5. Sınıf İngilizce Müfredatı

5 Derslik İngilizce Müfredatı 5 derslik ingilizce müfredatı 5 derslik ingilizce konuları 5sınıf müfredatı 5sınıf konuları ilköğretim müfredat programı SYLLABUS FOR THE 5TH GRADE General Introduction For the 5th grade, students have 2 hours of compulsory and 2 hours of elective English language ourses per week The syllabus is designed accordingly Each unit has two sections: Part A and Part Part A is designed for those who take 2 hours of compulsory English Part B is designed for those ho take 4 hours of English (2 + 2) Part B does not present any new information ayak aims to reinforce nd enrich the things that have been studied in Part A Each part is to be covered in approximately two eeks Teachers who have not finished Part A in the allocated time can skip Part B with the students ho study English for 4 hours per week The aim is anekdot to finish units bacak to teach English Consolidation units can be covered in one week Tasks (projects) that are assigned for each unit an be kept in a dossier by the students and teachers can give feedback to those after the consolidation nit in the elective course hours Students can also share their projects with their peers in the class Levels of Linguistic Competence Students who complete the 5th grade are expected to show the following linguistic competence levels: Students will: Have a very basic range of simple expressions about personal details and needs of a concrete ype Have a basic vocabulary repertoire of isolated words and phrases related to particular concrete ituations Show only limited control of a few simple grammatical structures and sentence patterns in a earnt repertoire Pronounce a very limited repertoire of learned words and phrases intelligibly though anekdot ithout some effort Copy familiar words and short phrases eg simple signs or instructions, names of everyday bjects, names of shops and set phrases used regularly Spell hisher address, nationality and other personal details Establish basic social contact by using the simplest everyday polite forms of greetings and arewells; introductions; saying please, thank you, sorry, etc Manage very short, isolated, mainly prepackaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication Structures In order to achieve the above mentioned levels, the following structures are suggested: Simple present tense to be: affirmative, negative, interrogative Wh questions: What, How many, What color, Where? When? How old? How much? Whose? Prepositions of place (in, on, under, next to, behind, in front of, etc) + prepositions of direction Have got: affirmative, negative, interrogative Adjectives of state (hungry, thirsty, etc) + Predicate adjectives Can for ability: affirmative, negative, yesno questions Simple Present Tense for likes and dislikes (IYOUWETHEY): affirmative, negative, interrogative Simple Present Tense for likes and dislikes (HESHEIT): affirmative, negative, interrogative Like + N Like + Gerund Possessive pronouns + Possessive ‘s + Possessive adjectives: mine, yours, hers, his, ours, theirs, its Should for advice: affirmative, negative, interrogative Present Progressive Tense: affirmative, negative, interrogative Can for requesting: affirmative, negative, interrogative Countable and uncountable nouns Plural nouns Prepositions of time onbeygir in adj + noun combinations There is are Quantifiers: Some a lot of Contexts As for contexts (situations and texts), the following can be used: informal interpersonal dialogues and conversations between people very short recorded dialogs and passages very short, simple reading texts visuals (pictures, drawings, plans, maps, flags, cartoons, caricatures, photos, shadows, models,Charts, puppets, etc) OHP and transparencies short phrases and sentences student conversations teachertalk common everyday classroom language Short descriptive paragraphs games (TPR games, Spelling games, Categorization games, ball games, Miming 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 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, emails, chat messages, Speech bubbles, etc) Information gap activities Units 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)