2025-2026 Eğitim Öğretim Yılı İngilizce (MEB) dersi Yıllık Planı

2025-2026 EĞİTİM-ÖĞRETİM YILI ..........................................................................
5. SINIF İNGİLİZCE (MEB) DERSİ ÜNİTELENDİRİLMİŞ YILLIK PLANI

Türkiye Yüzyılı Maarif Modeli

SÜRE			ÜNİTE/TEMA/ÖĞRENME ALANI - İÇERİK ÇERÇEVESİ		ÖĞRENME ÇIKTILARI VE SÜREÇ BİLEŞENLERİ		PROGRAMLAR ARASI BİLEŞENLER			BELİRLİ GÜN VE HAFTALAR
AY	HAFTA	SAAT	ÜNİTE/TEMA/ÖĞRENME ALANI	KONU (İÇERİK ÇERÇEVESİ)	ÖĞRENME ÇIKTILARI	SÜREÇ BİLEŞENLERİ	SOSYAL - DUYGUSAL ÖĞRENME BECERİLERİ	DEĞERLER	OKURYAZARLIK BECERİLERİ	BELİRLİ GÜN VE HAFTALAR
EYLÜL	1. Hafta: 08-12 Eylül	3	ORIENTATION	ORIENTATION	ORIENTATION	ORIENTATION	ORIENTATION	ORIENTATION	ORIENTATION	Uluslararası Temiz Hava Günü
EYLÜL	2. Hafta: 15-19 Eylül	3	REVISION 1-2	THEME 1 Sub-themes: People at school; daily routines and activities at school; activities at present, favourite activities; favourite months Vocabulary for school activities: To arrive at (school), to have (an assembly (homeroom-AmE.)), to attend (lessons), to have (a break (recess-AmE.)), to have breakfast/lunch, to leave (school), to meet, to do sports, to prepare, to participate in (drama performances, talent shows). Other vocabulary: A club meeting, a school play, a sports day, a talent show, a parent-teacher meeting, a field trip, a main hall. Days of the week / Months of the year Language Chunks: (Who is Mrs Clark? She’s/is our new school headmistress. Where’s/is she now? She’s/is in her office now. What’s/is your favourite school activity? My favourite school activity is the drama show. What’s your favourite month? My favourite month is January.) Functions: Telling who people are, where people and things are, telling what month it is; expressing preferences for favourite months. The Simple Present Tense: Language Chunks: (What do you do at school in the mornings/every day/on Mondays etc. We have a school assembly every morning). Functions: Describing daily routines and activities at school. The Present Progressive Tense: Language Chunks: (What are you doing at school now? We’re having lunch at school now). Functions: Describing activities at school at present time. Personal Pronouns: I, we, he, she, it, we, you, they. Functions: Referring to the speaker as the subject. Target Language Chunks in Use: Comparing things-Superlative forms of adjectives (Regular adjectives): (Maths was the hardest subject for her last year. This is the smartest student group in the school). Function: Comparing more than two people, things, or places and expressing the highest or lowest degree of a quality. Prepositions: in, on, at. Functions: Indicating time, place, or position in relation to other objects or events. Wh- question words: what, where, who, why, when, which, what kind of. Functions: Asking for specific information about things, people, reasons, places, times, or choices. Target Social Language in Use: See you next week! It sounds great! Come on! What’s going on? What’s up? Thanks a lot! Let’s not be late! I can’t wait! I hope so. Target Phonological Sounds in Use: Vowel: a Consonant: b Vowel a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/) Consonant: b: (/b/, silent /b/) THEME 2 Sub-themes: School subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons Classroom objects: A folder, a board marker, a calculator, a highlighter, a stapler, a folder, a poster, a chart, a worksheet, an activity book. Classroom devices: A projector, a calculator, speakers, a printer, a headphone Classroom instructions and classroom language: Work quietly, please! Look at the screen, please! Listen carefully, please! Turn to your peer, please! Talk with your peers, please! Pair up with your peer /friend, please! Let’s return to our seats, please. Write this down, please! Read this, please! Check your answers, please! Choose the correct answer, please! Spell the words, please! Finish the exercise, please! Pack your things, please! THEME 3 Sub-themes: physical appearances and personality, clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons Target Vocabulary in Use (with revisional vocabulary): Parts of the body: A stomach, a moustache, a beard, a tongue, a finger (s), a neck, a shoulder(s), a knee(s), a toe(s). Adjectives: Thick, thin, huge, fair, wavy, bright, medium, round. Personal traits for comparing people: Angry, kind, funny, friendly, clever, quiet, brave, careful, naughty, sweet. Verbs for preferences about body parts, clothes, and dressing: (To like, to dislike) to enjoy, to prefer. Infinitives after preference verbs: I prefer to wear /wearing cardigans. Dates with ordinal numbers: 1st, 2nd, 3rd… 20th Clothes: A wardrobe, Tops: a blouse, a hoodie Bottoms: shorts, leggings; Dresses: a dress, a sundress; Outwear: a raincoat, a cardigan; Footwear: sandals, slippers, flip-flops, trainers (sneakers-AmE.), flats; Sleepwear: pyjamas (pajamas-AmE.) Accessories: a bracelet, a ring, a tie, a belt, gloves, a helmet, a scarf, sunglasses. Weather: Cloudy, foggy, cool, stormy, clear, misty, freezing, humid. Target Language Chunks in Use: The Simple Past Tense (+) (-) (?) (with regular verbs): Language Chunks: (What did you do at school/home yesterday? I played games at school yesterday). Functions: Describing completed actions or events that happened in the past. “To be” in the Simple Past Tense (was, were): Language Chunks: (What were your hobbies when you were 6? My hobbies were playing basketball and playing the piano. How old were you last year? I was 8 years old last year. When was your birthday? It was on 5th March (fifth of March)). Functions: Asking and answering about past states, ages, events, and personal experiences. Could for ability in the past: Language Chunks: (What could you do when you were 6? I could play the piano when I was 6. What sports could you play when you were 7? I could play basketball when I was 7). Functions: Describing abilities or skills someone had in the past. The Present Simple Tense: Language Chunks: (What does she look like? She’s/is tall and beautiful. What kind of clothing do you like? I like short cardigans). (What are your hobbies? My hobbies are playing basketball and volleyball). Functions: Describing physical appearance, preferences for clothing, hobbies, daily routines at home and at school. Target Social Language in Use: It fits like a glove! That’s crazy! What’s new? Keep in touch, please! Feel free to use this! Go ahead! It’s not fair! Target Phonological Sounds in Use: Vowel: i Consonants: f, g, h, j Vowel: i: (/aı/, /ı/, /i:/) Consonants: f: (/f/); g: (/g/, /dʒ/); h: (/h/); j: (/dʒeɪ/, /dʒ/) THEME 4 Sub-themes: Family members’ jobs; family members’ long-lasting habits; family members’ errands (now and in the past); places for services in the neighbourhood; comparisons. Jobs: A teacher, a doctor, a farmer, a dentist, an imam, a nurse, a police officer, a scientist, a singer, a waiter/waitress, a shop assistant, a secretary, a cook (chef), a worker, a writer, an artist, a cleaner, a driver. Action verbs for jobs: To teach, to check, to grow, to help, to test, to sing, to sell, to write, to cook, to build, to draw, to paint, to clean, to drive. Places and services in the neighbourhood: A theatre, a hospital, a restaurant, a museum, a park, a bank, a café, a library, a city, a shop, a hotel, a market, a station, a cinema, a post office, a chemist’s (pharmacyAmE.), a hairdresser’s, a barber’s, a greengrocer’s, a bakery, a butcher’s. Action verbs for daily errands: To do the/to go shopping, to buy groceries, to pick up children from school, to take rubbish. Long-lasting habits: To read before bed, to visit the library every Saturday, to garden on Sundays, to watch films on Sundays, to ride a bike on Saturdays, to go for a walk, to drink milk every morning, to go to the cinema every Saturday, to meet friends, to listen to music. Like+love+Ving: (What do you like doing at the weekend? I like riding my bike and playing football with my friends. What does your sister love doing? She loves reading books and drawing pictures). Function: To express preferences, interests, or enjoyment of activities. Background Language Chunks in Use: “To be”-present: Language Chunks: (What’s/is your father’s job? He’s/is a doctor). (What’s/is your favourite habit? My favourite habit is reading). Functions: Asking and answering about professions; expressing likes, interests, or personal habits. The Present Simple Tense: Language Chunks: (What does your mother do (for a living?) She’s/is a teacher). (How often do you go for a walk? I go for a walk every Sunday). Functions: Describing professions or habitual actions; expressing regular or repeated actions and their frequency. Comparisons with the regular forms of adjectives-Superlatives: (Who is the kindest person in your family? My brother is the kindest person in our family). Functions: Describing one person, animal, place, or thing as having the highest or lowest degree of a quality among three or more. Target Phonological Sounds in Use: Vowel: o Consonants: k, l, m, n, p Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonants: k: (/k/); l: (/ɛl/ /l/); m: (/ɛm/,/m/); n: (/ɛn/, /n/); p: (/piː/, /p/) THEME 5 Sub-themes: Life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water Sea/marine animals: A whale, a shark, a fish, a dolphin, a sea turtle, a jellyfish, an octopus, a crab, a starfish, a jellyfish, a seal. Habitats for marine animals: An ocean, a river, a lake, a sea, a lagoon. Activities in the marine habitats: To swim, to splash, to dive, to jump, to hide, to play, to crawl. Dangers for marine animals: Plastic, waste, a fishing net, pollution, hunting, climate change. Types of houses by the water: A beach house, a lake house, a houseboat Language Chunks: Superlative forms of Adjectives: (Who is the best cook in your family? My sister is the best cook in our family).(What was the worst film you watched last year? It was The Haunted House. It was the worst). Functions: Describing one person, animal, place, or thing as having the highest or lowest degree of a quality, when the adjective does not follow the regular -est pattern. Should: Language Chunks: (What should we do to protect sea-marine animals? We should not throw plastic in the ocean. We should keep the seas clean). Function: Giving advice or suggestions. (Mustn’t): Language Chunks: (You mustn’t throw rubbish into the sea). Function: Describing prohibition Target Phonological Sounds in Use: q, r, s, t, v Consonants: q: /kjuː/, r: /ɑː/(Br), /r/ (AmE.); s: (/s/, /ɛs/, /z/); t: (/tiː/, /t/); v: (/viː/, /v/) THEME 6 Sub-themes: Healthy and unhealthy food; national and international dishes; countries; holidays Healthy food items: Green salad, fish, meat, eggs, soup, milk, fruit (an apple, an orange, a banana, a strawberry, grapes, a cherry, a pear, a plum, a lemon), yogurt, nuts, vegetables (lettuce, cucumber, spinach, broccoli, peas, cauliflower) chicken, turkey, brown rice. Unhealthy food items: Chips (fries-AmE.), sweets (candies- AmE.), biscuits (cookies- AmE.), a soda, an icecream, a cake, a chocolate, noodles, a burger, a sausage, a pizza, lemonade, pasta. Dishes: Fish and chips, kebab, moussaka, pizza, tacos, a burger, falafel.	ENG.4.1.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations”. ENG.4.1.W1. Pupils can get ready for the writing-expression process about the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” in an age- and level-appropriate way. ENG.4.1.R1. Pupils can get ready for the reading-comprehension process about the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations”. ENG.4.1.V1. Pupils can select and use the target vocabulary of the current content about “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.4.1.G1. Pupils can select and use the language including target grammatical elements of the current content about “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.4.2.R1. Pupils can get ready for the reading-comprehension process about the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons”. ENG.4.2.V1. Pupils can select and use the target vocabulary of the current content about “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.4.2.W1. Pupils can get ready for the writing-expression process about the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” in an age- and level appropriate way. ENG.4.3.R1. Pupils can get ready for the reading-comprehension process about the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons”. ENG.4.3.V1. Pupils can select and use the target vocabulary of the current content about “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.4.3.G1. Pupils can select and use the language including target grammatical elements of the current content about “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.4.3.S1. Pupils can get ready for the speaking-expression process about the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” with the help of supplementary audio-visual materials. ENG.4.4.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “family life and life in the neighbourhood with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons”. ENG.4.4.R1. Pupils can get ready for the reading-comprehension process about the current content on “family life and life in the neighbourhood with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons”. ENG.4.4.V1. Pupils can select and use the target vocabulary of the current content about “family life and life in the neighbourhood with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.4.4.S1. Pupils can get ready for speaking-expression process about the current content on “family life and life in the neighbourhood with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” with the help of supplementary audio-visual materials. ENG.4.5.R1. Pupils can get ready for the reading-comprehension process about the current content on “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of housesby the water”. ENG.4.5.W1. Pupils can get ready for the writing-expression process about the current content on “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” in an age- and level-appropriate way. ENG.4.6.R1. Pupils can get ready for the reading-comprehension process about the current content on “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays”. ENG.4.6.V1. Pupils can select and use the target vocabulary of the current content about “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.4.6.W1. Pupils can get ready for the writing-expression process about the current content on “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” in an age- and level-appropriate way.	ENG.4.1.L1. a) Pupils activate their pre-existing knowledge and experiences related to the current theme and content, by recalling it in her/his own language in their minds. b) Pupils recognise concrete and simple relationships between the previous knowledge and experience and the clues to the current content, by responding to simple questions with physical actions without speaking Turkish or without having a translation. c) Pupils make simple predictions about the current content, by using pre-existing knowledge and experience based on the realia, pictures and context. ENG.4.1.W1. a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way. b) Pupils understand correctly what the current writing task is as guided and assigned. ENG.4.1.R1. a) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content. b) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Pupils make simple preliminary predictions about the current content based on recognised relationships. ENG.4.1.V1. a) Pupils hear/view target vocabulary in the current content as a whole in context. b) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class. c) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept. d) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind. e) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition. f) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind). g) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences. ENG.4.1.G1. a) Pupils become familiar with the current content by listening, viewing, and reading it several times. b) Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it. c) Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition. d) Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition. e) Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically and by pointing. f) Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules. g) Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules. h) Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules. i) Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules. ENG.4.2.R1. a) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content. b) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Pupils make simple preliminary predictions about the current content based on recognised relationships. ENG.4.2.V1. a) Pupils hear/view target vocabulary in the current content as a whole in context. b) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class. c) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept. d) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind. e) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition. f) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind). g) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences. ENG.4.2.W1 a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way. b) Pupils understand correctly what the current writing task is as guided and assigned. ENG.4.3.R1 a) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content. b) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Pupils make simple preliminary predictions about the current content based on recognised relationships. ENG.4.3.V1. a) Pupils hear/view target vocabulary in the current content as a whole in context. b) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class. c) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept. d) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind. e) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition. f) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind). g) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences. ENG.4.3.G1. a) Pupils become familiar with the current content by listening, viewing, and reading it several times. b) Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it. c) Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition. d) Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition. e) Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically and by pointing. f) Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules. g) Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules. h) Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules. i) Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules. ENG.4.3.S1. a) Pupils become familiar with model/example content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listening/watching/reading and associating it with the current content. ENG.4.4.L1. a) Pupils activate their pre-existing knowledge and experiences related to the current theme and content, by recalling it in her/his own language in their minds. b) Pupils recognise concrete and simple relationships between the previous knowledge and experience and the clues to the current content, by responding to simple questions with physical actions without speaking Turkish or without having a translation. c) Pupils make simple predictions about the current content, by using pre-existing knowledge and experience based on the realia, pictures and context. ENG.4.4.R1. a) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content. b) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Pupils make simple preliminary predictions about the current content based on recognised relationships. ENG.4.4.V1. a) Pupils hear/view target vocabulary in the current content as a whole in context. b) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class. c) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept. d) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind. e) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition. f) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind). g) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school bybeing aware of their differences. ENG.4.4.S1. a) Pupils become familiar with model/example content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listening/watching/reading and associating it with the current content. ENG.4.5.R1 a) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content. b) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Pupils make simple preliminary predictions about the current content based on recognised relationships. ENG.4.5.W1 a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way. b) Pupils understand correctly what the current writing task is as guided and assigned. ENG.4.6.R1. a) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content. b) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Pupils make simple preliminary predictions about the current content based on recognised relationships. ENG.4.6.V1. a) Pupils hear/view target vocabulary in the current content as a whole in context. b) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class. c) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept. d) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind. e) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition. f) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind). g) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences. ENG.4.6.W1. a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way. b) Pupils understand correctly what the current writing task is as guided and assigned. ENG.4.4.L1. a) Pupils activate their pre-existing knowledge and experiences related to the current theme and content, by recalling it in her/his own language in their minds. b) Pupils recognise concrete and simple relationships between the previous knowledge and experience and the clues to the current content, by responding to simple questions with physical actions without speaking Turkish or without having a translation. c) Pupils make simple predictions about the current content, by using pre-existing knowledge and experience based on the realia, pictures and context. ENG.4.4.R1. a) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content. b) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Pupils make simple preliminary predictions about the current content based on recognised relationships. ENG.4.4.V1. a) Pupils hear/view target vocabulary in the current content as a whole in context. b) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class. c) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept. d) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind. e) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition. f) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind). g) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school bybeing aware of their differences. ENG.4.4.S1. a) Pupils become familiar with model/example content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listening/watching/reading and associating it with the current content. ENG.4.5.R1 a) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content. b) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Pupils make simple preliminary predictions about the current content based on recognised relationships. ENG.4.5.W1 a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way. b) Pupils understand correctly what the current writing task is as guided and assigned. ENG.4.6.R1. a) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content. b) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Pupils make simple preliminary predictions about the current content based on recognised relationships. ENG.4.6.V1. a) Pupils hear/view target vocabulary in the current content as a whole in context. b) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class. c) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept. d) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind. e) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition. f) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind). g) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences. ENG.4.6.W1. a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way. b) Pupils understand correctly what the current writing task is as guided and assigned.	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility Skill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V11. Independence, V12. Patience, V14. Respect, V15. Love and Affection, V16. Responsibility, V18. Cleanliness, V20. Benevolence V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V15. Love and Affection, V16. Responsibility, V20. Benevolence V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V8. Privacy, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V15. Love and Affection, V18. Cleanliness, V20. Benevolence V2. Family Integrity, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V8. Privacy, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V15. Love and Affection, V16. Responsibility, V20. Benevolence V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V15. Love and Affection, V18. Cleanliness, V20. Benevolence V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V15. Love and Affection, V17. Thriftiness, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy	İlköğretim Haftası, Mevlid-i Nebî Haftası, Öğrenciler Günü, Gaziler Günü
EYLÜL	3. Hafta: 22-26 Eylül	3	THEME 1 SCHOOL LIFE	Sub-Themes:People, places and rules at school; school clubs; countries; national days and celebrations Vocabulary for people, places and rules at school:Nouns: A department, a gate, a noise, a uniform, a lab,a sports field, a secretary, a coach, an assistant, (no) shouting, a conference hall, a canteen, a library, anotice board, an administration department. Verbs: To fight. Vocabulary for school clubs:Nouns: A drama club, a maths club, a technology club, an environment club,an art club, a music club, a sports club, a chess club, a science club, a film club, a ballet club, a folk dance club. Verbs: To organise, to solve, to arrange. Vocabulary for countries:Türkiye, the United States of America (USA), the United Kingdom (UK) (England,Scotland, Northern Ireland, Wales), Canada, Australia, France, Italy, Spain, Argentina, Brazil, China, Japan,Mexico, Russia, South Korea, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus,Kazakhstan, Kyrgyzstan. Target Grammatical Structures in Use: -The Simple Present Tense (do you like + ing): (Do you like reading books in your free time?).-Modals “Mustn’t & Can’t” (prohibition): (You mustn’t run in the classroom). -“To be Present”: (I am a student at this school). -Wh- questions (who, what): (What is your favourite subject in/at school?) -A, an, the: (The Eiffel Tower is in France).-Imperatives: (Please sit down and relax). -Personal pronouns: I, you, he, she, we, you, they (He loves playing video games). Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense (do you like + ing): Asking preferences about activities.-Use of Modals “Mustn’t & Can’t” (prohibition): Expressing obligations or rules. Target Social Language in Use: Let’s get started! Line up, nice and straight! Follow the rules and play safe! Target Phonological Sounds in Use: -Intonation of positive statements	ENG.5.1.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” carefully. ENG.5.1.L2. Students are expected to be able to bring information about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” together through significant details and main components while listening/watching it. ENG.5.1.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” through significant details by listening/watching it carefully. ENG.5.1.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.P1. Students are expected to be able to select and use the target phonological elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.1.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.R2. Students are expected to be able to bring information about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.1.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” by reading it carefully. ENG.5.1.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.5.1.V1. Students are expected to be able to select and use the target vocabulary of the current content about “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.1.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.1.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “school life with people, places and rules at school; school clubs; countries; national days and celebrations” based on the model/example provided. ENG.5.1.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people. ENG.5.1.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.5.1.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.S3. Students are expected to be able to organize a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S4. Students are expected to be able to construct a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people. ENG.5.1.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.1.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “school life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.1.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.1.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g) Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.1.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.1.P1. a) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. c) Students recognize the target phonological elements of the current content when they are heard in different contexts. d) Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others. ENG.5.1.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognize significant relationships between their pre-existing knowledge, past experiences, and clues to the current content. c) Students make significant preliminary predictions about the current content based on recognized relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.1.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.1.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.1.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.1.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.1.G1. a) Being familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.1.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.1.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.1.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.1.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.1.W5. a) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.1.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.1.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.1.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.1.S3. a) Students recognize what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organize the information about the current content to be presented for prepared/unprepared speaking situations in an appropriate way as required. ENG.5.1.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.1.S5. a) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.1.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.	Reﬂection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy
EKİM	4. Hafta: 29 Eylül- 03 Ekim	3	THEME 1 SCHOOL LIFE	Sub-Themes:People, places and rules at school; school clubs; countries; national days and celebrations Vocabulary for people, places and rules at school:Nouns: A department, a gate, a noise, a uniform, a lab,a sports field, a secretary, a coach, an assistant, (no) shouting, a conference hall, a cant...	ENG.5.1.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” carefully. ENG.5.1.L2. Students are expected to be able to bring information about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” together through significant details and main components while listening/watching it. ENG.5.1.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” through significant details by listening/watching it carefully. ENG.5.1.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.P1. Students are expected to be able to select and use the target phonological elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.1.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.R2. Students are expected to be able to bring information about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.1.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” by reading it carefully. ENG.5.1.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.5.1.V1. Students are expected to be able to select and use the target vocabulary of the current content about “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.1.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.1.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “school life with people, places and rules at school; school clubs; countries; national days and celebrations” based on the model/example provided. ENG.5.1.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people. ENG.5.1.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.5.1.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.S3. Students are expected to be able to organize a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S4. Students are expected to be able to construct a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people. ENG.5.1.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.1.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	Reﬂection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy	Disleksi Haftası, Dünya Disleksi Günü
EKİM	5. Hafta: 06-10 Ekim	3	THEME 1 SCHOOL LIFE	Sub-Themes:People, places and rules at school; school clubs; countries; national days and celebrations Vocabulary for people, places and rules at school:Nouns: A department, a gate, a noise, a uniform, a lab,a sports field, a secretary, a coach, an assistant, (no) shouting, a conference hall, a cant...	ENG.5.1.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” carefully. ENG.5.1.L2. Students are expected to be able to bring information about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” together through significant details and main components while listening/watching it. ENG.5.1.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” through significant details by listening/watching it carefully. ENG.5.1.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.P1. Students are expected to be able to select and use the target phonological elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.1.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.R2. Students are expected to be able to bring information about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.1.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” by reading it carefully. ENG.5.1.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.5.1.V1. Students are expected to be able to select and use the target vocabulary of the current content about “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.1.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.1.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “school life with people, places and rules at school; school clubs; countries; national days and celebrations” based on the model/example provided. ENG.5.1.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people. ENG.5.1.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.5.1.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.S3. Students are expected to be able to organize a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S4. Students are expected to be able to construct a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people. ENG.5.1.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.1.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	Reﬂection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy	Ahilik Kültürü Haftası
EKİM	6. Hafta: 13-17 Ekim	3	THEME 1 SCHOOL LIFE	Sub-Themes:People, places and rules at school; school clubs; countries; national days and celebrations Vocabulary for people, places and rules at school:Nouns: A department, a gate, a noise, a uniform, a lab,a sports field, a secretary, a coach, an assistant, (no) shouting, a conference hall, a cant...	ENG.5.1.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” carefully. ENG.5.1.L2. Students are expected to be able to bring information about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” together through significant details and main components while listening/watching it. ENG.5.1.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” through significant details by listening/watching it carefully. ENG.5.1.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.P1. Students are expected to be able to select and use the target phonological elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.1.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.R2. Students are expected to be able to bring information about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.1.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” by reading it carefully. ENG.5.1.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.5.1.V1. Students are expected to be able to select and use the target vocabulary of the current content about “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.1.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.1.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “school life with people, places and rules at school; school clubs; countries; national days and celebrations” based on the model/example provided. ENG.5.1.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people. ENG.5.1.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.5.1.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. ENG.5.1.S3. Students are expected to be able to organize a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S4. Students are expected to be able to construct a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people. ENG.5.1.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.1.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	Reﬂection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy
EKİM	7. Hafta: 20-24 Ekim	3	THEME 2 CLASSROOM LIFE	Sub-Themes:Classroom rules and language; school subjects; timetables; classroom objects; days of theweek; time. Vocabulary for classroom rules and language:Nouns: Rubbish (trash-garbage-AmE), attention, (no) running.Adjectives: Careful. Verbs: To shout, to smile, to raise a hand, to follow, to borrow, to lend, to tidy (up), toleave, to forget, to bring, to hang (your coat), to hold on. Adverbs: Quietly, loudly, carefully, slowly. Vocabulary for school subjects:Maths, Turkish, Science, Social Studies, Foreign Language, English, Religionand Morals, Art, Music, P.E. (Physical Education), IT (Information Technology), Drama. Vocabulary for timetables:Nouns: A timetable, a day, a week, a weekday, a weekend, morning, afternoon,noon, a break, lunch, double lessons. Verbs: To start, to finish. Vocabulary for classroom objects:Nouns: A rubbish bin (a trash/garbage can -AmE), a (sMarch)board, aposter, a seat, a bookshelf, a rubber (an eraser-AmE), a dictionary, a board marker, a pencil case, a (school)material, a sheet, a notebook (exercise book-AmE), a desk. Vocabulary for days of the week:Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.Vocabulary for time:Half past, to, past, o’clock, quarter, a minute. Vocabulary for numbers 50-100:From 50 to 100. Target Grammatical Structures in Use: -The Simple Present Tense: (We have got an Art class every Wednesday.) -There is/are: (There is a new student in the class. There are fifty students in my class.)-Object Pronouns: Me, you, him, her, us, you, them (Can you give me your eraser?)-“To Be” for Time (What time is it?): (What time is it? It is half past four.) -Wh questions (What time..?): (What time does the English class start?) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing the responsibilities of different roles in the classroom anddaily routines and study routines in a classroom. -Use of “There is/There are”: Expressing the presence of something or somebody.-Use of Object Pronouns: Replacing nouns that receive the action in a sentence.-Use of “To Be” for time (What time is it?): Telling the time. -Use of “Wh- questions” (What time..?): Asking about time of actions. Target Social Language in Use: Make the grade if you want to join the Sports Club! Don’t skip the lesson! (Please don’t cut the class!) Give me a hand for this homework! I don’t feel all right.I’d love to. Target Phonological Sounds in Use: Intonation of negative statements.	OKUL TEMELLİ PLANLAMA* ENG.5.2.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” carefully. ENG.5.2.L2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” together through significant details and main components while listening/watching it. ENG.5.2.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through significant details by listening/watching it carefully. ENG.5.2.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.P1. Students are expected to be able to select and use the target phonological elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.2.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.R2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.2.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by reading it carefully. ENG.5.2.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others. ENG.5.2.V1. Students are expected to be able to select and use the target vocabulary of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” based on the model/example provided. ENG.5.2.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people. ENG.5.2.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others. ENG.5.2.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.S2. Students are expected to be able to use the model /example for producing verbal content about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.S3. Students are expected to be able to organize a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically. ENG.5.2.S4. Students are expected to be able to construct a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically. ENG.5.2.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people. ENG.5.2.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.2.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “classroom life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.2.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.2.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g) Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.2.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.2.P1. a) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. c) Students recognize the target phonological elements of the current content when they are heard in different contexts. d) Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.2.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students make significant preliminary predictions about the current content based on recognized relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.2.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.2.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.2.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.2.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition. b) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening(to) /watching /reading the source material. e) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.2.G1. a) Being familiar with the current content by listening (to) /watching /reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.2.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.2.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.2.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.2.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.2.W5. a) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.2.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.2.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.2.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.2.S3. a) Students recognize what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/ example. b) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organize the information about the current content to be presented for prepared/unprepared speaking situations in an appropriate way as required. ENG.5.2.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared/unprepared speaking situations. ENG.5.2.S5. a) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.2.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V16. Responsibility, V20. Benevolence	S1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy
EKİM	8. Hafta: 27-31 Ekim	3	THEME 2 CLASSROOM LIFE	Sub-Themes:Classroom rules and language; school subjects; timetables; classroom objects; days of theweek; time. Vocabulary for classroom rules and language:Nouns: Rubbish (trash-garbage-AmE), attention, (no) running.Adjectives: Careful. Verbs: To shout, to smile, to raise a hand, to follow, to borro...	ENG.5.2.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” carefully. ENG.5.2.L2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” together through significant details and main components while listening/watching it. ENG.5.2.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through significant details by listening/watching it carefully. ENG.5.2.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.P1. Students are expected to be able to select and use the target phonological elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.2.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.R2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.2.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by reading it carefully. ENG.5.2.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others. ENG.5.2.V1. Students are expected to be able to select and use the target vocabulary of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” based on the model/example provided. ENG.5.2.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people. ENG.5.2.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others. ENG.5.2.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.S2. Students are expected to be able to use the model /example for producing verbal content about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.S3. Students are expected to be able to organize a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically. ENG.5.2.S4. Students are expected to be able to construct a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically. ENG.5.2.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people. ENG.5.2.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.2.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V16. Responsibility, V20. Benevolence	S1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy	Cumhuriyet Bayramı
KASIM	9. Hafta: 03-07 Kasım	3	THEME 2 CLASSROOM LIFE	Sub-Themes:Classroom rules and language; school subjects; timetables; classroom objects; days of theweek; time. Vocabulary for classroom rules and language:Nouns: Rubbish (trash-garbage-AmE), attention, (no) running.Adjectives: Careful. Verbs: To shout, to smile, to raise a hand, to follow, to borro...	ENG.5.2.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” carefully. ENG.5.2.L2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” together through significant details and main components while listening/watching it. ENG.5.2.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through significant details by listening/watching it carefully. ENG.5.2.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.P1. Students are expected to be able to select and use the target phonological elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.2.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.R2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.2.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by reading it carefully. ENG.5.2.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others. ENG.5.2.V1. Students are expected to be able to select and use the target vocabulary of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” based on the model/example provided. ENG.5.2.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people. ENG.5.2.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others. ENG.5.2.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.S2. Students are expected to be able to use the model /example for producing verbal content about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.S3. Students are expected to be able to organize a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically. ENG.5.2.S4. Students are expected to be able to construct a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically. ENG.5.2.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people. ENG.5.2.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.2.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V16. Responsibility, V20. Benevolence	S1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy	Kızılay Haftası, Organ Bağışı ve Nakli Haftası, Lösemili Çocuklar Haftası
KASIM	10. Hafta: 10-14 Kasım	3	FIRST MIDTERM BREAK: November 10 - 14	FIRST MIDTERM BREAK: November 10 - 14	FIRST MIDTERM BREAK: November 10 - 14	FIRST MIDTERM BREAK: November 10 - 14	FIRST MIDTERM BREAK: November 10 - 14	FIRST MIDTERM BREAK: November 10 - 14	FIRST MIDTERM BREAK: November 10 - 14	Atatürk Haftası, Afet Eğitimi Hazırlık Günü, Dünya Diyabet Günü
KASIM	11. Hafta: 17-21 Kasım	3	THEME 2 CLASSROOM LUFE	Sub-Themes:Classroom rules and language; school subjects; timetables; classroom objects; days of theweek; time. Vocabulary for classroom rules and language:Nouns: Rubbish (trash-garbage-AmE), attention, (no) running.Adjectives: Careful. Verbs: To shout, to smile, to raise a hand, to follow, to borrow, to lend, to tidy (up), toleave, to forget, to bring, to hang (your coat), to hold on. Adverbs: Quietly, loudly, carefully, slowly. Vocabulary for school subjects:Maths, Turkish, Science, Social Studies, Foreign Language, English, Religionand Morals, Art, Music, P.E. (Physical Education), IT (Information Technology), Drama. Vocabulary for timetables:Nouns: A timetable, a day, a week, a weekday, a weekend, morning, afternoon,noon, a break, lunch, double lessons. Verbs: To start, to finish. Vocabulary for classroom objects:Nouns: A rubbish bin (a trash/garbage can -AmE), a (smart)board, aposter, a seat, a bookshelf, a rubber (an eraser-AmE), a dictionary, a board marker, a pencil case, a (school)material, a sheet, a notebook (exercise book-AmE), a desk. Vocabulary for days of the week:Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.Vocabulary for time:Half past, to, past, o’clock, quarter, a minute. Vocabulary for numbers 50-100:From 50 to 100. Target Grammatical Structures in Use: -The Simple Present Tense: (We have got an Art class every Wednesday.) -There is/are: (There is a new student in the class. There are fifty students in my class.)-Object Pronouns: Me, you, him, her, us, you, them (Can you give me your eraser?)-“To Be” for Time (What time is it?): (What time is it? It is half past four.) -Wh questions (What time..?): (What time does the English class start?) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing the responsibilities of different roles in the classroom anddaily routines and study routines in a classroom. -Use of “There is/There are”: Expressing the presence of something or somebody.-Use of Object Pronouns: Replacing nouns that receive the action in a sentence.-Use of “To Be” for time (What time is it?): Telling the time. -Use of “Wh- questions” (What time..?): Asking about time of actions. Target Social Language in Use: Make the grade if you want to join the Sports Club! Don’t skip the lesson! (Please don’t cut the class!) Give me a hand for this homework! I don’t feel all right.I’d love to. Target Phonological Sounds in Use: Intonation of negative statements.	ENG.5.2.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” carefully. ENG.5.2.L2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” together through significant details and main components while listening/watching it. ENG.5.2.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through significant details by listening/watching it carefully. ENG.5.2.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.P1. Students are expected to be able to select and use the target phonological elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.2.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.R2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.2.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by reading it carefully. ENG.5.2.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others. ENG.5.2.V1. Students are expected to be able to select and use the target vocabulary of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” based on the model/example provided. ENG.5.2.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people. ENG.5.2.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others. ENG.5.2.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.S2. Students are expected to be able to use the model /example for producing verbal content about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.S3. Students are expected to be able to organize a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically. ENG.5.2.S4. Students are expected to be able to construct a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically. ENG.5.2.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people. ENG.5.2.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.2.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “classroom life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.2.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.2.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g) Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.2.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.2.P1. a) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. c) Students recognize the target phonological elements of the current content when they are heard in different contexts. d) Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.2.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students make significant preliminary predictions about the current content based on recognized relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.2.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.2.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.2.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.2.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition. b) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening(to) /watching /reading the source material. e) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.2.G1. a) Being familiar with the current content by listening (to) /watching /reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.2.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.2.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.2.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.2.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.2.W5. a) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.2.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.2.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.2.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.2.S3. a) Students recognize what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/ example. b) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organize the information about the current content to be presented for prepared/unprepared speaking situations in an appropriate way as required. ENG.5.2.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared/unprepared speaking situations. ENG.5.2.S5. a) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.2.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V16. Responsibility, V20. Benevolence	S1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy	Dünya Felsefe Günü, Dünya Çocuk Hakları Günü
KASIM	12. Hafta: 24-28 Kasım	3	THEME 3 PERSONAL LIFE	Sub-Themes:Basic body parts and physical features; clothes; daily routines and activities Vocabulary for basic body parts and physical features:Nouns: A neck, a finger, an arm, a body, an eye,a face, a foot, hair, a hand, a head, a nose, a tooth, teeth, height, a leg. Adjectives: Thin, average, curly,straight, round, square, tall, short, wavy, oval. Vocabulary for clothes:Nouns: A belt, trousers (pants-AmE), a ring, a bag, boots, a cap, a coat, a (fancydress) costume, a dress, earrings, fashion, glasses, gloves, a handbag, a hat, a jacket, jeans, a jumper(a sweater-AmE), a necklace, a raincoat, a scarf, a headscarf, a shirt, shoes, shorts, a skirt, a sock,sunglasses, a T-shirt, an umbrella, a watch, silver, clothing, a bow, an outfit. Verbs: To own, to try on, towear, to create. Adjectives: Thick, thin, trendy, comfortable, ordinary, fancy, different, cool. Vocabulary for daily routines and activities:Nouns: A computer, a book, a magazine, music, a videogame, a map, a path, an adventure, an adventurer, a fashion show. Verbs: To watch, to draw, to read, to goshopping, to go out, to travel, to smile, to find. Adjectives: Daily, general. Adverbs of frequency:rarely, sometimes, always, never Target Grammatical Structures in Use: -The Simple Present Tense: (She wears her blue coat every winter.) -Question Tags for the Simple Present Tense: (She reads a book every evening, doesn’t she?)-Adverbs of Frequency (How often): (He usually wears sunglasses in summer.) -Possessive adjectives: My, your, his, her, our, your, their (I love my bag.) Functions of the Target Grammatical Structures in Use: -Use of The Simple Present Tense: Describing daily routines or habits. -Use of Question Tags for the Simple Present Tense: Checking or confirming general truths, actions orhabits. -Use of Adverbs of Frequency (How often): Expressing the frequency of actions or events.-Use of Possessive Adjectives: Showing ownership in relation to nouns. Target Social Language in Use : I’ll pop round to see you later! Don’t make fun of people! Let’s sort out the problem! Target Phonological Sounds in Use: Intonation of questions and question tags.	ENG.5.3.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” carefully. ENG.5.3.L2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” together through significant details and main components while listening/watching it. ENG.5.3.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through significant details by listening/watching it carefully. ENG.5.3.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.P1. Students are expected to be able to select and use the target phonological elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.3.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.R2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.3.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” by reading it carefully. ENG.5.3.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. ENG.5.3.V1. Students are expected to be able to select and use the target vocabulary of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities” based on the model/example provided. ENG.5.3.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. ENG.5.3.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. ENG.5.3.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.S3. Students are expected to be able to organize a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. ENG.5.3.S4. Students are expected to be able to construct a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. ENG.5.3.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. ENG.5.3.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.3.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “personal life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.3.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.3.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g) Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.3.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.3.P1. a) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. c) Students recognize the target phonological elements of the current content when they are heard in different contexts. d) Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.3.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students make significant preliminary predictions about the current content based on recognized relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.3.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.3.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognize significant horizontal/vertical/spiral relationships within the current content that contributes to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.3.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.3.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.3.G1. a) Being familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.3.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.3.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.3.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.3.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.3.W5. a) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.3.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.3.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.3.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.3.S3. a) Students recognize what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.3.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.3.S5. a) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.3.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V16. Responsibility, V18.Cleanliness, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy	Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü
ARALIK	13. Hafta: 01-05 Aralık	3	THEME 3 PERSONAL LIFE	Sub-Themes:Basic body parts and physical features; clothes; daily routines and activities Vocabulary for basic body parts and physical features:Nouns: A neck, a finger, an arm, a body, an eye,a face, a foot, hair, a hand, a head, a nose, a tooth, teeth, height, a leg. Adjectives: Thin, average, curl...	ENG.5.3.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” carefully. ENG.5.3.L2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” together through significant details and main components while listening/watching it. ENG.5.3.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through significant details by listening/watching it carefully. ENG.5.3.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.P1. Students are expected to be able to select and use the target phonological elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.3.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.R2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.3.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” by reading it carefully. ENG.5.3.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. ENG.5.3.V1. Students are expected to be able to select and use the target vocabulary of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities” based on the model/example provided. ENG.5.3.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. ENG.5.3.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. ENG.5.3.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.S3. Students are expected to be able to organize a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. ENG.5.3.S4. Students are expected to be able to construct a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. ENG.5.3.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. ENG.5.3.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.3.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V16. Responsibility, V18.Cleanliness, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy	Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi
ARALIK	14. Hafta: 08-12 Aralık	3	THEME 3 PERSONAL LIFE	Sub-Themes:Basic body parts and physical features; clothes; daily routines and activities Vocabulary for basic body parts and physical features:Nouns: A neck, a finger, an arm, a body, an eye,a face, a foot, hair, a hand, a head, a nose, a tooth, teeth, height, a leg. Adjectives: Thin, average, curl...	ENG.5.3.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” carefully. ENG.5.3.L2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” together through significant details and main components while listening/watching it. ENG.5.3.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through significant details by listening/watching it carefully. ENG.5.3.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.P1. Students are expected to be able to select and use the target phonological elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.3.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.R2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.3.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” by reading it carefully. ENG.5.3.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. ENG.5.3.V1. Students are expected to be able to select and use the target vocabulary of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities” based on the model/example provided. ENG.5.3.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. ENG.5.3.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. ENG.5.3.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.S3. Students are expected to be able to organize a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. ENG.5.3.S4. Students are expected to be able to construct a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. ENG.5.3.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. ENG.5.3.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.3.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V16. Responsibility, V18.Cleanliness, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy	Mevlana Haftası, İnsan Hakları ve Demokrasi Haftası
ARALIK	15. Hafta: 15-19 Aralık	3	THEME 3 PERSONAL LIFE	Sub-Themes:Basic body parts and physical features; clothes; daily routines and activities Vocabulary for basic body parts and physical features:Nouns: A neck, a finger, an arm, a body, an eye,a face, a foot, hair, a hand, a head, a nose, a tooth, teeth, height, a leg. Adjectives: Thin, average, curl...	ENG.5.3.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” carefully. ENG.5.3.L2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” together through significant details and main components while listening/watching it. ENG.5.3.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through significant details by listening/watching it carefully. ENG.5.3.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.P1. Students are expected to be able to select and use the target phonological elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.3.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.R2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.3.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” by reading it carefully. ENG.5.3.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. ENG.5.3.V1. Students are expected to be able to select and use the target vocabulary of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities” based on the model/example provided. ENG.5.3.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. ENG.5.3.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. ENG.5.3.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.S3. Students are expected to be able to organize a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. ENG.5.3.S4. Students are expected to be able to construct a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. ENG.5.3.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. ENG.5.3.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.3.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V16. Responsibility, V18.Cleanliness, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy	Tutum, Yatırım ve Türk Malları Haftası
ARALIK	16. Hafta: 22-26 Aralık	3	THEME 4 FAMILY LIFE	Sub-Themes:Family members’ routines; family members’ hobbies and activities Vocabulary for Family members’ Routines:Nouns: A couple, a role, a task, focus, resting, tidying, pet care,organisation. Verbs: To brush, to take care (of), to organise. Adjectives: Everyday, specific. Pronouns:Hers, his, mine (belongs to me), yours. Vocabulary for family members’ hobbies and activities:Nouns: A board game, a beach, a barbecue, abicycle, a camera, a festival, a guitar, a hobby, a holiday, a member, a museum, a photograph, a photo, a tent,a party, a computer game, a forest, a scooter, a piano, cooking, camping, cycling, dancing, fishing, playinggolf, swimming, playing football. Verbs: To have a picnic, to relax, to join, Adjectives: Active, usual. Target Grammatical Structures in Use: -Present Progressive Tense: (She is brushing her teeth.) -Present Progressive Tense vs Present Simple Tense: (We are camping in the forest this weekend, but wenormally stay at home during holidays.) -Question tags for the Present Progressive Tense: (She is brushing her teeth, isn’t she?) Functions of the Target Grammatical Structures in use: -Use of the Present Progressive Tense: Expressing actions or events that are happening at the moment ofspeaking, temporary actions, or planned future actions. -Use of the Present Progressive Tense vs Present Simple Tense: Contrasting ongoing or temporary actions(Present Progressive) with habitual actions, general truths, or permanent states (Present Simple). -Use of question tags for Present Progressive Tense: Confirming or checking ongoing actions that match the tense, tone, or polarity of the statement. Target Social Language in Use: We always get on well as a family! Can you lend your father a hand washing the car?Let’s tidy up the house together. Target Phonological Sounds in Use: a, b, c, d, e Vowels:a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/); e: (/e/; /i:/, /ə/)Consonants: b: (/b/), silent /b/); c: (/si/, /k/); d: (/d/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.	OKUL TEMELLİ PLANLAMA* ENG.5.4.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “family life with family members’ routines; family members’ hobbies and activities” carefully. ENG.5.4.L2. Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” together through significant details and main components while listening/watching it. ENG.5.4.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “family life with family members’ routines; family members’ hobbies and activities” through significant details by listening/watching it carefully. ENG.5.4.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.P1. Students are expected to be able to select and use the target phonological elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.4.R1. Students are expected to be able to get ready for the writing-comprehension process about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.R2. Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.4.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “family life with family members’ routines; family members’ hobbies and activities” by reading it carefully. ENG.5.4.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others. ENG.5.4.V1. Students are expected to be able to select and use the target vocabulary of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities” based on the model/example provided. ENG.5.4.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people. ENG.5.4.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others. ENG.5.4.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.S3. Students are expected to be able to organize a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically. ENG.5.4.S4. Students are expected to be able to construct a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically. ENG.5.4.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people. ENG.5.4.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.4.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “family life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.4.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.4.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g) Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.4.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.4.P1. a) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. c) Students recognize the target phonological elements of the current content when they are heard in different contexts. d) Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.4.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognize significant relationships between their pre-existing knowledge, past experiences, and clues to the current content. c) Students make significant preliminary predictions about the current content based on recognized relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.4.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.4.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.4.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.4.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening(to) /watching /reading the source material. e) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.4.G1. a) Being familiar with the current content by listening (to)/watching /reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.4.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.4.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.4.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.4.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.4.W5. a) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge with others. ENG.5.4.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.4.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.4.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.4.S3. a) Students recognize what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/ example. b) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.4.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/ unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.4.S5. a) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.4.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V2. Family Integrity, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V16.Responsibility, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy	Mehmet Akif Ersoy'u Anma Haftası
ARALIK	17. Hafta: 29 Aralık- 02 Ocak	3	THEME 4 FAMILY LIFE	Sub-Themes:Family members’ routines; family members’ hobbies and activities Vocabulary for Family members’ Routines:Nouns: A couple, a role, a task, focus, resting, tidying, pet care,organisation. Verbs: To brush, to take care (of), to organise. Adjectives: Everyday, specific. Pronouns:Hers, his, mi...	ENG.5.4.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “family life with family members’ routines; family members’ hobbies and activities” carefully. ENG.5.4.L2. Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” together through significant details and main components while listening/watching it. ENG.5.4.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “family life with family members’ routines; family members’ hobbies and activities” through significant details by listening/watching it carefully. ENG.5.4.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.P1. Students are expected to be able to select and use the target phonological elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.4.R1. Students are expected to be able to get ready for the writing-comprehension process about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.R2. Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.4.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “family life with family members’ routines; family members’ hobbies and activities” by reading it carefully. ENG.5.4.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others. ENG.5.4.V1. Students are expected to be able to select and use the target vocabulary of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities” based on the model/example provided. ENG.5.4.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people. ENG.5.4.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others. ENG.5.4.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.S3. Students are expected to be able to organize a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically. ENG.5.4.S4. Students are expected to be able to construct a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically. ENG.5.4.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people. ENG.5.4.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.4.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V2. Family Integrity, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V16.Responsibility, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy
ARALIK	18. Hafta: 05-09 Ocak	3	THEME 4 FAMILY LIFE	Sub-Themes:Family members’ routines; family members’ hobbies and activities Vocabulary for Family members’ Routines:Nouns: A couple, a role, a task, focus, resting, tidying, pet care,organisation. Verbs: To brush, to take care (of), to organise. Adjectives: Everyday, specific. Pronouns:Hers, his, mi...	ENG.5.4.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “family life with family members’ routines; family members’ hobbies and activities” carefully. ENG.5.4.L2. Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” together through significant details and main components while listening/watching it. ENG.5.4.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “family life with family members’ routines; family members’ hobbies and activities” through significant details by listening/watching it carefully. ENG.5.4.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.P1. Students are expected to be able to select and use the target phonological elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.4.R1. Students are expected to be able to get ready for the writing-comprehension process about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.R2. Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.4.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “family life with family members’ routines; family members’ hobbies and activities” by reading it carefully. ENG.5.4.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others. ENG.5.4.V1. Students are expected to be able to select and use the target vocabulary of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities” based on the model/example provided. ENG.5.4.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people. ENG.5.4.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others. ENG.5.4.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.S3. Students are expected to be able to organize a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically. ENG.5.4.S4. Students are expected to be able to construct a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically. ENG.5.4.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people. ENG.5.4.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.4.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V2. Family Integrity, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V16.Responsibility, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy	Enerji Tasarrufu Haftası
ARALIK	19. Hafta: 12-16 Ocak	3	THEME 4 FAMILY LIFE	Sub-Themes:Family members’ routines; family members’ hobbies and activities Vocabulary for Family members’ Routines:Nouns: A couple, a role, a task, focus, resting, tidying, pet care,organisation. Verbs: To brush, to take care (of), to organise. Adjectives: Everyday, specific. Pronouns:Hers, his, mi...	ENG.5.4.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “family life with family members’ routines; family members’ hobbies and activities” carefully. ENG.5.4.L2. Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” together through significant details and main components while listening/watching it. ENG.5.4.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “family life with family members’ routines; family members’ hobbies and activities” through significant details by listening/watching it carefully. ENG.5.4.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.P1. Students are expected to be able to select and use the target phonological elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.4.R1. Students are expected to be able to get ready for the writing-comprehension process about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.R2. Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.4.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “family life with family members’ routines; family members’ hobbies and activities” by reading it carefully. ENG.5.4.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others. ENG.5.4.V1. Students are expected to be able to select and use the target vocabulary of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities” based on the model/example provided. ENG.5.4.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people. ENG.5.4.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others. ENG.5.4.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “family life with family members’ routines; family members’ hobbies and activities”. ENG.5.4.S3. Students are expected to be able to organize a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically. ENG.5.4.S4. Students are expected to be able to construct a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically. ENG.5.4.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people. ENG.5.4.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.4.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V2. Family Integrity, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V16.Responsibility, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy
	20. Hafta: 19-23 Ocak	3	SEMESTER: January 19 - 30	SEMESTER: January 19 - 30	SEMESTER: January 19 - 30	SEMESTER: January 19 - 30	SEMESTER: January 19 - 30	SEMESTER: January 19 - 30	SEMESTER: January 19 - 30
	21. Hafta: 26-30 Ocak	3	SEMESTER: January 19 - 30	SEMESTER: January 19 - 30	SEMESTER: January 19 - 30	SEMESTER: January 19 - 30	SEMESTER: January 19 - 30	SEMESTER: January 19 - 30	SEMESTER: January 19 - 30
ŞUBAT	22. Hafta: 02-06 Şubat	3	THEME 5 LIFE IN THE NEIGHBOURHOOD & CITY	Sub-Themes:Places for recreation and attractions in the neighbourhood and city different types of houses. Vocabulary for places for recreation and attractions in the neighbourhood and city:Nouns: A corner, asquare, a gym, a coast, a street fair, a hall, a sports centre, an art gallery, a shop (store-AmE), a castle, atower, a site, a museum, a mosque, a town. Verbs: To cycle, to fish, to jump, to guide, to joke, to experience,to attend. Adjectives: Social, ancient, close, famous, crowded, quiet, modern, traditional, peaceful, brand-new, local. Adverbs: Best, easily. Phrases: To take a tour, to attend an event, to take a photograph, to hire (abike) (rent-AmE). Vocabulary for different types of houses and furniture and kitchen utensils:Nouns: A ﬂat (apartment AmE),a kitchen, a bathroom, a bedroom, a sitting room (a living room-AmE), a dining room, a toilet, a garden, agarage), a balcony, a terrace, a corridor (hallway-AmE), a ﬂoor, a lift ( elevator-AmE), a roof, a bookcase, asofa, an armchair, a bed, a cupboard, a fridge, an oven (a stove-AmE), a lamp, a knife, a spoon, a fork, a plate,a wardrobe, a dishwasher, a shelf, ground. Verbs: To repair. Adjectives: Wide, wooden, metal, plastic, bright,light, comfortable, bottom, top, glass, steel, handmade. Adverbs: Inside, outside. Target Grammatical Structures in Use: -Comparatives of adjectives (regular-irregular): (The sofa is more comfortable than the armchair).-Possessive ’s: (This is Anna’s bicycle; she uses it every day.) -Present Simple Tense: (We cycle to the park every Saturday.) -There is/are: (There are many paintings in the art gallery. There is a wide sofa in the living room.) Functions of the Target Grammatical Structures in Use: -Use of “Comparatives of Adjectives (regular-irregular)”: Expressing comparisons between two people,objects, or ideas. -Use of “Possessive ‘s”: Indicating ownership or relationship. -Use of the Present Simple Tense: Expressing habitual actions, general truths, and permanent states.-Use of “There is/There are”: Indicating existence or location. Target Social Language in Use: Where is the nearest library?Our kitchen is the heart of our house! Our new ﬂat was ready to move into! (Our new ﬂat was move-in-ready! AmE.) Target Phonological Sounds in Use: f, g, h, i, j, k, Vowel: i: i (/aı/, /ı/, /i:/) Consonants:f: (/f/); g: (/g/, /dʒ/); h: (/h/); j (/dʒeɪ/, /dʒ/); k: (/k/); *Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.	ENG.5.5.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” carefully. ENG.5.5.L2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” together through significant details and main components while listening/watching it. ENG.5.5.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through significant details by listening/watching it carefully. ENG.5.5.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.5.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.R2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.5.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by reading it carefully. ENG.5.5.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.5.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” based on the model/example provided. ENG.5.5.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people. ENG.5.5.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.5.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ;different types of houses”. ENG.5.5.S3. Students are expected to be able to organize a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.5.S4. Students are expected to be able to construct a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.5.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people. ENG.5.5.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.5.L1 a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the neighborhood and city” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.5.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.5.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g) Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.5.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.5.P1. a) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. c) Students recognize the target phonological elements of the current content when they are heard in different contexts. d) Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.5.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognized relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.5.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.5.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.5.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.5.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition. b) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/ watching/reading the source material. e) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.5.G1. a) Being familiar with the current content by listening (to)/watching/reading it a few times attentively b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/ viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.5.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.5.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.5.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.5.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.5.W5. a) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.5.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.5.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.5.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.5.S3. a) Students recognize what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.5.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/ unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.5.S5. a) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.5.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V16.Responsibility, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy
ŞUBAT	23. Hafta: 09-13 Şubat	3	THEME 5 LIFE IN THE NEIGHBOURHOOD & CITY	Sub-Themes:Places for recreation and attractions in the neighbourhood and city different types of houses. Vocabulary for places for recreation and attractions in the neighbourhood and city:Nouns: A corner, asquare, a gym, a coast, a street fair, a hall, a sports centre, an art gallery, a shop (store...	ENG.5.5.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” carefully. ENG.5.5.L2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” together through significant details and main components while listening/watching it. ENG.5.5.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through significant details by listening/watching it carefully. ENG.5.5.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.5.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.R2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.5.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by reading it carefully. ENG.5.5.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.5.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” based on the model/example provided. ENG.5.5.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people. ENG.5.5.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.5.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ;different types of houses”. ENG.5.5.S3. Students are expected to be able to organize a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.5.S4. Students are expected to be able to construct a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.5.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people. ENG.5.5.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.5.L1 a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V16.Responsibility, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy
ŞUBAT	24. Hafta: 16-20 Şubat	3	THEME 5 LIFE IN THE NEIGHBOURHOOD & CITY	Sub-Themes:Places for recreation and attractions in the neighbourhood and city different types of houses. Vocabulary for places for recreation and attractions in the neighbourhood and city:Nouns: A corner, asquare, a gym, a coast, a street fair, a hall, a sports centre, an art gallery, a shop (store...	ENG.5.5.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” carefully. ENG.5.5.L2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” together through significant details and main components while listening/watching it. ENG.5.5.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through significant details by listening/watching it carefully. ENG.5.5.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.5.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.R2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.5.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by reading it carefully. ENG.5.5.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.5.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” based on the model/example provided. ENG.5.5.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people. ENG.5.5.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.5.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ;different types of houses”. ENG.5.5.S3. Students are expected to be able to organize a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.5.S4. Students are expected to be able to construct a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.5.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people. ENG.5.5.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.5.L1 a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V16.Responsibility, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy
ŞUBAT	25. Hafta: 23-27 Şubat	3	THEME 5 LIFE IN THE NEIGHBOURHOOD & CITY	Sub-Themes:Places for recreation and attractions in the neighbourhood and city different types of houses. Vocabulary for places for recreation and attractions in the neighbourhood and city:Nouns: A corner, asquare, a gym, a coast, a street fair, a hall, a sports centre, an art gallery, a shop (store...	ENG.5.5.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” carefully. ENG.5.5.L2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” together through significant details and main components while listening/watching it. ENG.5.5.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through significant details by listening/watching it carefully. ENG.5.5.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.5.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.R2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.5.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by reading it carefully. ENG.5.5.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.5.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” based on the model/example provided. ENG.5.5.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people. ENG.5.5.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.5.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ;different types of houses”. ENG.5.5.S3. Students are expected to be able to organize a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.5.S4. Students are expected to be able to construct a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.5.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people. ENG.5.5.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.5.L1 a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V16.Responsibility, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy	Vergi Haftası, Yeşilay Haftası
MART	26. Hafta: 02-06 Mart	3	THEME 5 LIFE IN THE NEIGHBOURHOOD & CITY	Sub-Themes:Places for recreation and attractions in the neighbourhood and city different types of houses. Vocabulary for places for recreation and attractions in the neighbourhood and city:Nouns: A corner, asquare, a gym, a coast, a street fair, a hall, a sports centre, an art gallery, a shop (store...	ENG.5.5.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” carefully. ENG.5.5.L2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” together through significant details and main components while listening/watching it. ENG.5.5.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through significant details by listening/watching it carefully. ENG.5.5.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.5.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.R2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.5.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by reading it carefully. ENG.5.5.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.5.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” based on the model/example provided. ENG.5.5.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people. ENG.5.5.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.5.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”. ENG.5.5.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ;different types of houses”. ENG.5.5.S3. Students are expected to be able to organize a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.5.S4. Students are expected to be able to construct a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.5.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people. ENG.5.5.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.5.L1 a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V16.Responsibility, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy	Girişimcilik Haftası
MART	27. Hafta: 09-13 Mart	3	THEME 6 LIFE IN THE WORLD	Sub-Themes:Basic food types; ordering in a restaurant; food events the city. Vocabulary for basic food types:Nouns: Dairy, nuts, beef, beans, a sweet (candy-AmE), a biscuit (cookie-AmE), jam, oil, a lemon, a top, a bottom, a bit, amount, soup, a salad, spices, sugar, butter, salt, pasta, ﬂour,bread, tuna, a tart, garlic, meat, a plate, a recipe. Verbs: To boil, to cut, to wash, to dry, to heat, to taste, tocontain, to need, to mash, to prepare, to slice, to cook. Adjectives: Fresh, home-made, boiled, healthy, light,sweet, fatty, special. Adverbs: Carefully, slowly, quickly. Phrases: To put on weight, to lose weight, at/on thetop of. Vocabulary for ordering in a restaurant:Nouns: Sauce, tip, a bowl, a bit, a chef, a dessert, a drink (abeverage-AmE), an order, a service, a side, tasting, a recipe, a quality, amount, a meal, a main dish, a starter(an appetizer-AmE). Verbs: To order, to serve, to book, to taste, to pay, to smell, to recommend, to reserve.Adjectives: Empty, tasty, delicious. Phrases: To book a table, to pay in cash. Target Grammatical Structures in Use: -“Can” for Permission: (Can I pay in cash?)-“Have got/Has got”: (She has got a new recipe.) -Countable and Uncountable Nouns: (How many lemons do you need for the recipe?) Functions of the Target Grammatical Structures in Use: -Use of Modal “Can” for Permission: Asking or giving permission-Use of Modal “Have got/Has got”: Expressing possession. -Use of Countable and Uncountable nouns: Expressing the amount of quantity of nouns. Target Social Language in Use: Let’s eat out! This problem is a hot potato! My sister is buttering my mother up to get permission to go to the cinema! Target Phonological Sounds in Use: l, m, n, (ng), o, p Vowel:o: (/əʊ/, /ɒ/, /əʊ/) Consonants:l: (/ɛl/ ,/l/); m (/ɛm/,/m/); n: (/ɛn/, /n/); ng: (/ng/); p: ( /piː/,/p/) *Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.	ENG.5.6.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” carefully. ENG.5.6.L2. Students are expected to be able to bring information about the current conte t on “life in the world with basic food types; ordering in a restaurant; food events in the city” together through significant details and main components while listening/watching it. ENG.5.6.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through significant details by listening/watching it carefully. ENG.5.6.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.6.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.R2. Students are expected to be able to bring information about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.6.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” by reading it carefully. ENG.5.6.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others. ENG.5.6.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.6.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.6.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city” based on the model/example provided. ENG.5.6.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people. ENG.5.6.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others. ENG.5.6.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.S3. Students are expected to be able to organize a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically. ENG.5.6.S4. Students are expected to be able to construct a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically. ENG.5.6.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people. ENG.5.6.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.6.L1 a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the world” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.6.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.6.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g) Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.6.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.6.P1. a) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. c) Students recognize the target phonological elements of the current content when they are heard in different contexts. d) Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.6.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognized relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.6.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.6.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.6.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.6.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.6.G1. a) Being familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.6.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.6.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.6.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.6.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.6.W5. a) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.6.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.6.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.6.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.6.S3. a) Students recognize what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.6.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.6.S5. a) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.6.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V15. Love andAffection, V16. Responsibility, V17. Thriftiness, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy	Bilim ve Teknoloji Haftası, İstiklâl Marşı'nın Kabulü ve Mehmet Akif Ersoy'u Anma Günü
MART	28. Hafta: 16-20 Mart	3	SECOND MIDTERM BREAK: March 16 - 20	SECOND MIDTERM BREAK: March 16 - 20	SECOND MIDTERM BREAK: March 16 - 20	SECOND MIDTERM BREAK: March 16 - 20	SECOND MIDTERM BREAK: March 16 - 20	SECOND MIDTERM BREAK: March 16 - 20	SECOND MIDTERM BREAK: March 16 - 20	Tüketiciyi Koruma Haftası, Türk Dünyası ve Toplulukları Haftası
MART	29. Hafta: 23-27 Mart	3	EID-AL FITR (MARCH 19-20-21-22 ) THEME 6 LIFE IN THE WORLD	EID-AL FITR (MARCH 19-20-21-22 ) Sub-Themes:Basic food types; ordering in a restaurant; food events the city. Vocabulary for basic food types:Nouns: Dairy, nuts, beef, beans, a sweet (candy-AmE), a biscuit (cookie-AmE), jam, oil, a lemon, a top, a bottom, a bit, amount, soup, a salad, spices, sugar, butter, salt, pasta, ﬂour,bread, tuna, a tart, garlic, meat, a plate, a recipe. Verbs: To boil, to cut, to wash, to dry, to heat, to taste, tocontain, to need, to mash, to prepare, to slice, to cook. Adjectives: Fresh, home-made, boiled, healthy, light,sweet, fatty, special. Adverbs: Carefully, slowly, quickly. Phrases: To put on weight, to lose weight, at/on thetop of. Vocabulary for ordering in a restaurant:Nouns: Sauce, tip, a bowl, a bit, a chef, a dessert, a drink (abeverage-AmE), an order, a service, a side, tasting, a recipe, a quality, amount, a meal, a main dish, a starter(an appetizer-AmE). Verbs: To order, to serve, to book, to taste, to pay, to smell, to recommend, to reserve.Adjectives: Empty, tasty, delicious. Phrases: To book a table, to pay in cash. Target Grammatical Structures in Use: -“Can” for Permission: (Can I pay in cash?)-“Have got/Has got”: (She has got a new recipe.) -Countable and Uncountable Nouns: (How many lemons do you need for the recipe?) Functions of the Target Grammatical Structures in Use: -Use of Modal “Can” for Permission: Asking or giving permission-Use of Modal “Have got/Has got”: Expressing possession. -Use of Countable and Uncountable nouns: Expressing the amount of quantity of nouns. Target Social Language in Use: Let’s eat out! This problem is a hot potato! My sister is buttering my mother up to get permission to go to the cinema! Target Phonological Sounds in Use: l, m, n, (ng), o, p Vowel:o: (/əʊ/, /ɒ/, /əʊ/) Consonants:l: (/ɛl/ ,/l/); m (/ɛm/,/m/); n: (/ɛn/, /n/); ng: (/ng/); p: ( /piː/,/p/) *Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.	EID-AL FITR (MARCH 19-20-21-22 ) OKUL TEMELLİ PLANLAMA* ENG.5.6.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” carefully. ENG.5.6.L2. Students are expected to be able to bring information about the current conte t on “life in the world with basic food types; ordering in a restaurant; food events in the city” together through significant details and main components while listening/watching it. ENG.5.6.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through significant details by listening/watching it carefully. ENG.5.6.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.6.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.R2. Students are expected to be able to bring information about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.6.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” by reading it carefully. ENG.5.6.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others. ENG.5.6.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.6.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.6.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city” based on the model/example provided. ENG.5.6.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people. ENG.5.6.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others. ENG.5.6.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.S3. Students are expected to be able to organize a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically. ENG.5.6.S4. Students are expected to be able to construct a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically. ENG.5.6.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people. ENG.5.6.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people in relation to themselves or others, both individually and/or with others.	EID-AL FITR (MARCH 19-20-21-22 ) ENG.5.6.L1 a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the world” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.6.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.6.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g) Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.6.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.6.P1. a) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. c) Students recognize the target phonological elements of the current content when they are heard in different contexts. d) Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.6.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognized relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.6.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.6.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.6.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.6.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.6.G1. a) Being familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.6.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.6.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.6.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.6.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.6.W5. a) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.6.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.6.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.6.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.6.S3. a) Students recognize what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.6.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.6.S5. a) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.6.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.	EID-AL FITR (MARCH 19-20-21-22 ) SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	EID-AL FITR (MARCH 19-20-21-22 ) V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V15. Love andAffection, V16. Responsibility, V17. Thriftiness, V20. Benevolence	EID-AL FITR (MARCH 19-20-21-22 ) LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy	Orman Haftası, Dünya Tiyatrolar Günü
NİSAN	30. Hafta: 30 Mart- 03 Nisan	3	THEME 6 LIFE IN THE WORLD	Sub-Themes:Basic food types; ordering in a restaurant; food events the city. Vocabulary for basic food types:Nouns: Dairy, nuts, beef, beans, a sweet (candy-AmE), a biscuit (cookie-AmE), jam, oil, a lemon, a top, a bottom, a bit, amount, soup, a salad, spices, sugar, butter, salt, pasta, ﬂour,bread, tuna, a tart, garlic, meat, a plate, a recipe. Verbs: To boil, to cut, to wash, to dry, to heat, to taste, tocontain, to need, to mash, to prepare, to slice, to cook. Adjectives: Fresh, home-made, boiled, healthy, light,sweet, fatty, special. Adverbs: Carefully, slowly, quickly. Phrases: To put on weight, to lose weight, at/on thetop of. Vocabulary for ordering in a restaurant:Nouns: Sauce, tip, a bowl, a bit, a chef, a dessert, a drink (abeverage-AmE), an order, a service, a side, tasting, a recipe, a quality, amount, a meal, a main dish, a starter(an appetizer-AmE). Verbs: To order, to serve, to book, to taste, to pay, to smell, to recommend, to reserve.Adjectives: Empty, tasty, delicious. Phrases: To book a table, to pay in cash. Target Grammatical Structures in Use: -“Can” for Permission: (Can I pay in cash?)-“Have got/Has got”: (She has got a new recipe.) -Countable and Uncountable Nouns: (How many lemons do you need for the recipe?) Functions of the Target Grammatical Structures in Use: -Use of Modal “Can” for Permission: Asking or giving permission-Use of Modal “Have got/Has got”: Expressing possession. -Use of Countable and Uncountable nouns: Expressing the amount of quantity of nouns. Target Social Language in Use: Let’s eat out! This problem is a hot potato! My sister is buttering my mother up to get permission to go to the cinema! Target Phonological Sounds in Use: l, m, n, (ng), o, p Vowel:o: (/əʊ/, /ɒ/, /əʊ/) Consonants:l: (/ɛl/ ,/l/); m (/ɛm/,/m/); n: (/ɛn/, /n/); ng: (/ng/); p: ( /piː/,/p/) *Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.	ENG.5.6.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” carefully. ENG.5.6.L2. Students are expected to be able to bring information about the current conte t on “life in the world with basic food types; ordering in a restaurant; food events in the city” together through significant details and main components while listening/watching it. ENG.5.6.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through significant details by listening/watching it carefully. ENG.5.6.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.6.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.R2. Students are expected to be able to bring information about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.6.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” by reading it carefully. ENG.5.6.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others. ENG.5.6.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.6.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.6.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city” based on the model/example provided. ENG.5.6.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people. ENG.5.6.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others. ENG.5.6.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.S3. Students are expected to be able to organize a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically. ENG.5.6.S4. Students are expected to be able to construct a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically. ENG.5.6.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people. ENG.5.6.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.6.L1 a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the world” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.6.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.6.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g) Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.6.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.6.P1. a) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. c) Students recognize the target phonological elements of the current content when they are heard in different contexts. d) Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.6.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students making significant preliminary predictions about the current content based on recognized relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.6.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.6.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.6.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.6.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.6.G1. a) Being familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.6.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.6.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.6.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.6.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.6.W5. a) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.6.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.6.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.6.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.6.S3. a) Students recognize what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.6.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.6.S5. a) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.6.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V15. Love andAffection, V16. Responsibility, V17. Thriftiness, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy	Kütüphaneler Haftası, Kanser Haftası, Dünya Otizm Farkındalık Günü
NİSAN	31. Hafta: 06-10 Nisan	3	THEME 6 LIFE IN THE WORLD	Sub-Themes:Basic food types; ordering in a restaurant; food events the city. Vocabulary for basic food types:Nouns: Dairy, nuts, beef, beans, a sweet (candy-AmE), a biscuit (cookie-AmE), jam, oil, a lemon, a top, a bottom, a bit, amount, soup, a salad, spices, sugar, butter, salt, pasta, ﬂour,bread,...	ENG.5.6.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” carefully. ENG.5.6.L2. Students are expected to be able to bring information about the current conte t on “life in the world with basic food types; ordering in a restaurant; food events in the city” together through significant details and main components while listening/watching it. ENG.5.6.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through significant details by listening/watching it carefully. ENG.5.6.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.6.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.R2. Students are expected to be able to bring information about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.6.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” by reading it carefully. ENG.5.6.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others. ENG.5.6.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.6.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.6.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city” based on the model/example provided. ENG.5.6.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people. ENG.5.6.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others. ENG.5.6.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. ENG.5.6.S3. Students are expected to be able to organize a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically. ENG.5.6.S4. Students are expected to be able to construct a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically. ENG.5.6.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people. ENG.5.6.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.6.L1 a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V15. Love andAffection, V16. Responsibility, V17. Thriftiness, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy	Kanser Haftası, Dünya Sağlık Günün/Dünya Sağlık Haftası, Kişisel Verileri Koruma Günü
NİSAN	32. Hafta: 13-17 Nisan	3	THEME 7 LIFE IN NATURE	Sub-themes:Types of animals in nature; wild animals in nature; their habitats Vocabulary for types of animals in nature:Nouns: A bird, an insect, a reptile, a mammal. Adjectives: Wild,huge, enormous, furry, quiet, scary, quick, strong, dangerous, fast, slow. Body parts of animals: Nouns: Atail, a tusk, a paw, a wing. Vocabulary for wild animals in nature:Nouns: A bear, a lion, a tiger, a wolf, a giraffe, a monkey, an elephant,a zebra, a penguin, a parrot, a snake, a crocodile, a gorilla, a leopard, a whale, an eagle, a shark, a seal, aseagull. Verbs: To attack, to move, to hunt, to run, to survive, to talk, to ﬂy, to climb, to swing. Vocabulary for their habitats:Nouns: A farm, a field, a forest, a jungle, a river, a coast, a savanna (savannah-AmE), an ocean, the sky, national park. Target Grammatical Structures in Use: -“Can” for Capability and Ability: (Tigers can attack their prey in the open savanna.) -“Must” for External Obligation: (Birds must travel long distances to find warmer habitats during the wintermonths.) -“Wh- questions” (where): (Where can you find lions in their natural habitat?) - Comparative and Superlative Adjectives: (A tiger is bigger than a monkey.) (The lion is the strongest animalin the forest.) Functions of the Target Grammatical Structures in Use: -Use of Modal “Can” for Capability and Ability: Expressing the ability of animals or people to to do something(to perform an action. -Use of Modal “Must” for External Obligation: Expressing an obligation or necessity arising from externalcircumstances or rules. -Use of “Wh- questions” (where): Asking about the location or place where an action occurs or somethingexists. -Use of Comparative and Superlative Adjectives: Comparing characteristics of animals, things, an/ord people. Target Social Language in Use: That is the lion’s share! Don’t forget, curiosity killed the cat! Please stop crying wolf! Target Phonological Sounds in Use: q, r, s, t, u Vowel:u: (/juː/, /ʌ/, /juː/) Consonants:q: /kjuː/, r: /ɑː/(Br), /r/ (AmE); s: (/s/, /ɛs/, /z/); t: (/tː/, /t/) *Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.	ENG5.7.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” carefully. ENG5.7.L2. Students are expected to be able to bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” together through significant details and main components while listening/watching it. ENG5.7.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through significant details by listening/watching it carefully. ENG5.7.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG5.7.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.R2. Students are expected to be able to bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG5.7.R 3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” by reading it carefully. ENG5.7.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others. ENG5.7.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG5.7.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG5.7.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats” based on the model/example provided. ENG5.7.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people. ENG5.7.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others. ENG5.7.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.S3. Students are expected to be able to organize a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically. ENG5.7.S4. Students are expected to be able to construct a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically. ENG5.7.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people. ENG5.7.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG5.7.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in nature” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG5.7.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG5.7.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g) Students internalize the current content in an individualized and appropriate way according to age and language level. ENG5.7.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG5.7.P1. a) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. c) Students recognize the target phonological elements of the current content when they are heard in different contexts. d) Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG5.7.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students make significant preliminary predictions about the current content based on recognized relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG5.7.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG5.7.R 3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG5.7.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG5.7.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/ watching/reading the source material. e) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG5.7.G1. a) Being familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/ viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG5.7.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG5.7.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide by examining it carefully. ENG5.7.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG5.7.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG5.7.W5. a) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG5.7.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG5.7.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG5.7.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG5.7.S3. a) Students recognize what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG5.7.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/ unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG5.7.S5. a) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG5.7.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. HealthyLiving, V16. Responsibility, V18. Cleanliness, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS8. Sustainability Literacy, LS9. Art Literacy	Turizm Haftası
NİSAN	33. Hafta: 20-24 Nisan	3	THEME 7 LIFE IN NATURE	Sub-themes:Types of animals in nature; wild animals in nature; their habitats Vocabulary for types of animals in nature:Nouns: A bird, an insect, a reptile, a mammal. Adjectives: Wild,huge, enormous, furry, quiet, scary, quick, strong, dangerous, fast, slow. Body parts of animals: Nouns: Atail, a tu...	ENG5.7.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” carefully. ENG5.7.L2. Students are expected to be able to bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” together through significant details and main components while listening/watching it. ENG5.7.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through significant details by listening/watching it carefully. ENG5.7.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG5.7.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.R2. Students are expected to be able to bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG5.7.R 3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” by reading it carefully. ENG5.7.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others. ENG5.7.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG5.7.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG5.7.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats” based on the model/example provided. ENG5.7.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people. ENG5.7.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others. ENG5.7.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.S3. Students are expected to be able to organize a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically. ENG5.7.S4. Students are expected to be able to construct a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically. ENG5.7.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people. ENG5.7.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG5.7.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. HealthyLiving, V16. Responsibility, V18. Cleanliness, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS8. Sustainability Literacy, LS9. Art Literacy	Ulusal Egemenlik ve Çocuk Bayramı
NİSAN	34. Hafta: 27 Nisan- 01 Mayıs	3	THEME 7 LIFE IN NATURE	Sub-themes:Types of animals in nature; wild animals in nature; their habitats Vocabulary for types of animals in nature:Nouns: A bird, an insect, a reptile, a mammal. Adjectives: Wild,huge, enormous, furry, quiet, scary, quick, strong, dangerous, fast, slow. Body parts of animals: Nouns: Atail, a tu...	ENG5.7.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” carefully. ENG5.7.L2. Students are expected to be able to bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” together through significant details and main components while listening/watching it. ENG5.7.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through significant details by listening/watching it carefully. ENG5.7.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG5.7.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.R2. Students are expected to be able to bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG5.7.R 3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” by reading it carefully. ENG5.7.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others. ENG5.7.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG5.7.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG5.7.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats” based on the model/example provided. ENG5.7.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people. ENG5.7.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others. ENG5.7.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.S3. Students are expected to be able to organize a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically. ENG5.7.S4. Students are expected to be able to construct a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically. ENG5.7.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people. ENG5.7.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG5.7.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. HealthyLiving, V16. Responsibility, V18. Cleanliness, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS8. Sustainability Literacy, LS9. Art Literacy	Kût'ül Amâre Zaferi
MAYIS	35. Hafta: 04-08 Mayıs	3	THEME 7 LIFE IN NATURE	Sub-themes:Types of animals in nature; wild animals in nature; their habitats Vocabulary for types of animals in nature:Nouns: A bird, an insect, a reptile, a mammal. Adjectives: Wild,huge, enormous, furry, quiet, scary, quick, strong, dangerous, fast, slow. Body parts of animals: Nouns: Atail, a tu...	ENG5.7.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” carefully. ENG5.7.L2. Students are expected to be able to bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” together through significant details and main components while listening/watching it. ENG5.7.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through significant details by listening/watching it carefully. ENG5.7.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG5.7.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.R2. Students are expected to be able to bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG5.7.R 3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” by reading it carefully. ENG5.7.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others. ENG5.7.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG5.7.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG5.7.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats” based on the model/example provided. ENG5.7.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people. ENG5.7.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others. ENG5.7.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. ENG5.7.S3. Students are expected to be able to organize a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically. ENG5.7.S4. Students are expected to be able to construct a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically. ENG5.7.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people. ENG5.7.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG5.7.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V13. HealthyLiving, V16. Responsibility, V18. Cleanliness, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS8. Sustainability Literacy, LS9. Art Literacy	Bilişim Haftası, Trafik ve İlkyardım Haftası, İş Sağlığı ve Güvenliği Haftası
MAYIS	36. Hafta: 11-15 Mayıs	3	THEME 8 LIFE IN THE UNIVERSE & FUTURE	Sub-theme:Planet Earth; holidays; school holidays, places, activities, and plans for holidays Vocabulary for Planet Earth:Nouns: A climate, a continent, a desert, a valley, a lake, an ocean, a rock, aseason, sky, a temperature, a sand dune, a river, a coral reef, a canyon, an island. Verbs: To rise.Vocabulary for school holidays: Nouns: Tourism, a summer/winter/spring/half-term holiday. Verbs: To pack,to recommend, to need, to explore, to visit. Adjectives: Fun, peaceful, historical, magical, amazing, historical,famous, calm. Prepositions: Including. Vocabulary for school holidays, places, activities, and plans for holidays:Nouns: An opportunity, a tower, atour, a journey, a trip, sightseeing, a holiday (vacation-AmE), a beach, a museum, a zoo, an amusement park,a view, a bridge, a jolly, a seaside, a destination, a sandcastle, a seashell. Verbs: To invite, to involve, to rest,to book, to relax. Target Grammatical Structures in Use: -“Be Going to Future Tense” for plans: (My family is going to spend the holiday watching documentaries aboutlife in the universe). Functions of the Target Grammatical Structures in Use: -Use of “Be Going to Future Tense” for plans: Expressing actions and/or events that have already plannedand/or likely to happen in the future. Target Social Language in Use: Let’s take a stroll! Let’s take a breather during the holiday! We’re going on a jolly to the seaside! Target Phonological Sounds in Use: v, w, x, y, z Consonants:v: (/viː/, /v/); w: (/w/); x: (/ɛks/, /ks/, /gz/); y: (/waɪ/), /j/, /ɪ/, /iː/); z: /zed/ (Br), /ziː/, (AmE), /z/). *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.	ENG.5.8.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” carefully. ENG.5.8.L2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” together through significant details and main components while listening/watching it. ENG.5.8.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through significant details by listening/watching it carefully. ENG.5.8.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.8.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.R2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.8.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by reading it carefully. ENG.5.8.R 4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others. ENG.5.8.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” based on the model/example provided. ENG.5.8.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people. ENG.5.8.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others. ENG.5.8.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.S3. Students are expected to be able to organize a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically. ENG.5.8.S4. Students are expected to be able to construct a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically. ENG.5.8.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people. ENG.5.8.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.8.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.8.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.8.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g) Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.8.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.8.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.8.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students make significant preliminary predictions about the current content based on recognized relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.8.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.8.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.8.R 4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.8.V1 a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.8.G1. a) Being familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.8.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.8.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.8.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.8.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.8.W5. a) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.8.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.8.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.8.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.8.S3. a) Students recognize what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.8.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.8.S5. a) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.8.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V16.Responsibility, V18. Cleanliness, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy	Engelliler Haftası, Vakıflar Haftası
MAYIS	37. Hafta: 18-22 Mayıs	3	THEME 8 LIFE IN THE UNIVERSE & FUTURE	Sub-theme:Planet Earth; holidays; school holidays, places, activities, and plans for holidays Vocabulary for Planet Earth:Nouns: A climate, a continent, a desert, a valley, a lake, an ocean, a rock, aseason, sky, a temperature, a sand dune, a river, a coral reef, a canyon, an island. Verbs: To rise....	ENG.5.8.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” carefully. ENG.5.8.L2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” together through significant details and main components while listening/watching it. ENG.5.8.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through significant details by listening/watching it carefully. ENG.5.8.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.8.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.R2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.8.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by reading it carefully. ENG.5.8.R 4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others. ENG.5.8.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” based on the model/example provided. ENG.5.8.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people. ENG.5.8.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others. ENG.5.8.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.S3. Students are expected to be able to organize a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically. ENG.5.8.S4. Students are expected to be able to construct a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically. ENG.5.8.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people. ENG.5.8.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.8.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V16.Responsibility, V18. Cleanliness, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy	Müzeler Haftası, Atatürk'ü Anma ve Gençlik ve Spor Bayramı
MAYIS	38. Hafta: 25-29 Mayıs	3	EID-AL ADHA (Mayıs 26-27-28-29 -30)	EID-AL ADHA (Mayıs 26-27-28-29 -30)	EID-AL ADHA (Mayıs 26-27-28-29 -30)	EID-AL ADHA (Mayıs 26-27-28-29 -30)	EID-AL ADHA (Mayıs 26-27-28-29 -30)	EID-AL ADHA (Mayıs 26-27-28-29 -30)	EID-AL ADHA (Mayıs 26-27-28-29 -30)	Etik Günü, İstanbul'un Fethi
HAZİRAN	39. Hafta: 01-05 Haziran	3	THEME 8 THEME 8 LIFE IN THE UNIVERSE & FUTURE	Sub-theme:Planet Earth; holidays; school holidays, places, activities, and plans for holidays Vocabulary for Planet Earth:Nouns: A climate, a continent, a desert, a valley, a lake, an ocean, a rock, aseason, sky, a temperature, a sand dune, a river, a coral reef, a canyon, an island. Verbs: To rise.Vocabulary for school holidays: Nouns: Tourism, a summer/winter/spring/half-term holiday. Verbs: To pack,to recommend, to need, to explore, to visit. Adjectives: Fun, peaceful, historical, magical, amazing, historical,famous, calm. Prepositions: Including. Vocabulary for school holidays, places, activities, and plans for holidays:Nouns: An opportunity, a tower, atour, a journey, a trip, sightseeing, a holiday (vacation-AmE), a beach, a museum, a zoo, an amusement park,a view, a bridge, a jolly, a seaside, a destination, a sandcastle, a seashell. Verbs: To invite, to involve, to rest,to book, to relax. Target Grammatical Structures in Use: -“Be Going to Future Tense” for plans: (My family is going to spend the holiday watching documentaries aboutlife in the universe). Functions of the Target Grammatical Structures in Use: -Use of “Be Going to Future Tense” for plans: Expressing actions and/or events that have already plannedand/or likely to happen in the future. Target Social Language in Use: Let’s take a stroll! Let’s take a breather during the holiday!We’re going on a jolly to the seaside! Target Phonological Sounds in Use: v, w, x, y, z Consonants:v: (/viː/, /v/); w: (/w/); x: (/ɛks/, /ks/, /gz/); y: (/waɪ/), /j/, /ɪ/, /iː/); z: /zed/ (Br), /ziː/, (AmE), /z/). *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.	OKUL TEMELLİ PLANLAMA* ENG.5.8.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” carefully. ENG.5.8.L2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” together through significant details and main components while listening/watching it. ENG.5.8.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through significant details by listening/watching it carefully. ENG.5.8.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.8.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.R2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.8.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by reading it carefully. ENG.5.8.R 4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others. ENG.5.8.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” based on the model/example provided. ENG.5.8.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people. ENG.5.8.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others. ENG.5.8.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.S3. Students are expected to be able to organize a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically. ENG.5.8.S4. Students are expected to be able to construct a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically. ENG.5.8.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people. ENG.5.8.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.8.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c) Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.8.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.8.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b) Students make important and necessary classifications in the current content that help them to understand it better with details. c) Students make important and necessary comparisons in the current content that help them to understand it better with details. d) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g) Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.8.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.8.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.8.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Students make significant preliminary predictions about the current content based on recognized relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.8.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.8.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e) Students make meaningful inferences from the information in the current content by examining it carefully. f) Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.8.R 4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.8.V1 a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d) Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.8.G1. a) Being familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.8.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.8.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.8.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.8.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.8.W5. a) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.8.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.8.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.8.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.8.S3. a) Students recognize what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.8.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.8.S5. a) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.8.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V16.Responsibility, V18. Cleanliness, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy	Etik Günü, Hayat Boyu Öğrenme Haftası
HAZİRAN	40. Hafta: 08-12 Haziran	3	THEME 8 THEME 8 LIFE IN THE UNIVERSE & FUTURE	Sub-theme:Planet Earth; holidays; school holidays, places, activities, and plans for holidays Vocabulary for Planet Earth:Nouns: A climate, a continent, a desert, a valley, a lake, an ocean, a rock, aseason, sky, a temperature, a sand dune, a river, a coral reef, a canyon, an island. Verbs: To rise....	ENG.5.8.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” carefully. ENG.5.8.L2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” together through significant details and main components while listening/watching it. ENG.5.8.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through significant details by listening/watching it carefully. ENG.5.8.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.8.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.R2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.8.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by reading it carefully. ENG.5.8.R 4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others. ENG.5.8.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” based on the model/example provided. ENG.5.8.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people. ENG.5.8.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others. ENG.5.8.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.S3. Students are expected to be able to organize a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically. ENG.5.8.S4. Students are expected to be able to construct a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically. ENG.5.8.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people. ENG.5.8.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.8.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V16.Responsibility, V18. Cleanliness, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy	Etik Günü, Çevre ve İklim Değişikliği Haftası
HAZİRAN	41. Hafta: 15-19 Haziran	3	THEME 8 THEME 8 LIFE IN THE UNIVERSE & FUTURE	Sub-theme:Planet Earth; holidays; school holidays, places, activities, and plans for holidays Vocabulary for Planet Earth:Nouns: A climate, a continent, a desert, a valley, a lake, an ocean, a rock, aseason, sky, a temperature, a sand dune, a river, a coral reef, a canyon, an island. Verbs: To rise....	ENG.5.8.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” carefully. ENG.5.8.L2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” together through significant details and main components while listening/watching it. ENG.5.8.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through significant details by listening/watching it carefully. ENG.5.8.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.8.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.R2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.8.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by reading it carefully. ENG.5.8.R 4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others. ENG.5.8.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” based on the model/example provided. ENG.5.8.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people. ENG.5.8.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others. ENG.5.8.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. ENG.5.8.S3. Students are expected to be able to organize a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically. ENG.5.8.S4. Students are expected to be able to construct a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically. ENG.5.8.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people. ENG.5.8.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people in relation to themselves or others, both individually and/or with others.	ENG.5.8.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b) Students identify significant relationships between their pre-existing knowledge...	SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reﬂection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill	V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V16.Responsibility, V18. Cleanliness, V20. Benevolence	LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy	Etik Günü
HAZİRAN	42. Hafta: 22-26 Haziran	3	SOCIAL ACTIVITIES	SOCIAL ACTIVITIES	SOCIAL ACTIVITIES	SOCIAL ACTIVITIES	SOCIAL ACTIVITIES	SOCIAL ACTIVITIES	SOCIAL ACTIVITIES	Etik Günü

LÇME DEĞERLENDİRME :ORIENTATION	FARKLILAŞTIRMA :ORIENTATION
OKUL TEMELLİ PLANLAMA :

Bu yıllk plan; 19.09.2022 tarih ve 58168473 sayılı "Millî Eğitim Bakanlığı Eğitim Öğretim Çalışmalarının Planlı Yürütülmesine İlişkin Yönerge", 2104 sayılı Tebliğler Dergisi, İlköğretim ve Ortaöğretim Kurumlarında Atatürk İnkılap ve İlkelerinin Öğretim Esasları Yönergesi, Talim ve Terbiye Kurulu'nun 23.05.2024 tarih ve 20 sayılı Kurul Kararı eki, Türkiye Yüzyılı Maarif Modeli Öğretim Programları Ortak Metni, "M.E.B. 2024-2025 Eğitim ve Öğretim Yılı Çalışma Takvimi Genelgesi" ile Talim ve Terbiye Kurulu'nun 24.08.2023 tarih ve 43 sayılı Kurul Kararı eki esas alınarak hazırlanmıştır.
Atatürkülük konuları ile ilgili olarak Talim ve Terbiye Kurulu Başkanlığının 2104 ve 2488 saylı Tebliğler Dergisinden yararlanılmıştır.

.......................................
Ders Öğretmeni

......................................
Ders Öğretmeni

06.12.2025
UYGUNDUR

......................................
Okul Müdürü