INGLES EN LA ESCUELA PRIMARIA 1

FIFTH GRADE SYLLABUS

UNIT I “THIS IS MY CLASS”

LANGUAGE FUNCTIONS GRAMMAR CONTENTS

The use of greetings and introducing oneself
The creation of short conversations The use of simple present tense
The use of color words The use of present progressive tense
The use of words for activities The use of possessive adjectives my and
Understanding classroom directions you.
The use of counting and numbering words
The use of simple addition problems
Making a number book
Compare and contrasting objects in the
classroom
Making connections to real life
Using illustrations

ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

Students point out in the classroom and name colors they know
Students point to different objects in the room and ask:”What color is (this)?”
Playing the audio several times while the students read along and recite
Teacher acts action words and students try to identify
Teacher calls the attention to the picture and ask “what are they doing?”
Teacher gives each student a slip of paper with an action word and the student acts it out
Teacher encourages students to describe pictures
Teacher reads directions to the students, and they identify objects
The whole group participates playing bingo using numbers one thru twenty
Students read a story and make a story summary, the teacher guides them looking at the pictures in the story
Teacher teaches the melody of “Mary has a little lamb”.

VOCABULARY

Coloring, reading, singing, skating, talking, writing.

Black, blue, brown, green, orange, purple, red, white, yellow
Eleven, twelve, thirteen, fourteen, fifteen, seventeen, eighteen, nineteen, twenty.
Book bag, pencils, notebook, desk, board, crayons, eraser, paint brushes.
Lamb, night.
 INGLES EN LA ESCUELA PRIMARIA 2
FIFTH GRADE SYLLABUS

UNIT II “ON THE PLAYGROUND”

LANGUAGE FUNCTIONS
GRAMMAR CONTENTS

The use of number words one thru one Present progressive tense
hundred The use of there is, there are
The use of counting by tens The use of prepositions behind, in, in
The use of words for playground objects front of, on, under.
The use of identifying locations
The use of the alphabet
The use of comparing and contrasting
Making connections with real life
How to note details in illustrations
To reread and revise a written product
The use of visualizing
The use of text features
To write and follow directions

ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

The teacher makes statements like “I see a boy hiding under a bench” and the students repeat and make their
own
Students compare and contrast a picture with the real life
Teacher plays the audio or sings a song while the students listen
Students sing and act out a song, they can add other actions and/or students names to sing more verses
Students write and illustrate their own song books with the verses
Students take turns acting out actions while the rest of the class guesses what the action is
Students describe pictures beginning with there is, or there are
The teacher asks how many (girls/boys) are there?” and uses different objects and students in the classroom
Students imagine being in other places such as on the playground, country or store and teacher asks “what do
you see?”
Students describe what they like to do on the playground
Divide the students into two or three groups and perform a choral reading of the mosquito song
Teacher gives a spelling contest with the words from the bingo game.

VOCABULARY
Ball, balloon, bench, flower, kite, shoe, slide, swing, table, tree, rope, whistle, bicycle, marry-go-round, sandbox,
pail and shovel, seesaw, baseball and bat.
Bug, cat, dog, frog
 INGLES EN LA ESCUELA PRIMARIA 3
FIFTH GRADE SYLLABUS
Climbing, hiding, jumping, sliding, swinging, talking
How many? Ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred
Behind, in, in front of, on, under
Ireland, Trinidad, Mosquito, United States.

UNIT III “THIS IS OUR HOUSE”

LANGUAGE FUNCTIONS GRAMMAR CONTENTS

Identifying family members The use of there is and there are in
Identifying rooms in a house and house hold sentences
objects The use of there isn’t and there aren’t in
Talking about the present answering yes/no questions
Describing locations with in, on and under

ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

Invite students to cut out or draw and label pictures of houses for display during the unit
The teacher asks questions such as, “where is the (sofa)? (in the living room) and “Is (the sofa) in the living
room?” yes or no
The students work alone or in pairs to write the numbers in the boxes.
The teacher plays the audio or reads the audio script and points to each room, person and object that is
mentioned
The student can write and illustrate verses about their own houses
Students record themselves
Chanting their own version of the rhyme
The teacher gives commands such as “put your hands on your head, put your pencil in the bag, etc. Students
practice with each other
A student puts things out of order in the classroom while the rest have their eyes closed. Students open their
eyes and find the objects
Students practice in pairs interviewing each other about what is in the bedrooms
Students work in pairs asking and answering each other’s questions about what is in different rooms of their
houses.
Students make a story summary
Students describe some photos to the rest of the class
Students work in pairs creating five scrambled words together, they write them on the board and challenges, the
class to unscramble them.

VOCABULARY
 INGLES EN LA ESCUELA PRIMARIA 4
FIFTH GRADE SYLLABUS

Bathroom, bedroom, dining room, kitchen, living room

Brother, father, grandfather, grandmother, mother, parents, sister
Bed, blanket, bookcase, chair, clock, curtains, dresser, lamp, phone, radio, refrigerator
Rug, sink, sofa, stove, table, toilet, tub, TV, window
Spoon, fork, knife, plate, shower, mirror, towel, plant, glass, rocking chair
Family picture, fish in a fishbowl
Hard, soft, around, ask, away.

UNIT IV “MY COMMUNITY”

LANGUAGE FUNCTIONS GRAMMAR CONTENTS

The use of names of buildings The use of prepositions between, next to,
Describing locations on
Answering and making riddles The use of the simple present tense of be
The use of a community map
Drawing conclusions
Making associations
How to reason deductively
How to use music and rhyme to lower
anxiety
How to visualize to aid memory
The use of prepositions

ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

The teacher uses a picture to point and present the vocabulary words
The teacher plays the audio or recites the rhyme several times until the students can chant along
Students act out the rhyme as they say it
The teacher asks students to find some places in the mall
The teacher does a “show me” activity to check comprehension of the names of the buildings
Students work in pairs or groups asking and answering questions about a map, using the language of the page
Students identify objects in a picture
Students choose and make a building and describe it to the class they can work in pairs or groups
The teacher practices the riddles with the class asking questions such as “What’s next to the restaurant”?
 INGLES EN LA ESCUELA PRIMARIA 5
FIFTH GRADE SYLLABUS
The teacher divides the class into teams, the members of each team line up take turns spelling a place word
that the teacher called out
The teacher puts up some pictures of their community in the classroom and encourages students to say
something about them
The whole class reads a story and follow along looking at the pictures
The students reconstruct the story by using the vocabulary words
The teacher helps students to read and understand directions.

VOCABULARY

Bank, building, fire station, hospital, movie theater, park, police station
Post office, supermarket, restaurant, school, street, town, toy shop, video shop ,videotape, money, skate board,
shopping cart, ambulance, police car
Fire truck, letter, thermometer, jump rope, notepad
Trip, live, Monterrey, Mexico City, today, down, end, now, metro.

UNIT V “WORKERS”

LANGUAGE FUNCTIONS
GRAMMAR CONTENTS

How to identify community workers The use of what, when, where and who in
How to use the word wants questions
How to associate places and vehicles with The use of does in questions
workers The use of simple present tense
Naming the days of the week The use of prepositions
How to describe locations The use of verb to be.
How to create short conversations
How to generate questions
Composing a story plot
Setting a purpose for reading
The use of what and who in questions
The use of does in questions

ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

 INGLES EN LA ESCUELA PRIMARIA 6
FIFTH GRADE SYLLABUS
The teacher plays the audio or reads the sentences two times, the students read aloud and repeat each
sentence
The teacher asks questions such as “what does the police officer drive?” (a police car)
The teacher asks questions to the students such as “where does a waiter work?” (in a restaurant)
Students pick up a slip of paper and each of them act s out what worker’s job was written on it
Students name the days of the week and write them on the board
Students name the workers they see in the pictures
Students talk about workers at work and make connections to real life
Students work with partners to make up a song with verses and sing their verses aloud
The teacher asks “what can cats do?” the whole class discusses what the cats can do with words and phrases
The students should have fun presenting a puppet show of the “singing cat”
The teacher leads students to self- assessment, answering what they liked of this unit.

VOCABULARY
Bus driver, doctor, fire lighter, mail carrier, nurse, police officer, salesperson, teacher, waits
Fire station, hospital, police station, post office, restaurant, school, shop, toy shop
Bus, fire truck, jeep, police car
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
Carpenter,, dentist, farmer, artist, taxi driver, scientist, librarian, pilot, baseball player, reporter, cook, train,
engineer
Small, money, market, food.

UNIT VI “MY DAY”

LANGUAGE FUNCTIONS GRAMMAR CONTENTS

Describe daily routine activities The use of simple present tense
Identifying times of a day: morning,
afternoon, night
The use of telling the time (the hour)
Identifying articles of clothing
Identifying with characters

ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

The teacher asks the class questions such as “what do you do in the morning?” Students act out what they do
 INGLES EN LA ESCUELA PRIMARIA 7
FIFTH GRADE SYLLABUS
The teacher plays the audio or sings a song and points to the corresponding pictures until the students can sing
along
Students should tell what they see in the pictures and the teacher asks them “when does Mary (get up )? (in the
morning)
Students work with pictures. They look at them and talk about what is missing in them.
Students study the earth’s movement and tell how the earth turns
The teacher says different watch times while the students set the hands on their watches and compare answers
Students make a survey of bedtimes and make a bar graph on the board with the results and explain it
The teacher asks random questions such as “Do your parents read you stories?” ” What are their favorite
stories?”
Students tell what the people are doing in each picture
Students take turns telling what they enjoy doing during their half-hour breaks
The teacher reads the sentences and a student demonstrates the time on a paper clock
The entire group reads the story aloud paying attention to the pictures that illustrate the story
The teacher shows the students the way to tell the hours and minutes of the day using the events and times in
the story.

VOCABULARY

Morning, afternoon, night

Bed, clock, o’clock, time, watch
Face, hair, teeth
Jeans, shirt, shoes, socks
Breakfast, lunch, dinner
Brush, comb, eat, get up/dressed, go to bed/ school/work, put on, take a shower/bath, wash, wash TV
Sun, soap, brush, jacket and boots, bathrobe, moon, star, tooth paste and tooth brush
Spain, again, homework, pajama, soup, salad.

UNIT VII “FOOD”

LANGUAGE FUNCTIONS GRAMMAR CONTENTS

Names of foods and drinks The use of a, an and some
How to associate eat with food and drink Simple present tense in questions and
with beverage. replies
Expressing likes and dislikes Like and dislikes
How to offer and order food The use of can’t
How to use polite expressions
 INGLES EN LA ESCUELA PRIMARIA 8
FIFTH GRADE SYLLABUS

ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

Students name foods using drawings and picture cards

Students point to the pictures and say the names of all the foods they can identify
The teacher plays the audio or sings the song while the students sing along
Students tell what they like to have for breakfast, dinner or lunch
The teacher writes “a” and ”an” on the board and students take turns saying words that go with each of them
The students play a role pretending they are at a restaurant and act out the dialogues
Students “show and tell” their classmates what the characters in their pictures are doing
The teacher asks students to practice polite expressions such as “please give your book to...” the students
answer “thank you”
Students scan some pictures and answer questions such as “what are the children doing?”
The entire class reads directions and talk together. They can also read a short story
The teacher asks the students to take their books home and share their adventures with their families and
friends.

VOCABULARY

Apple, banana, cake, carrot, cheese, chicken, cookie

Fish, hamburger, hotdog, ice cream, lettuce, orange, pizza
Potato, pudding, rice, sandwich, soup, tomato
Juice, milk, water, beverages
Drinks, food, menu, eat
Eggs, grapes, pineapple, strawberries, peas, watermelon, corn
Bowl, room

UNIT VIII “AT THE ZOO”

LANGUAGE FUNCTIONS GRAMMAR CONTENTS

Identifying and describing animals The use of can, and can’t
Telling action, what animals can and cannot The use of possessive adjectives its and
do their
The use of affirmative and negative The use of has and have
 INGLES EN LA ESCUELA PRIMARIA 9
FIFTH GRADE SYLLABUS
statements The use of does and doesn’t
Naming parts of animal bodies
Identifying realism and fantasy
How to predict by using key words

ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

The teacher asks students to name the animals they have seen at the zoo
Students write and explain how zoo animals look and discuss all the information they know about them
The teacher imitates animals and the students name the animal the teacher is imitating
The teacher the plays the audio or reads the conversation between the children two times, students read it
aloud too
Students make groups or pairs asking and answering questions about zoo animals
Students explain pictures in which the animals are doing some actions
Students should write a poem about an animal or about their pet and read it aloud to the class
Students make up a funny story and explain it in “show-and-read” time
The teacher reads the directions to the students and asks them to cut out or glue some pictures of animals and
make a graph
The entire class reads a story and answers the questions at the end
Students create their own story and tell it to the whole class
In pairs, students present an animal to the class, the rest of the class asks questions such as how do you take
care of it?”

VOCABULARY

Animal, bear, bird, camel, elephant, giraffe

Hippopotamus, kangaroo, lion, monkey, seal
Ears, eyes, feet, legs, neck, nose, tail
Zoo, zookeeper
Climb, feed, fly, have/has, jump, run, sing, swing, walk
Big, little, long, short, tall
Deer, gorilla, tiger, snake, zebra, crocodile, leopard, rhinoceros

UNIT IX “CELEBRATIONS”

LANGUAGE FUNCTIONS GRAMMAR CONTENTS

 INGLES EN LA ESCUELA PRIMARIA 10
FIFTH GRADE SYLLABUS
Naming the months of the year The use of frequency adverbs always and
The use of does never
The use of the frequency of actions (always The use of simple present tense
and never) The use of for and me
How to plan a celebration
Graphing information
Using the future reference
The use of self-assessment

ACTIVITIES TO DEVELOP COMMUNICATION SKILLS

Students tell about pictures and the teacher asks questions such as “what are they doing?”, what do they
have?”
The teacher plays the audio or reads the rhymes two or more times, so students can read aloud each line with
the teacher
The teacher asks questions to the students about some pictures “what do you” think the present is?” (It’s a
guitar)
“Who is blowing out candles?” “Who is playing a game?” (The children are playing a game. The boy is blowing
out candles).
Students are asked to write or tell about parties they have enjoyed.
The teacher shows a calendar and says “this month is (May) students should name the celebrations of a
particular month
Students bring in objects their families use when celebrating. They present their items and tell how they are
used or made
Students work in pairs and practice a poem until they remember it.
Each student makes a note of the one celebration he or she likes most and the month it falls in
The teacher writes the word bank on the board and says the words so the students can repeat them aloud and
explain their meaning
Students act out how they lost a tooth they tell how it happened. The teacher asks “did someone pull the
tooth?”
Students read a story and choose five words from it they draw a picture for each word
Students read directions the teacher then divides the group by three, each group can work together to plan a
schedule
Students make a sequence by using what they have also memorized.

VOCABULARY

January, February, March, April, May, June, July, August, September, October, November, December.
Day, Month, Year, New Year.
 INGLES EN LA ESCUELA PRIMARIA 11
FIFTH GRADE SYLLABUS
Birthday, cake, candle, celebration, game, parade, party, picnic, present, shoe
Blow out (candles), celebrate, clap, dance, eat, get, give, go on (a picnic), open, sing, watch, take a swing
Colombia, tooth, loose, pillow, wait, coins, Lebanon, feel, beach.
Whistle, decorations, fireworks, horn, balloons, invitation, mask, guitar.