Fransita Fun English

(FFE)
Syllabus Grade 6

UNIT 10 – GLOBAL WARMING

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Introduction

This syllabus contains 13 units and it is divided into 2 semesters. The focus of grade 3 is still on speaking and listening but there is more work on reading

and writing now that students have developed some literacy skills. In reading students move on from recognition and reading of words and phrases to

reading short sentences. Inwriting, they continue to copy words, phrases and sentences but also write familiar words, phrases and very short sentences on

their own. Language content extends according to the topics and moves beyond a focus on nouns and adjectives to include a range of verbs. With more

language, the activities are more varied and challenging but remain active, personalized and enjoyable. For example, students can now understand longer

and more complex stories. The main goal is the start of basic communication on every day and familiar subjects.

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Unit 10: Global warming
Unit Outcomes: Students will be able to talk about global warming and things related with it.
Vocabulary: Kind of situation, action verbs and classroom language.
Tenses: Simple past tense and simple future tense (will)

Competency Content/Language item Learning activities

Students will be able to: A. Listening and Speaking
 Students greet their classmates/teacher and respond to
 Use social expressions
 Listening of song or a story about ‘global warming’ the greetings
correctly of cause and
effect of global warming.  Telling the vocabulary of global warming possibility like  Students sing song or play a game related with global
the melting of land-based ice, from glaciers around the
world and the large ice sheets on Greenland and warming.
Antarctica, has already contributed to sea-level rise.  Students mention the example of global warming.
Further increases in sea level are projected. Another factor  Students pay attention to the picture and mention the
in the sea-level rise, also driven by global warming, is term orally in pairs.
thermal expansion of the oceans.  Students ask and give information about activity that
 Telling the impact of global warming like socioeconomic they found around them related with global warming
impact and it may have effect on agriculture, water and the steps to solve it in pairs.
supplies across the globe, the reduction of snowpack and  Students report it in front of the class.
the shrinking of glaciers will likely cause serious water
 Comprehend the other shortages.
students’ story orally  Telling about kind of action that may do to solve the
problem of global warming such as a financial incentive
for industries to reduce their dependence on fossil fuels
and invest in low-carbon technologies, The development of
 Use social expressions energy-efficient and renewable-energy (wind and solar
power), promote sustainable agriculture, Protect the
pristine and restore degraded ecosystems (Reforestation
often works naturally – as long as human perturbations,
such as fires and land use, are minimal).

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  Read aloud a short
dialogue B. Reading  Students take turn to read an article of global warming.
- Read aloud an article related to a global warming.

C. Writing
 Write a short
- Write a short story about global warming in Indonesia
conversation about
individually.
favorite country in pairs.
- Write a short dialogue about global warming around the
 Make a short story about students and how to solve it in pairs.
favorite country and
relatives orally and D. Speaking
individually. - Tell a short story about a global warming in form of a  Students take turns to read a dialogue and act it out in
dialogue in pairs. front of the class in pairs.

Assessment
Speaking and listening
- The students write a conversation about global warming orally.
- The students listen to the story that the teacher reads and answer the questions individually.

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