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 but 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 not to finish units but 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 not ithout some effort.
Copy familiar words and short phrases e.g. simple signs or instructions, names of everyday bjects, names of shops and set phrases used regularly.
Spell his/her 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 pre-packaged 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, yes/no questions
Simple Present Tense for likes and dislikes (I/YOU/WE/THEY): affirmative, negative, interrogative
Simple Present Tense for likes and dislikes (HE/SHE/IT): 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 on/at/ 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 inter-personal 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
teacher-talk
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, e-mails, 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