Fransita Fun English

(FFE)
Syllabus Grade 5

UNIT 7 – DESIGN

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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 7: Design
Unit Outcomes: Students will be able to talk about kinds of design.
Vocabulary: Kinds of design and classroom language.

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 ‘design’ the greetings
correctly of design.
 Students sing song or play a game related with a design
 Telling the design style like 3D, abstract, clean and
for example house.
 Comprehend the other
minimalist, conceptual art, feminine, flat, fun and
students’ story orally  Students mention the example of design styled.
playful, geometric, grunge, illustrated, luxurious,
 Students pay attention to the picture of 3D, abstract,
masculine, organic and natural, photorealism,
 Use social expressions clean and minimalist, conceptual art, feminine, flat,
professional or corporate, typographic, vintage / retro.
fun and playful, geometric, grunge, illustrated,
luxurious, masculine, organic and natural,
https://99designs.com/designer-resource-center/visual- photorealism, professional or corporate, typographic,
design-styles vintage / retro and mention the term orally in pairs.
 Students ask and give information about their favorite
design style in pairs
 Students report it in front of the class.

B. Reading
 Read aloud a short  Students take turn to read an article of a design style.
dialogue Read aloud an article related to design concept.

C. Writing
 Write a short
 Write a short story about a design style individually.
conversation about a
 Write a short dialogue about a design style that they
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 like in pairs.
design style.

 Make a short story about

a design style  Students take turns to read a dialogue and act it out in
individually. front of the class in pairs.
D. Speaking
 Tell a conversation about a design style in pairs.

Assessment
Speaking and listening
- The student tells a short story about a design style that he or she likes.
- The students listen to the story that the teacher reads and answer the questions individually.

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