SYLLABUS FOR THE 4TH GRADE

General Introduction

For the 4th grade, students have 2 hours of compulsory and 2 hours of elective English language courses per week. The syllabus is designed accordingly.

Each unit has two sections: Part A and Part
B. Part A is designed for those who take 2 hours of compulsory English. Part B is designed for those who take 4 hours of English (2 + 2). Part B does not present any new information but aims to reinforce
and enrich what has already been studied in Part A. Each part is to be covered in approximately two weeks. Teachers who have not finished Part A in the allocated time can skip Part B with the students
who study English for 4 hours per week. The aim is not to finish units but to teach English.

Consolidation units can be covered in 2 hours in one week. Tasks (projects) that are assigned for each unit can be kept in a dossier by the students, and teachers can give feedback to those after the
consolidation unit in the elective course hours. Students can also share their projects with their peers in the class.

Students who complete the 4th grade are expected to show the following linguistic competence levels:

Students will

a. Have a very basic range of simple expressions about personal details and needs of a concrete
type.
b. Have a basic vocabulary repertoire of isolated words and phrases related to particular concrete
situations.
c. Show only limited control of a few simple grammatical structures and sentence patterns in a
learnt repertoire.
d. Pronounce a very limited repertoire of learned words and phrases intelligibly though not
without some effort.
e. Copy familiar words and short phrases e.g. simple signs or instructions, names of everyday
objects, names of shops and set phrases used regularly.
f. Spell his/her address, nationality and other personal details.
g. Establish basic social contact by using the simplest everyday polite forms of greetings and
farewells; introductions; saying please, thank you, sorry, etc.
h. Manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for
expressions, to articulate less familiar words, and to repair communication.

In order to achieve the above mentioned objectives, the following structures are suggested:

Simple present tense “to be” as the copula verb: affirmative, negative, yes/no questions
Imperatives: Classroom commands
Wh- questions: What, How many, What color, Where? When? How old?
Possessive pronouns
Have got: affirmative, negative, yes/no questions
Plural nouns
Predicate adjectives
Prepositions of place (in, on, under, next to)
Prepositions of time on/at/ in
adj. + noun combinations
There is/ are
Countable and uncountable nouns
Quantifiers: Some / a lot of
Time expressions such as in the morning, at noon, at night, etc.

As for contexts (situations and texts), the following can be used:

* informal inter-personal dialogues and conversations between people
* very short recorded dialogs and passages
* very short, simple reading texts
* visuals (pictures, drawings, plans, maps, cartoons, caricatures, photos, etc.)
* short phrases and sentences
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* student conversations
* teacher-talk
* common everyday classroom language
* Short descriptive paragraphs
* games (TPR games, Spelling games, Categorization games, ball games, etc.)
* stories (story telling / story reading)
* drama and dramatization
* songs, chants and rhymes
* poems, riddles, jokes
* handcraft and art activities
* Word puzzles, word hunts, jumbled words, word bingo
* Recorded sounds (animals, nature, etc.)
* Drawing and coloring activities
* Connect the dots and maze activities
* Various reading texts (ID forms, ID cards, Mathematical problems, symbols, Invitation cards, lists,
Timetables, Weather reports, etc)
* Information gap activities