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INGLES EN LA ESCUELA PRIMARIA

SIXTH GRADE SYLLABUS

UNIT I “MY ACTIVITIES”

LANGUAGE FUNCTIONS GRAMMAR CONTENTS

The use of classroom language The use of how many

Telling time to the hour, half hour and The use of what and what time
quarter hour The use of simple present tense
Telling about daily activities The use of before and after.
Telling when one does the activity
Comparing and contrasting
How to organize information
How to say a chant
How to use classroom language
Singing a song
Acting out a story

ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

The teacher introduces the vocabulary and students make sentences with it
The teacher shows some pictures to the students and asks questions such as “what is the boy doing?” Students
answer
The students change the first person singular to the third person singular to make sentences such as “David
gets up at 7:00”
Students form two teams, a member from each team draws an action on the board then they identify the action
The teacher writes several numbers on the board and students call them out as the teacher points to them
Students work in pairs or small groups and take turns positioning the clock hands and asking each other the
time
Students tell what they do at different times during the day The teacher models acting activities the students
do every day when they play, students join and ask questions such as “what are we doing?”
The teacher reads the story and discuss what is happening on each page.
Students act out the story while the teacher plays the audio or reads the story aloud
Students describe an item from a picture . Students form groups or work in pairs.

VOCABULARY

Brush (my) teeth, comb (my) hair, do (my) homework, eat breakfast, get dressed, get up, go to bed, go to
school, go to bed, play soccer, take the bus, watch TV.
Dinner, lunch, every day, after, before
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INGLES EN LA ESCUELA PRIMARIA
SIXTH GRADE SYLLABUS
Fifteen, forty-five, o’clock, thirty
Go ahead, go back, (two) spaces
Bed, tooth brush, tooth paste, television, soccer ball, bicycle, clock, wristwatch.

UNIT II “FAMILY ACTIVITIES”

LANGUAGE FUNCTIONS GRAMMAR CONTENTS

Describing activities related to occupations Ask and answer questions in the simple
Describing family member’s occupations present tense with he/she
Telling the frequency of activities The use of simple present tense
Naming people with whom one does The use of frequency adverbs with the
activities simple present tense
Suggesting or inviting

ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

The teacher shows pictures and students name as many occupations as they know. The teacher writes them on
board
The teacher plays the audio or reads the audio script aloud. Students point to the corresponding picture
Students draw a person doing an occupation in the center of a piece of paper
Students talk about some pictures asking each other questions such as “what does the girl’s aunt do?”
The teacher writes on the board “what does your______do?” He´s/She´s a______. Students practice making
substitutions to their answers so, their answers will be different each time.
Students draw and color pictures of four working family members, one in each of the pictures frames
Students make sentences using the frequency adverbs, such as “Joe always sits next to Hilda”
Students make a large chart showing the frequency of their daily activities
Students act out for the class what doctors, firelighters, dentists and sport players do
Students take turns telling what the characters say in their own words
Using the word bank or new vocabulary students write sentences about their activities with their families
The teacher pantomimes an action and students try to identify it.

VOCABULARY

Aunt, cousin, father, mother, uncle

Barber, coach, dentist, doctor, firelighter, mail carrier, nurse, pilot, secretary, teacher, waiter
Bring mail, cut hair, do (my) homework, drive a (car), eat (breakfast), fight fires, fix teeth, fly planes
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INGLES EN LA ESCUELA PRIMARIA
SIXTH GRADE SYLLABUS
Go for walks, go shopping, go to (the movies), help sick people, play (games), serve food, take the bus, teach
(sports), type letters
Always, never, sometimes, usually
How about? Let’s go to the
Scissors, nurse cap, toothbrush, food tray, stethoscope, fire hat, whistle, computer, envelope, bag, game
Mountains, shepherds, horns, poke

UNIT III “CITY AND COUNTRY”

LANGUAGE FUNCTIONS GRAMMAR CONTENTS

Expressing preferences The use of adverbs of frequency

Describing where one lives The use of have to/has to
Telling what one has to do The use of simple present tense
Identifying country and city activities The use of there is/there are
Identifying farm animals and city pets The use of possessive nouns

ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

The teacher writes a vocabulary list on the board and students call out the words for things associated with the
city, town, country
The teacher plays memory games. Each students names from memory as many items as he or she can from a
picture
The teacher has the students brainstorm in their native language, additional words associated with the city and
the country
Students work in small groups to make up a quiz for another group
The teacher has the students reread the text silently to prepare to summarize, then they have to work in pairs
The students make a graph illustrating the activities they have to do Monday through Sunday
Students draw conclusions about the characters of a story, The teacher asks questions such as “what do you
think about...” ,etc.
Students name activities from a picture and write them on a separate piece of paper
Students use a Venn diagram to contrast the two settings as shown in the story
The teacher displays pictures of the city and the country. Students talk about people do in both places
Students bring to class post cards, photographs or pictures cut from magazines that could be found in the city or
country.
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INGLES EN LA ESCUELA PRIMARIA
SIXTH GRADE SYLLABUS

VOCABULARY

City words: apartment, building, car, department store, movie theater, museum, restaurant, skating rink, town
Country words: barn, country, farm, fence, field, grass, house, lake, pond, town, tree
Bird, cat, chicken, cow, dog, duck, fish, horse, sheep
Snow
Coat, sandals
Cold, hot, small
Clean, (my) room, cut the grass, do (my) homework, feed the (bird), get up, go to (the supermarket), paint (the
fence)
Take the bus, water the plants
Mouse, hungry.

UNIT IV “ANIMAL HOMES”

LANGUAGE FUNCTIONS GRAMMAR CONTENTS

Identifying animals, and geographical The use of can or can’t

features telling where animals live The use of negative and affirmative short
Telling what animals can and can’t do answers in the simple present tense
Telling about one’s abilities The use of simple present tense
Describing how animals took How to use a Venn diagram to organize
Making up riddles and answer them information

ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

The teacher shows words that show excitement, such as yeah, wow, and hurrah. Students make sentences using
them
The teacher teaches the expression two by two and asks students to give examples of other combinations such
as three by three, four by four, and so on
The teacher plays audio o sings the song several times until the students can join in
Students make animal puppets from old socks or small paper bags and practice dialogues with them
The teacher displays pictures of geographical features desert, forest, jungle, ocean, plain, river and so on.
Students identify them
The teacher reads the text aloud while students follow along in their books. Students are asked about the text
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INGLES EN LA ESCUELA PRIMARIA
SIXTH GRADE SYLLABUS
The teacher writes actions such as walk, run, point and jump. Students select a word and act out, the rest of the
class guesses
Students write sentences telling what the animals in the pictures “can do”
Students work in pairs, one student reads a sentence and the other tells whether he or she said can or can’t
Students recognize cause-effect relationships. The teacher asks questions such as “why does the bird cry?”
Students write their true abilities and accomplishments, they write more than two sentences.

VOCABULARY

Bear, bird, camel, chimpanzee, crocodile, deer, elephant, fish, kangaroo, lion, monkey
Ostrich, parrot, penguin, polar bear, whale, zebra
Desert, forest, ice, jungle, ocean, plain, river, snow
Dog, owl, dolphin, cat, snake, feathers, cries.

UNIT V “THE WEATHER”

LANGUAGE FUNCTIONS GRAMMAR CONTENTS

Identifying weather, conditions, seasons The use of simple progressive tense

The use of clothing vocabulary The use of simple present tense
Associating clothing with weather conditions The use of simple past of to be
and seasons
Associating weather with activities
Telling about today’s weather
Telling about yesterday’s weather
Describing habitats and climates

ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

The teacher play audio or says the poem “Rain, rain go away” aloud until the students can repeat it
The teacher encourages students to say all they can about pictures by asking question such as “What’s the boy
doing in each picture?”
Students draw color and cut out pictures of items associated with weather such as a sun, a cloud or snow flakes
The teacher writes the names of the months on the board and the students classify them according to seasons
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INGLES EN LA ESCUELA PRIMARIA
SIXTH GRADE SYLLABUS
Students circulate around the room collecting information for their charts, and then they form groups to talk
about them
Students bring worn clothes and they act out dressing for different temperatures and weather, they take turns
and the rest of the class guesses
Students choose a country and season and give a weather report for that day as a TV weather person might do
The teacher encourages students to draw pictures with captions describing the weather
The teacher asked students about which activities are appropriate in the spring, summer, fall and winter
Students make a class chart that shows everyone’s favorite activities during different weather conditions
The teacher asks students to tell him what the weather is like today, yesterday, last week, etc.

VOCABULARY

Cloudy, cold, cool, rainy, snowy, sunny, tropical, windy

Beach, jungle, rain, forest
Fall, spring, summer, winter
Today, yesterday
Boots, coat, gloves, hat, jackets, jeans, raincoat, sandals, scarf, shorts, sneakers, sunglasses, sweater, T-shirt,
umbrella
Skies, snow, sunshine
Gray, happy
Sun, moon, stars, wind, cloud, rain
Equator, Chile, Canada, opposite, south, season

UNIT VI “THE FIVE SENSES”

LANGUAGE FUNCTIONS GRAMMAR CONTENTS

Identifying parts of the body The use of word you like

Identifying the five senses The use of frequency words
Naming the verbs of the senses The use of some and any

ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

The teacher reads sentences aloud one or two times. Students say each sentence and point to the appropriate
part of the picture
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INGLES EN LA ESCUELA PRIMARIA
SIXTH GRADE SYLLABUS
The teacher writes the words eyes, ears, nose, tongue and fingers on the board and says “we see with our___?
Allowing the students to finish the sentence
The teacher plays the audio or reads the poem aloud two or three times. Students repeat the poem after the
teacher
The students read a poem and notice any unusual feature in it, then they think of other words that rhyme
Students make a large model of the human body out of cardboard and label its parts. Then they hang the figure
on the wall
The teacher asks the students “What the real “real” weather was like yesterday and what is it like today
Students design pieces of personalized stationery and write simple letters to classmates about their favorite
topics
Students reread Beth’s letter before they complete Grandma’s letter using was, went, were, etc.
Students make other sentences such as “it tastes awful” and find or draw pictures to illustrate the meanings
Students cut out pictures from magazines, group them according to categories (these taste delicious” these
smell bad”)
The students are divided in two teams, the teacher calls out adjectives such as loud, nice or soft. The first team
to answer with a logical associated word such as, bell, flower or bunny gets a point
Students draw pictures of fun activities they did recently. Students work in pairs to tell about their activities
Students read a story and try to make a drawing in which they can illustrate what is happening in the story
Students make a collage about different things or pictures of thing to use in heir collage.

VOCABULARY

Apple, banana, bread, butter, cake, candy, cheese, chocolate, cookie, egg, fruit, grapes, ice cream, jam, juice,
lemonade, milk, olives, onion, orange, orange juice, pear, rice, strawberries, sugar, toast, tomato, water,
watermelon, yogurt
Bottle, bowl, box, bunch, can, cup, jar, piece, slice, spoon
Any, some, usually, often
Drink, eat, enjoy, mix, put, and want
I´d like, I like
Disappear, salty, sausages, wish, number, and farmer.

UNIT VII “THE FOODS I EAT”

LANGUAGE FUNCTIONS GRAMMAR CONTENTS

Identifying kinds of food The use of linking verbs with predicate

Identifying quantitative of food adjectives
Expressing likes and dislikes The use of present progressive tense
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INGLES EN LA ESCUELA PRIMARIA
SIXTH GRADE SYLLABUS
Making, accepting and rejecting polite offers The use of simple present tense
Telling what one eats at specific meals The use of simple past tense of be and go

ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

The teacher plays the audio or sings the song several times until the students can join in and then make more
verses for the song by substituting different foods for the words orange juice and an egg or two
Students bring to class a picture of a fruit and tell the colors each fruit had, for example “apples are red”,
“bananas are yellow”, etc.
The students are divided into teams, they stand at the back of the classroom, the teacher names a food and a
student draws it on the board
Students walk around the classroom caring pictures of food asking questions such as “would you like (a piece of
bread)?”
Students decide from lists of fruit if they should say “a piece of pizza” or a “slice of pizza”, a “slice of tomato”,
etc.
The teacher introduces “some” and “any” giving examples such as “I want some grapes I don’t want any
strawberries”.
Students work in pairs asking and answering questions using “some” and “any”
The teacher asks the students which meal they have in the morning, during the day, and at night
Students use pictures to set up a fruit section, two or three students model acting as clerks and the rest as
customers
Students role play ordering breakfast at a restaurant with the teacher as a waiter
The teacher writes the Word Bank on the board, the students point to any words they recognize
The teacher displays a food pyramid and discusses the foods we need to eat each day in order to be healthy
The students work individually, in pairs, or in groups making a dessert, they have to use different fruit
The teacher brings different food and asks the students to smell them

VOCABULARY
Band, carnival, clown, hot dog, ice cream, lamb, lemon, lemonade, noise, park, popcorn, seal, thunderstorm, zoo
Delicious, good, happy, hard, loud, nice, rainy, sad, salty, soft, sour, sunny, sweet
Feel, hear, look, see, smell, sound, taste, touch, was, went, were
Today, yesterday
Ears, eyes, fingers, nose, tongue
Onion, bunny, candy, cactus, drum, flowers, radio
Princess, magician, wand, something, weather, wrong, bad
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INGLES EN LA ESCUELA PRIMARIA
SIXTH GRADE SYLLABUS
UNIT VIII “HEALTH HABITS”
LANGUAGE FUNCTIONS GRAMMAR CONTENTS

Describing healthful habits The use of affirmative and negative

Telling about the frequency of habits imperatives
Telling hat one ate or drank The use of did in yes/no questions
Reading and discussing good health The use of did and didn’t in short
rules answers
Writing a letter The use of simple past tense forms
ate and drank

ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

The teacher shows pictures of activities such as: brushing teeth, playing soccer and so on. Students identify the
actions
The teacher asks questions such as “Do you go to the doctor?” ,“Do you feel well?” ,”Are you healthy?”.
Students answer them.
The teacher work in pairs, they give instructions to their classmates such as “toe-touches” or knee-bends to
each other and do the actions
The teacher plays the audio or sings the song until the students can join in; they mimic each action in the song
The teacher explains what a habit is. Students answer questions such as what things do you do in the morning
before school?
The teacher asks questions such as “Why it is important to drink juice, eat good food and so on, the students
answer
Students make posters with do and don’t health habits. The teacher displays the finished posters on the wall
Students draw the times on their clocks and then tell a partner when they go to bed and when they get up.
Students work individually to answer questions and then in pairs to compare answer. “Who goes to bed later,
earlier”.
Students practice the prepositions of place (at, in, through) by drawing a quick map of a street and houses
Students brainstorm things they do every day to keep healthy, the teacher lists their ideas on the board
The teacher rereads a story aloud pausing before key words so that the students can say them
As necessary the teacher rereads key passages or whole pages to help the students answer comprehension
questions.

VOCABULARY
Award, bedtime, candy, cheese, exercise, food, fruit, habit, health, homework, ice cream
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INGLES EN LA ESCUELA PRIMARIA
SIXTH GRADE SYLLABUS
Juice, nightgown, pop, rule, salad, sandwich, sleep, vegetable, clock, apple, soap, jumping rope
Brush (your) teeth, exercise, feel, finish, get, get up, go to bed, knock, scare, shout, drink/drank, eat/ate
Sleep, stay up, take a bath, wash (your) hands, and watch TV.
Did, didn’t do, don’t
Any, enough, late, right, too much
All (the time), every (day), yesterday
Downstairs, upstairs
Bad, good, happy, healthy, hungry, sick, tired
Vietnam, Chicago, usually.

UNIT IX “TV AND MOVIES”

LANGUAGE FUNCTIONS GRAMMAR CONTENTS

Describing a TV show or movie To ask and answer yes/no questions in the

Identifying types of TV shows simple past tense
Telling what one watched on TV The use of simple past tense
Expressing and explaining likes and dislikes The use of simple present tense.
Reading and talking about a TV schedule
Reading and writing a movie review
Telling a story
ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

Students draw and color pictures with colored pencils, markers or crayons
Students write a title of a show then they write the character’s names and some typical things that happen on
the show
Students work in pairs or small groups and they show their drawings to each other and tell about the show they
drew
Students work in small groups, each group chooses one TV show to illustrate. Each character in the show is
drawn individual
The teacher plays the audio or reads the dialogue aloud several times until the students can repeat it easily
Students express their read feelings about the TV shows they watch. They share the information in small groups
When the students have written information about three different shows, they work in pairs describing them
The teacher divides the class in two groups; each group will be responsible for a poster giving the information
about a TV show
The teacher asks the students the question “What was on TV last night?” The teacher writes some answers on
the board
Students write in the names, times, channels and opinions of a show they saw in the last week
Students answer questions about current movies and how often they go to the movies.
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INGLES EN LA ESCUELA PRIMARIA
SIXTH GRADE SYLLABUS
A student pretends to be a TV or movie character by acting out something that character is likely to do or say
Students read each sentence in unison, the teacher reads modeling the most effective intonation appropriate to
the sentence
The teacher writes these categories on the board: comedy, cartoon, nature show, movie, game show, and then
students suggest TV shows or movies that fit each category.

VOCABULARY

Action, bed, channel, character, everything, movie, opinion, review, schedule, show, story
(three) stars, time, title, TV show, type, week, last night
cartoon, comedy, game show, movie, nature show, news, sports favorite Camera, star, movie ticket, TV,
popcorn, TV guide, videocassette, bored, interested
boring, exciting, funny, interesting, scary
clean ( my room), do (my) homework, happen, hurry up, let’s go, like, make (my) bed, take (me) out, watch
What kinds of?, What ´s on?, Why, because, did, didn’t, don’t, was
Awarded, newspaper, Guatemala , Miami, families, Spanish.
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INGLES EN LA ESCUELA PRIMARIA
SIXTH GRADE SYLLABUS