SYLLABUS FOR THE 6TH GRADE

General Introduction

For the 6th grade, students have 4 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 4 hours of compulsory English. Part B is designed for those who take 4 hours of English (4 + 2). Part B does not present any new information but aims to reinforce and enrich the things that have 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 6 hours per week. The aim is not to finish units but to teach English.

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

Students who complete the 6th grade are expected to show the following linguistic and sociolinguistic competence levels:

Students will

i. Have a limited repertoire of short memorized phrases covering predictable survival situations; frequent breakdowns and misunderstandings occur in
non-routine situations.
j. Have a sufficient vocabulary for the expression of basic communicative needs.
k. Have a sufficient vocabulary for coping with simple survival needs.
l. Control a narrow repertoire dealing with concrete everyday needs.
m. Show only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire.
n. Copy familiar words and short phrases e.g. simple signs or instructions, names of everyday objects, names of shops and set phrases used regularly.
o. Spell his/her address, nationality and other personal details.
p. Establish basic social contact by using the simplest everyday polite forms of greetings and farewells; introductions; saying please, thank you, sorry,
etc.
q. Manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to
repair communication.
r. Pronounce a very limited repertoire of learnt words and phrases where pronunciation can be understood with some effort by native speakers used to
dealing with speakers of their language group.
s. Expand learned phrases through simple recombination of their elements.
t. Tell a story or describe something in a simple list of points.
u. Link words or groups of words with very basic linear connectors like ‘and’, ‘then’, ‘but’.
v. Communicate what they want to say in a simple and direct exchange of limited information on familiar and routine matters, but in other situations
they generally have to compromise the message.

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

BASIC SENTENCE PATTERNS, PHRASES
Simple present tense to be: affirmative, negative, interrogative
Wh- questions: What?, How? How many?, What color?, Where?, When?, How old?, How much?, Who?, Whose?
Prepositions of place (in, on, under, next to, behind, in front of, etc.)
Have got/ has got: affirmative, negative, interrogative
Adjectives of state (hungry, thirsty, etc.)
Can for ability: affirmative, negative, yes/no questions
Simple Present Tense affirmative, negative, interrogative
Like + N; Like + Gerund
I want/he wants ………
I + V + everyday, every morning, etc., in the morning, etc., at 7, etc., by bus, on foot, etc., every summer, every Sunday, etc.
action verbs
He + Vs everyday, every morning, etc., in the morning, etc., at 7, etc., by bus, on foot, etc.,
frequency adverbs (always, usually, sometimes, seldom, never, once, twice, etc.)
How often …?
present tense for factual info
present tense + What is the weather like ….. in ….?
To be + adj.
present tense for rules and general information
Imperatives
Modals:
Can for requesting: affirmative, negative, interrogative
Should for advice: affirmative, negative, interrogative
can, could, would (for requests and possibility)
can/can’t, must/mustn’t
it opens/ closes
Common connectors: And, but, then
Possessive pronouns and adjectives
Possessive ‘s
Present Progressive Tense: affirmative, negative, interrogative
present progressive for future
Future: will, going to - affirmative, negative, interrogative
Countable and uncountable nouns
Measurements: kilometer, meter, kilograms, grams, liters, etc. How much does it weigh? How far …?
Plural nouns
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Predicate adjectives
Prepositions of time on/at/ in
adj. + noun combinations
There is/ are
Quantifiers: some, any, a lot of, a little, a few
Numbers
any + sisters/brothers
nouns (occupations)
adjectives (physical description)
adjectives such as windy, foggy, snowy, sunny, etc.
adverbs
Conditionals (Zero and First types): If / when

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

* informal inter-personal dialogues and conversations between people
* short recorded dialogs and passages
* short, simple reading texts
* visuals (pictures, drawings, plans, maps, flags, cartoons, caricatures, photos, shadows, models, Charts, puppets, etc.)
* OHP and transparencies
* phrases and sentences
* student conversations
* teacher-talk
* common everyday classroom language
* Short descriptive paragraphs
* games (TPR games, Spelling games, Categorization games, ball games, Miming games, board games, group games, dicto-games, etc.)
* stories (story telling / story reading)
* drama and dramatization
* songs, chants and rhymes
* poems, riddles, jokes, tongue twisters
* handcraft and art activities
* Word puzzles, word hunts, jumbled words, word bingo
* Recorded sounds (animals, nature, etc.)
* Drawing and colouring activities
* Connect the dots and maze activities
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* Various reading texts (ID forms, ID cards, Mathematical problems, symbols, Invitation cards, lists, Timetables, Weather reports, TV Guides, Classroom
rules, Menus, Food price lists, Personal letters, postcards, e-mails, SMS, chat messages, Speech bubbles, brochures and leaflets, road signs and traffic signs,
newspaper headlines, extracts from magazines, etc)
* Information gap activities
* videotapes, -cassettes, -discs;
* audiotapes, -cassettes, -discs;
* registration forms (hotel/ immigration office/ custom’s office, etc)
* diaries, memos, labels, signs and notices, Questionnaires, etc.
* scales, shapes, measurement units, containers, etc.
* Birth certificates
* Interviews
* photo albums
* short TV programs, video extracts

hocam bişey sorucaktım okulumuzda spot on kitapları geldi 6,7 ve 8. sınıflar için. 4 ve 5. sınıflar içinse time for english ama bu kitaplara baktığımızda part A ve part B diye bir bölüm yok ve klavuz kitaplardada böyle bişeye rastlamadım. O zaman biz bu kitabın tamamını işlicez anlamınamı geliyor? teşekkürler