Report back to a group, using notes to present findings about a topic studied. Evaluate what
is heard and give reasons for agreement or disagreement.
 5SL9 Take different roles and responsibilities within a group.
 5SL10 Convey ideas about characters in drama through deliberate choice of speech, gesture and
movement.
 5SL11 Begin to discuss how and why language choices vary in different situations.
Mengetahui,
KepalaSekolah SD NARADA
Ketut Setiawan, S.Ag.
Indicators
 Able to learn and practice listening, speaking, and writing strategies to facilitate effective
communication.
 Able to listen for details and to talk to give reasons.
 Able to listen for main ideas and to talk to accept or refuse invitations.
 Able to understand and discuss about people work in many different kinds of buildings.
 Able to understand and discuss about buildings give us shelter.
 Able to understand the main points of clear standard speech on familiar matters regularly
encountered in work, school, leisure, etc.
 Able to understand the main point of many radio or TV programmes on current affairs or
topics of personal or professional interest when the delivery is relatively slow and clear.
 Able to understand extended speech and lectures and follow even complex lines of
argument provided the topic is reasonably familiar.
 Able to understand most TV news and current affairs programmes.
 Able to understand the majority of films in standard dialect.
 Able to deal with most situations likely to arise whilst travelling in an area where the
language is spoken.
 Able to enter unprepared into conversation on topics that are familiar, of personal interest
or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).
 Able to interact with a degree of fluency and spontaneity that makes regular interaction
with native speakers quite possible.
 Able to take an active part in discussion in familiar contexts, accounting for and
sustaining own views.
 Able to connect phrases in a simple way in order to describe experiences and events,
own dreams, hopes and ambitions.
 Able to briefly give reasons and explanations for opinions and plans.
 Able to present clear, detailed descriptions on a wide range of subjects related to own
field of interest.
 Able to explain a viewpoint on a topical issue giving the advantages and disadvantages
of various options.
Jakarta, 23 May 2018
Guru Mata Pelajaran
Miranda Victoria, S.Sos.
25