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  1. Bilge Gökçen

    Bilge Gökçen Yeni Üye Üye

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    27 Ağustos 2007
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    6. Sınıf İngilizce Müfredatı

    Konu, 'SBS İngilizce' kısmında Bilge Gökçen tarafından paylaşıldı.

    6 sınıf ingilizce müfredatı how often soruları ve cevapları 6sınıf ingilizce traffic rules 6 sınıf traffic rules 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.
    Levels of Linguistic Competence

    Students who complete the 6th grade are expected to show the following linguistic and sociolinguistic competence levels:
    Students will:
    1. Have a limited repertoire of short memorized phrases covering predictable survival situations; frequent breakdowns and misunderstandings occur in non-routine situations.
    2. Have a sufficient vocabulary for the expression of basic communicative needs.
    3. Have a sufficient vocabulary for coping with simple survival needs.
    4. Control a narrow repertoire dealing with concrete everyday needs.
    5. Show only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire.
    6. Copy familiar words and short phrases e.g. simple signs or instructions, names of everyday objects, names of shops and set phrases used regularly.
    7. Spell his/her address, nationality and other personal details.
    8. Establish basic social contact by using the simplest everyday polite forms of greetings and farewells; introductions; saying please, thank you, sorry, etc.
    9. Manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication.
    10. 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.
    11. Expand learned phrases through simple recombination of their elements.
    12. Tell a story or describe something in a simple list of points.
    13. Link words or groups of words with very basic linear connectors like ‘and’, ‘then’, ‘but’.
    14. 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.
    Structures

    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
    • 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
    Contexts

    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
    • 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
    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).


     
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