2025-2026 EĞİTİM-ÖĞRETİM YILI ..........................................................................
5. SINIF İNGİLİZCE ÇYD (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
14 ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION Uluslararası Temiz Hava Günü
EYLÜL
2. Hafta:
15-19 Eylül
14 ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION İlköğretim Haftası, Mevlid-i Nebî Haftası, Öğrenciler Günü, Gaziler Günü
EYLÜL
3. Hafta:
22-26 Eylül
14 REVISION PROGRAMME THEME 1 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 “To be” present (am, is, are): 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 FAMILY LIFE & LIFE IN THE NEIGHBOURHOOD: 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 the rubbish (trash-AmE.) out, to take the dog for a walk, to help, to set the table. 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 Target Vocabulary in Use (with revisional vocabulary): 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 Target Vocabulary in Use (with revisional vocabulary): 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.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 istening/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. THEME 1 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 THEME 2 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 THEME 3 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 THEME 4 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 THEME 5 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 THEME 6 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 THEME 1 V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V11. Independence V12. Patience V14. Respect V15. Love and Affection V16. Responsibility V18.Cleanliness V20. Benevolence THEME 2 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 THEME 3 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 THEME 4 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 THEME 5 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 THEME 6 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 THEME 1 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 2 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 3 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 4 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 5 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 6 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy
EKİM
4. Hafta:
29 Eylül- 03 Ekim
14 REVISION PROGRAMME THEME 1 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/lun... 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.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 curre... THEME 1 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 THEME 2 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 THEME 3 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 THEME 4 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 THEME 5 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 THEME 6 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 THEME 1 V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V11. Independence V12. Patience V14. Respect V15. Love and Affection V16. Responsibility V18.Cleanliness V20. Benevolence THEME 2 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 THEME 3 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 THEME 4 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 THEME 5 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 THEME 6 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 THEME 1 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 2 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 3 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 4 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 5 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 6 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy Disleksi Haftası, Dünya Disleksi Günü
EKİM
5. Hafta:
06-10 Ekim
14 REVISION PROGRAMME THEME 1 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/lun... 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.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 curre... THEME 1 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 THEME 2 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 THEME 3 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 THEME 4 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 THEME 5 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 THEME 6 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 THEME 1 V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V11. Independence V12. Patience V14. Respect V15. Love and Affection V16. Responsibility V18.Cleanliness V20. Benevolence THEME 2 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 THEME 3 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 THEME 4 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 THEME 5 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 THEME 6 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 THEME 1 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 2 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 3 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 4 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 5 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 6 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy Ahilik Kültürü Haftası
EKİM
6. Hafta:
13-17 Ekim
14 REVISION PROGRAMME THEME 1 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/lun... 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.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 curre... THEME 1 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 THEME 2 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 THEME 3 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 THEME 4 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 THEME 5 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 THEME 6 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 THEME 1 V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V11. Independence V12. Patience V14. Respect V15. Love and Affection V16. Responsibility V18.Cleanliness V20. Benevolence THEME 2 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 THEME 3 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 THEME 4 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 THEME 5 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 THEME 6 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 THEME 1 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 2 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 3 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 4 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 5 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy THEME 6 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy
EKİM
7. Hafta:
20-24 Ekim
14 1. SCHOOL LIFE SCHOOL LIFE Sub-themes: “School rules; people, roles and responsibilities at school; school routines; national days and celebrations”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for school rules: Verbs: To arrive at school on time, to bring (pens, books, etc.), not to bring food or drink into the classroom, not to bully, to follow safety instructions, to help new students, to raise your hand before you speak, to speak kindly (to your teacher and classmates), to throw (your rubbish in the bin), not to run in the corridor (hallway-AmE), not to shout, to obey rules, not to make noise in the library. Vocabulary for people at school: Nouns: A boy, a caretaker, a child, children, a classmate, a cleaner, a friend, a girl, a headmaster/headmistress (principal-AmE), a headteacher, a librarian, a man, a parent, a pupil, student, a school nurse, a teacher, a woman, a counsellor (counselor-AmE). Vocabulary for roles and responsibilities at school: Verbs: To ask questions, to attend (meetings), to do tasks, to enjoy learning, to follow (instructions), to guide (their child), to learn, to manage (the classroom), to offer support, to organise books, to participate in (activities), to give health advice, to support classmates, to take care of (students’ health), to give medical advice, to take care of the building. Vocabulary for school routines: Verbs: To arrive (at school), to borrow (a book), to check (your timetable), to clean (the board), to enter (school/classroom), to follow (the teacher’s instructions), to go to (the library/ canteen), to have a break (recess-AmE), to help (a teacher/a friend), to help (a teacher), to leave (school/ classroom), to play in the garden (yard-AmE), to take (notes), to stand (in line), to turn on/off (the light/ computer), to use the toilets (restrooms-AmE), to walk in the corridor (hallway-AmE), to study for exams. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Grammatical Structures in Use: -The Simple Present Tense (Positive, Negative, Interrogative forms): (Everyone wears a uniform at school. Students arrive at school at 8:00 am.) - Modal “Can” for Permission: (You can’t bring food or drink into the classroom. Can I use the computer for my research project?) -Modal “Must” for Obligation and Prohibition: (Students must bring their books, notebooks, pencils to class.) -Personal Pronouns: (I arrive at school on time every day. We participate in school events and activities.) -Wh- questions (who-when-what): (When do you arrive at school in the morning?) -Articles (a, an, the): (We have a break at 10:30 a.m. at school every day.) Background Grammatical Structures in Use: -To be: Present: (Punctuality is important at school.) -Imperatives: (Do not bully others. Follow the instructions carefully.) Functions of the Target Grammatical Structures in Use: -Use of Imperatives: Giving commands. -Use of The Simple Present Tense: Describing routines, facts, habits, general truths, and permanent situations. -Use of “Can” for Permission: Asking or giving permission. -Use of “Must” for Obligation and Prohibition: Expressing obligations or rules. -Use of Personal Pronouns: Indicating who is involved in the action, possession, and/or other relationships in a sentence. -Use of wh- Questions (who-when-what): Asking about things, actions, ideas, a time of an event, about people in an action. -Use of Articles (a, an, the): Referring to a specific or non-specific nouns. Functions of the Background Grammatical Structures in Use: -Use of “To be”: Present: Expressing a state, a condition, an identity or a location. -Use of Imperatives: Giving commands. Target Social Language Expressions in Use: Please! No chewing gum in class! Our school always puts on a show for important days! We had a blast at our school celebration! Target Phonological Sounds in Use: -Intonation of positive statements *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. ENG.5.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” carefully. ENG.5.1.L2. Students can bring information about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to) /watching it. ENG.5.1.L3. Students can make meaning of/derive meaning from the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to) /watching it carefully. ENG.5.1.L4. Students can 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 school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.P1 Students can select and use the target phonological elements of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; 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 can get ready for the reading-comprehension process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.R2. Students can bring information about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.1.R3. Students can make meaning of / derive meaning from the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by reading it carefully. ENG.5.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.5.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.5.1.V1. Students can select and use the target vocabulary of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.1.G1. Students can select and use the target grammatical elements of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.1.W1. Students can get ready for the writing-expression process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.W2. Students can understand the model/example for the writing task about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.W3. Students can organise a content for the assigned writing task on the current content “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. ENG.5.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.5.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.5.1.S1. Students can get ready for speaking-expression process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.S2. Students can use the model/example for producing verbal content about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.S3. Students can organise a new verbal content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S4. Students can construct a new verbal content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S5. Students can reorganise (reconstruct) and use information about the “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.5.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; 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 recognised 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 recognise 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 recognise 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 internalise the current content in an individualised 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/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.1.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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 recognise 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 recognised 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 recognise 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 internalise the information in the current content in an individualised 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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing 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 organise 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/items 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 internalising and selecting it individually and reorganising 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 recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.1.S4. a) Studentsusetargetpronunciation, vocabulary, languagechunks/items, andformsofdiscourse 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 reorganising 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. 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 Flexibility Skill SELS3.3. Responsible Decision-Making Skill V1. Justice V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion 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
8. Hafta:
27-31 Ekim
8+6 1. SCHOOL LIFE SCHOOL LIFE Sub-themes: “School rules; people, roles and responsibilities at school; school routines; national days and celebrations”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for school rules: Verbs: To arrive at school on time, to bring (pens, books, etc.), not to bring fo... OKUL TEMELLİ PLANLAMA* ENG.5.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” carefully. ENG.5.1.L2. Students can bring information about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to) /watching it. ENG.5.1.L3. Students can make meaning of/derive meaning from the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to) /watching it carefully. ENG.5.1.L4. Students can 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 school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.P1 Students can select and use the target phonological elements of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; 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 can get ready for the reading-comprehension process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.R2. Students can bring information about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.1.R3. Students can make meaning of / derive meaning from the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by reading it carefully. ENG.5.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.5.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.5.1.V1. Students can select and use the target vocabulary of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.1.G1. Students can select and use the target grammatical elements of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.1.W1. Students can get ready for the writing-expression process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.W2. Students can understand the model/example for the writing task about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.W3. Students can organise a content for the assigned writing task on the current content “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. ENG.5.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.5.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.5.1.S1. Students can get ready for speaking-expression process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.S2. Students can use the model/example for producing verbal content about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.S3. Students can organise a new verbal content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S4. Students can construct a new verbal content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S5. Students can reorganise (reconstruct) and use information about the “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.5.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; 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... 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 Flexibility Skill SELS3.3. Responsible Decision-Making Skill V1. Justice V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion 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 Cumhuriyet Bayramı
KASIM
9. Hafta:
03-07 Kasım
7+7 2. CLASSROOM LIFE Sub-themes: “Classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom (extended school subjects & timetables); cardinal numbers 100-500; ordinal numbers 1-50”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for classroom rules: Verbs: To ask for help, to attend lessons, to arrive on time, to be kind and helpful, to be ready, to do (your) best, to keep the classroom tidy, not to leave rubbish (trash-AmE), to share (ideas). Vocabulary for classroom instructions: Check (your) answers, please! Finish the exercise, please! Let’s return to (your) seats, please. Listen carefully, please! Look at the screen, please! Pack your things, please! Pair up with (your) peer/partner/friend, please! Read this, please! Turn to your peer, please! Write this down, please! Work quietly, please! Vocabulary for roles in the classroom: Nouns: A counsellor (counselor-AmE), a helper, a monitor, an assistant. Vocabulary for responsibilities in the classroom: To be on time, to do homework, to follow the rules, to listen to the teacher, to study for exams, to take notes, to take care of class objects, to decide on duties. Vocabulary for daily routines in the classroom: To enter, to take (your) seat, to stand up, to clean (your) desk, to leave the classroom, to return to the classroom, to study alone/individually. Vocabulary for study routines in the classroom: Verbs: To listen to the teacher, to raise (your) hand, to talk to (your) classmates, to take notes, to copy from the board, to work in groups/pairs, to finish (your) task, to do practice, to match the words/pictures, to complete the worksheet, to present (your) work, to give examples, to discuss in pairs/groups, to repeat after the teacher. Vocabulary for school subjects: Information Technology (IT), Religion and Ethics, Visual Arts, Tales and Legends, English Reading, Robotic Coding. Vocabulary for timetables: Verbs: To attend a class, to change (a lesson time), to organise (a timetable), to plan, to review (the timetable), to remind. Nouns: Subjects, lesson (class-AmE), start, finish, first lesson/ (class/period-AmE), last lesson/(class/period-(AmE), break time. Vocabulary for cardinal numbers: 100-500 Vocabulary for ordinal numbers: 1-50 Target Grammatical Structures in Use: -Question Tags with the Simple Present Tense: (The teacher plans the schedule every week, doesn’t she?) -There is/are: (There is an assistant in the lab now.) - “Shall” for Polite Requests: (Shall we start our lesson in ten minutes?) -Object Pronouns: (The teacher asks us to take our seats before the class starts.) -Demonstrative Pronouns: (This is the worksheet we should complete in the Visual Arts class.) -Adverbs of frequency: (Students always raise their hands before they ask questions in the classroom.) -“Have to” for Obligation (Present): (You have to take care of class objects.) -Wh- Questions (What time): (What time does the Visual Arts workshop begin?) Background Grammatical Structures in Use: -Imperatives: (Take notes during the Information Technology lesson and review them at home.) Functions of the Target Grammatical Structures in Use: -Use of The Simple Present Tense: Describing the responsibilities of different roles in the classroom and daily routines and study routines in a classroom. -Use of “Question Tags” with the Simple Present Tense: Confirming general truths, actions or habits. -Use of “There is/are”: Expressing the presence of something or somebody. -Use of “Shall” for Polite Requests: Making polite offers, suggestions, or requests, often in formal or traditional contexts. -Use of Object Pronouns: Replacing nouns that receive the action in a sentence. -Use of Demonstrative Pronouns: Replacing nouns to indicate specific things. -Use of Adverbs of Frequency: Expressing the frequency of actions or events. -“Use of Have to/ Has to” for Obligation (Present- Past): Describing general and impersonal obligation resulting from a fact or a rule in the past or at present. -Use of Wh- Questions (What time): Asking about time of actions. Functions of the Background Grammatical Structures: -Use of Imperatives: Giving instructions. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffholded language. Target Social Language Expressions in Use: That’s fantastic! Can I be excused? Sorry, I don’t get it! Could you explain again? Can we take a break! I’m stuck on this English problem! Target Phonological Sounds in Use: -Intonation of negative statements. *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme ENG.5.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully. ENG.5.2.L2. Students can bring information about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening (to)/watching it. ENG.5.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” through significant details by listening (to)/watching it carefully. ENG.5.2.L4. Students can 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 instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.P1. Students can select and use the target phonological elements of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” 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 can get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.R2. Students can bring information about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” by reading it carefully. ENG.5.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. ENG.5.2.V1. Students can select and use the target vocabulary of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.W2. Students can understand the model/example for the writing task about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided. ENG.5.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.5.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. ENG.5.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” ENG.5.2.S3. Students can organise a new verbal content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.5.2.S4. Students can construct a new verbal content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.5.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.5.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” 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 recognised 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 recognise 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 recognise 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 internalise the current content in an individualised 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/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.2.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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 recognise 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 recognised 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 recognise 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 internalise the information in the current content in an individualised 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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat aloud 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 recognise 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 analysing 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) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing 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 organise 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/items 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 internalising and selecting it individually and reorganising 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 recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.2.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.2.S5. a) Students use the information presented in the current content by reorganising 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 Flexibility Skill SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10.Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy LS7. Data Literacy LS9. Art Literacy Kızılay Haftası, Organ Bağışı ve Nakli Haftası, Lösemili Çocuklar Haftası
KASIM
10. Hafta:
10-14 Kasım
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 FIRST MIDTERM BREAK: November 10 - 14 Atatürk Haftası, Afet Eğitimi Hazırlık Günü, Dünya Diyabet Günü
KASIM
11. Hafta:
17-21 Kasım
14 2. CLASSROOM LIFE Sub-themes: “Classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom (extended school subjects & timetables); cardinal numbers 100-500; ordinal numbers 1-50”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for classroom rules: Verbs: To ask for help, to attend lessons, to arrive on time, to be kind and helpful, to be ready, to do (your) best, to keep the classroom tidy, not to leave rubbish (trash-AmE), to share (ideas). Vocabulary for classroom instructions: Check (your) answers, please! Finish the exercise, please! Let’s return to (your) seats, please. Listen carefully, please! Look at the screen, please! Pack your things, please! Pair up with (your) peer/partner/friend, please! Read this, please! Turn to your peer, please! Write this down, please! Work quietly, please! Vocabulary for roles in the classroom: Nouns: A counsellor (counselor-AmE), a helper, a monitor, an assistant. Vocabulary for responsibilities in the classroom: To be on time, to do homework, to follow the rules, to listen to the teacher, to study for exams, to take notes, to take care of class objects, to decide on duties. Vocabulary for daily routines in the classroom: To enter, to take (your) seat, to stand up, to clean (your) desk, to leave the classroom, to return to the classroom, to study alone/individually. Vocabulary for study routines in the classroom: Verbs: To listen to the teacher, to raise (your) hand, to talk to (your) classmates, to take notes, to copy from the board, to work in groups/pairs, to finish (your) task, to do practice, to match the words/pictures, to complete the worksheet, to present (your) work, to give examples, to discuss in pairs/groups, to repeat after the teacher. Vocabulary for school subjects: Information Technology (IT), Religion and Ethics, Visual Arts, Tales and Legends, English Reading, Robotic Coding. Vocabulary for timetables: Verbs: To attend a class, to change (a lesson time), to organise (a timetable), to plan, to review (the timetable), to remind. Nouns: Subjects, lesson (class-AmE), start, finish, first lesson/ (class/period-AmE), last lesson/(class/period-(AmE), break time. Vocabulary for cardinal numbers: 100-500 Vocabulary for ordinal numbers: 1-50 Target Grammatical Structures in Use: -Question Tags with the Simple Present Tense: (The teacher plans the schedule every week, doesn’t she?) -There is/are: (There is an assistant in the lab now.) - “Shall” for Polite Requests: (Shall we start our lesson in ten minutes?) -Object Pronouns: (The teacher asks us to take our seats before the class starts.) -Demonstrative Pronouns: (This is the worksheet we should complete in the Visual Arts class.) -Adverbs of frequency: (Students always raise their hands before they ask questions in the classroom.) -“Have to” for Obligation (Present): (You have to take care of class objects.) -Wh- Questions (What time): (What time does the Visual Arts workshop begin?) Background Grammatical Structures in Use: -Imperatives: (Take notes during the Information Technology lesson and review them at home.) Functions of the Target Grammatical Structures in Use: -Use of The Simple Present Tense: Describing the responsibilities of different roles in the classroom and daily routines and study routines in a classroom. -Use of “Question Tags” with the Simple Present Tense: Confirming general truths, actions or habits. -Use of “There is/are”: Expressing the presence of something or somebody. -Use of “Shall” for Polite Requests: Making polite offers, suggestions, or requests, often in formal or traditional contexts. -Use of Object Pronouns: Replacing nouns that receive the action in a sentence. -Use of Demonstrative Pronouns: Replacing nouns to indicate specific things. -Use of Adverbs of Frequency: Expressing the frequency of actions or events. -“Use of Have to/ Has to” for Obligation (Present- Past): Describing general and impersonal obligation resulting from a fact or a rule in the past or at present. -Use of Wh- Questions (What time): Asking about time of actions. Functions of the Background Grammatical Structures: -Use of Imperatives: Giving instructions. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffholded language. Target Social Language Expressions in Use: That’s fantastic! Can I be excused? Sorry, I don’t get it! Could you explain again? Can we take a break! I’m stuck on this English problem! Target Phonological Sounds in Use: -Intonation of negative statements. *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme ENG.5.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully. ENG.5.2.L2. Students can bring information about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening (to)/watching it. ENG.5.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” through significant details by listening (to)/watching it carefully. ENG.5.2.L4. Students can 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 instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.P1. Students can select and use the target phonological elements of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” 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 can get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.R2. Students can bring information about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” by reading it carefully. ENG.5.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. ENG.5.2.V1. Students can select and use the target vocabulary of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.W2. Students can understand the model/example for the writing task about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided. ENG.5.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.5.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. ENG.5.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” ENG.5.2.S3. Students can organise a new verbal content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.5.2.S4. Students can construct a new verbal content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.5.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.5.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” 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 recognised 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 recognise 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 recognise 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 internalise the current content in an individualised 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/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.2.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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 recognise 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 recognised 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 recognise 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 internalise the information in the current content in an individualised 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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat aloud 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 recognise 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 analysing 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) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing 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 organise 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/items 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 internalising and selecting it individually and reorganising 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 recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.2.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.2.S5. a) Students use the information presented in the current content by reorganising 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 Flexibility Skill SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10.Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy LS7. Data Literacy LS9. Art Literacy Dünya Felsefe Günü, Dünya Çocuk Hakları Günü
KASIM
12. Hafta:
24-28 Kasım
14 3. PERSONAL LIFE Sub-themes: “Body parts and physical appearance and (features); clothing and dressing; personality traits”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for body parts: Nouns: Back, beard, a body, a bone, an ear, and eye, a face, a finger, a foot, hair, a hand, a head, a heart, a leg, a neck, a nose, skin, a toe, a tooth, a chin, an eyelash(es), an eyebrow(s), a moustache, a tongue. Vocabulary for physical appearance: Adjectives: Attractive, big, blonde, bright, brunette, chubby, curly, dark, fair, heavy, large, light, long, medium-height, old, plump, pretty, short, silver, slim, straight, strong, tall, wavy, round, huge, beautiful, nice, ugly. Colours: Black, blue, brown, green, grey, hazel, orange, pink, purple, red, yellow, white. Vocabulary for physical appearance: Nouns: Weight, height, kilogramme (kg) (kilogram-AmE), metre (meter- AmE). Vocabulary for physical appearance: Verbs: To look. Vocabulary for clothing and dressing: Nouns: Fashion, a mirror. Accessories: A bag, a hat, a handbag, a jewellery, a necklace, a bracelet, earrings, a ring, sunglasses (sunnies), gloves, socks, a belt, a tie, a helmet, a watch, a headscarf. Clothes: Tops: a blouse, a jumper (a sweater-AmE), a blouse, a hoodie, a swimming costume (swimming suit/bathing suit-AmE), a cardigan, Dresses: a dress, Clothes: Bottoms: trousers (pants- AmE) a skirt, leggings, tights, jeans Footwear: shoes, boots, slippers, flip-flops, trainers (sneakers-AmE), flats Outwear: a coat, a jacket, a raincoat, a uniform, a suit, Sleepwear: pyjamas (pajamas-AmE). Adjectives: fashionable. Verbs: To fit, to seem, to wear, to get dressed, to try on. Vocabulary for personality traits: Adjectives: Positive: Brave, clever, friendly, happy, funny, kind, polite, hardworking, sweet, creative. Neutral: Careful, cool, lucky, quiet, shy, serious, tidy, strange. Negative: Angry, boring, rude, nervous, worried, naughty. Target Grammatical Structures in Use: -The Present Progressive Tense: (He is wearing a red T-shirt and jeans today). -Question Tags with the Present Progressive Tense: (She is carrying a big handbag, isn’t she?) -Comparative Adjectives (Regular, Irregular): (He is taller than his younger brother). (She is more intelligent than everyone in the class). -Possessive Pronouns: (That dress is hers, not yours). -Possessive Adjectives: (This is my favourite hat, and that is your favourite jacket). -Possessive (’s): (The dog’s fur is soft and thick). Background Grammatical Structures in Use: - “Have/Has Got”: (She has got curly blonde hair and hazel eyes). - “Wh- Questions” (whose): (Whose belt is on the chair?) - “Can/Can’t” (Ability): (She can paint beautiful pictures, but she can’t draw well) - “Can” (Possibility): (You can wear this necklace with your dress). Functions of the Target Grammatical Structures in Use: -Use of the Present Progressive Tense: Describing actions happening now. -Use of Question Tags with the Present Progressive Tense: Confirming ongoing actions. -Use of Comparative Adjectives (regular, irregular): Comparing two people or things. -Use of Possessive Pronouns: Replacing nouns to indicate possession. -Use of Possessive Adjectives: Showing ownership in relation to nouns. -Use of Possessive (’s): Indicating relationships or possession. Functions of the Background Grammatical Structures in Use: -Use of “Have/Has got”: Expressing possession. -Use of “Wh-Questions” (whose): Asking about ownership. -Use of “Can/Can’t” (ability): Expressing ability or inability. -Use of “Can” (Possibility): Talking about options or possibilities *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded languag Target Social Language Expressions in Use: Hold on! I’ll be back in a jiffy! It’s not fair! I’m not sure! That’s cool! Target Phonological Sounds in Use: - Intonation of questions and question tags. *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. ENG.5.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” carefully. ENG.5.3.L2. Students can bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” together through significant details and main components while listening (to)/watching it. ENG.5.3.L3. Students can make meaning of/derive meaning from the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through significant details by listening (to)/watching it carefully. ENG.5.3.L4. Students can 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 body parts and physical appearance and (features); clothing and dressing; personality traits” ENG.5.3.P1. Students can select and use the target phonological elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” 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 can get ready for the reading-comprehension process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.R2. Students can bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.3.R3. Students can make meaning of / derive meaning from the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by reading it carefully. ENG.5.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others. ENG.5.3.V1. Students can select and use the target vocabulary of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.G1. Students can select and use the target grammatical elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.W1. Students can get ready for the writing-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.W2. Students can understand the model/example for the writing task about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.W3. Students can organise a content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” based on the model/example provided. ENG.5.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people. ENG.5.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others. ENG.5.3.S1. Students can get ready for speaking-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.S3. Students can organise a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically. ENG.5.3.S4. Students can construct a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically. ENG.5.3.S5. Students can reorganise (reconstruct) and use information about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people. ENG.5.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” 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 recognised 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 recognise 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 recognise 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 internalise the current content in an individualised 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/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.3.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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 recognise 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 recognised 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 recognise 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 internalise the information in the current content in an individualised 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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing 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 organise 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/items 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 internalising and selecting it individually and reorganising 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 recognise 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 organise 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 organise 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 organise 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/items, 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 reorganising 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 Flexibility Skill SELS3.3. Responsible Decision-Making Skill V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10.Modesty V12. Patience V14. Respect V16. Responsibility 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
10+4 3. PERSONAL LIFE 4. FAMILY LIFE Sub-themes: “Body parts and physical appearance and (features); clothing and dressing; personality traits”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for body parts: Nouns: Back, beard, a body, a bone, an ear, and eye, a face, a finger, a foot, hair, a hand, a head, a heart, a leg, a neck, a nose, skin, a toe, a tooth, a chin, an eyelash(es), an eyebrow(s), a moustache, a tongue. Vocabulary for physical appearance: Adjectives: Attractive, big, blonde, bright, brunette, chubby, curly, dark, fair, heavy, large, light, long, medium-height, old, plump, pretty, short, silver, slim, straight, strong, tall, wavy, round, huge, beautiful, nice, ugly. Colours: Black, blue, brown, green, grey, hazel, orange, pink, purple, red, yellow, white. Vocabulary for physical appearance: Nouns: Weight, height, kilogramme (kg) (kilogram-AmE), metre (meter- AmE). Vocabulary for physical appearance: Verbs: To look. Vocabulary for clothing and dressing: Nouns: Fashion, a mirror. Accessories: A bag, a hat, a handbag, a jewellery, a necklace, a bracelet, earrings, a ring, sunglasses (sunnies), gloves, socks, a belt, a tie, a helmet, a watch, a headscarf. Clothes: Tops: a blouse, a jumper (a sweater-AmE), a blouse, a hoodie, a swimming costume (swimming suit/bathing suit-AmE), a cardigan, Dresses: a dress, Clothes: Bottoms: trousers (pants- AmE) a skirt, leggings, tights, jeans Footwear: shoes, boots, slippers, flip-flops, trainers (sneakers-AmE), flats Outwear: a coat, a jacket, a raincoat, a uniform, a suit, Sleepwear: pyjamas (pajamas-AmE). Adjectives: fashionable. Verbs: To fit, to seem, to wear, to get dressed, to try on. Vocabulary for personality traits: Adjectives: Positive: Brave, clever, friendly, happy, funny, kind, polite, hardworking, sweet, creative. Neutral: Careful, cool, lucky, quiet, shy, serious, tidy, strange. Negative: Angry, boring, rude, nervous, worried, naughty. Target Grammatical Structures in Use: -The Present Progressive Tense: (He is wearing a red T-shirt and jeans today). -Question Tags with the Present Progressive Tense: (She is carrying a big handbag, isn’t she?) -Comparative Adjectives (Regular, Irregular): (He is taller than his younger brother). (She is more intelligent than everyone in the class). -Possessive Pronouns: (That dress is hers, not yours). -Possessive Adjectives: (This is my favourite hat, and that is your favourite jacket). -Possessive (’s): (The dog’s fur is soft and thick). Background Grammatical Structures in Use: - “Have/Has Got”: (She has got curly blonde hair and hazel eyes). - “Wh- Questions” (whose): (Whose belt is on the chair?) - “Can/Can’t” (Ability): (She can paint beautiful pictures, but she can’t draw well) - “Can” (Possibility): (You can wear this necklace with your dress). Functions of the Target Grammatical Structures in Use: -Use of the Present Progressive Tense: Describing actions happening now. -Use of Question Tags with the Present Progressive Tense: Confirming ongoing actions. -Use of Comparative Adjectives (regular, irregular): Comparing two people or things. -Use of Possessive Pronouns: Replacing nouns to indicate possession. -Use of Possessive Adjectives: Showing ownership in relation to nouns. -Use of Possessive (’s): Indicating relationships or possession. Functions of the Background Grammatical Structures in Use: -Use of “Have/Has got”: Expressing possession. -Use of “Wh-Questions” (whose): Asking about ownership. -Use of “Can/Can’t” (ability): Expressing ability or inability. -Use of “Can” (Possibility): Talking about options or possibilities *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded languag Target Social Language Expressions in Use: Hold on! I’ll be back in a jiffy! It’s not fair! I’m not sure! That’s cool! Target Phonological Sounds in Use: - Intonation of questions and question tags. *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. Sub-themes: “Family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for family members: Nouns: An aunt, a child, a cousin, a dad, a daddy, a grandchild, a granddad, a granddaughter, a grandma, a grandpa, a grandparent, a grandson, a granny, a mum (mom-AmE), a mummy (a mommy-AmE), a nephew, a niece, a parent, a son, twin(s), an uncle, a brother, a sister. Vocabulary for family members’ jobs: Nouns: An actor, an artist, a boss, a businessman, a businesswoman, a chemist (pharmacist-AmE), a coach, a cook, a customer, a dentist, a doctor (Dr), a driver, an engineer, an explorer, a farmer, a footballer, a journalist, an imam, a manager, a mechanic, a musician, a nurse, a pilot, a receptionist, a teacher. Vocabulary for family members’ workplaces: Nouns: A cinema (movie theatre-AmE), a studio, a gallery, a company, a laboratory, a gym, a sports centre, a store, a hospital, a clinic, a truck, a factory, a construction site, a stadium, a newsroom, a garage, a concert hall, an airport, a hotel, a chemist’s (pharmacist’s-AmE). Vocabulary for daily routines of family members: Verbs: To wake up early, to go to work, to start work, to check (emails or messages), to meet people, to use tools or equipment, to finish work, to rest at home. Vocabulary for job routines of family members: Verbs: To act, to perform, to work (in an office), to train, to cook, to follow (recipes), to check (teeth), to treat, to design, to travel, to grow, to feed, to train, to interview (people), to write (news stories), to take (photos or videos), to fix (cars or machines), to write (songs), to sing, to help, to give (medicine), to take care of (patients), to fly, to protect, to catch, to welcome, to answer, to teach. Vocabulary for different types of houses: Nouns: A caravan, a bungalow, a cabin, a cave house, a skyscraper, an apartment house/ a block of flats (block-AmE), a tiny house, countryside, seaside. Vocabulary for parts of the house: Nouns: An attic, a basement, a garage, a guest room, a laundry room, stairs, a corridor (hallway-AmE), a patio, a porch, a storage room, a study (room), a game room, floor. Target Grammatical Structures in Use: -The Present Progressive Tense for the Future: (My aunt is visiting the studio tomorrow to see her latest paintings). -The Simple Present Tense for the Future: (The plane leaves for New York at 9 a.m., and my uncle, the pilot, will fly it.) -The Simple Future Tense: (My cousin will work as a doctor in a hospital after her graduation.) -Be Going to Future Tense: (My dad is going to buy a bungalow near the beach next summer.) -“Wh-Questions”: Where: (Where does your mum work?) -Word Order with Adverbs: (My grandma always wakes up early to prepare breakfast for the family.) -Conjunctions “When-While”: (I was cleaning the porch while my brother was organising the garage.) ENG.5.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” carefully. ENG.5.3.L2. Students can bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” together through significant details and main components while listening (to)/watching it. ENG.5.3.L3. Students can make meaning of/derive meaning from the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through significant details by listening (to)/watching it carefully. ENG.5.3.L4. Students can 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 body parts and physical appearance and (features); clothing and dressing; personality traits” ENG.5.3.P1. Students can select and use the target phonological elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” 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 can get ready for the reading-comprehension process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.R2. Students can bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.3.R3. Students can make meaning of / derive meaning from the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by reading it carefully. ENG.5.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others. ENG.5.3.V1. Students can select and use the target vocabulary of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.G1. Students can select and use the target grammatical elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.W1. Students can get ready for the writing-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.W2. Students can understand the model/example for the writing task about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.W3. Students can organise a content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” based on the model/example provided. ENG.5.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people. ENG.5.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others. ENG.5.3.S1. Students can get ready for speaking-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.S3. Students can organise a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically. ENG.5.3.S4. Students can construct a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically. ENG.5.3.S5. Students can reorganise (reconstruct) and use information about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people. ENG.5.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.4.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” carefully. ENG.5.4.L2. Students can bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” together through significant details and main components while listening (to)/watching it. ENG.5.4.L3. Students can make meaning of/derive meaning from the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through significant details by listening (to)/watching it carefully. ENG.5.4.L4. Students can 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’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.P1. Students can select and use the target phonological elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; 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.5.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.R2. Students can bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.4.R3. Students can make meaning of / derive meaning from the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by reading it carefully. ENG.5.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.4.V1. Students can select and use the target vocabulary of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.G1. Students can select and use the target grammatical elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.W1. Students can get ready for the writing-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.W2. Students can understand the model/example for the writing task about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.W3. Students can organise a content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” based on the model/example provided. ENG.5.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people. ENG.5.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.4.S1. Students can get ready for speaking-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.S2. Students can use the model/example for producing verbal content about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.S3. Students can organise a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.4.S4. Students can construct a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.4.S5. Students can reorganise (reconstruct) and use information about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people. ENG.5.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” 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 recognised 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 recognise 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 recognise 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 internalise the current content in an individualised 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/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.3.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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 recognise 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 recognised 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 recognise 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 internalise the information in the current content in an individualised 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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing 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 organise 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/items 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 internalising and selecting it individually and reorganising 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 recognise 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 organise 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 organise 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 organise 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/items, 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 reorganising 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. 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 recognised 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 recognise 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 recognise 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 internalise the current content in an individualised 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/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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 recognise 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 recognised 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 recognise 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 internalise the information in the current content in an individualised 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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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 recognise 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 analysing 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) Students become 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/items 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/items 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/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.4.W1. a) Relating their pre-existing knowledge and experience used in the initial processes of writingexpression 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 organise 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/items 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 internalising and selecting it individually and reorganising 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.5.4.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 recognise 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 organise 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 organise 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 organise 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/items, 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 reorganising 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 Flexibility Skill SELS3.3. Responsible Decision-Making Skill SELS1.1. Self-Awareness Skil 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 V9. Compassion V10.Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence V2. Family Integrity V4. Friendship V6. Honesty V7. Aesthetics V8. Privacy V9.Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS9. Art Literacy 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
14 4. FAMILY LIFE Sub-themes: “Family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for family members: Nouns: An aunt, a child, a cousin, a dad, a daddy, a grandchild, a granddad, a granddaughter, a grandma, a grandpa, a grandparent, a grandson, a granny, a mum (mom-AmE), a mummy (a mommy-AmE), a nephew, a niece, a parent, a son, twin(s), an uncle, a brother, a sister. Vocabulary for family members’ jobs: Nouns: An actor, an artist, a boss, a businessman, a businesswoman, a chemist (pharmacist-AmE), a coach, a cook, a customer, a dentist, a doctor (Dr), a driver, an engineer, an explorer, a farmer, a footballer, a journalist, an imam, a manager, a mechanic, a musician, a nurse, a pilot, a receptionist, a teacher. Vocabulary for family members’ workplaces: Nouns: A cinema (movie theatre-AmE), a studio, a gallery, a company, a laboratory, a gym, a sports centre, a store, a hospital, a clinic, a truck, a factory, a construction site, a stadium, a newsroom, a garage, a concert hall, an airport, a hotel, a chemist’s (pharmacist’s-AmE). Vocabulary for daily routines of family members: Verbs: To wake up early, to go to work, to start work, to check (emails or messages), to meet people, to use tools or equipment, to finish work, to rest at home. Vocabulary for job routines of family members: Verbs: To act, to perform, to work (in an office), to train, to cook, to follow (recipes), to check (teeth), to treat, to design, to travel, to grow, to feed, to train, to interview (people), to write (news stories), to take (photos or videos), to fix (cars or machines), to write (songs), to sing, to help, to give (medicine), to take care of (patients), to fly, to protect, to catch, to welcome, to answer, to teach. Vocabulary for different types of houses: Nouns: A caravan, a bungalow, a cabin, a cave house, a skyscraper, an apartment house/ a block of flats (block-AmE), a tiny house, countryside, seaside. Vocabulary for parts of the house: Nouns: An attic, a basement, a garage, a guest room, a laundry room, stairs, a corridor (hallway-AmE), a patio, a porch, a storage room, a study (room), a game room, floor. Target Grammatical Structures in Use: -The Present Progressive Tense for the Future: (My aunt is visiting the studio tomorrow to see her latest paintings). -The Simple Present Tense for the Future: (The plane leaves for New York at 9 a.m., and my uncle, the pilot, will fly it.) -The Simple Future Tense: (My cousin will work as a doctor in a hospital after her graduation.) -Be Going to Future Tense: (My dad is going to buy a bungalow near the beach next summer.) -“Wh-Questions”: Where: (Where does your mum work?) -Word Order with Adverbs: (My grandma always wakes up early to prepare breakfast for the family.) -Conjunctions “When-While”: (I was cleaning the porch while my brother was organising the garage.) ENG.5.4.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” carefully. ENG.5.4.L2. Students can bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” together through significant details and main components while listening (to)/watching it. ENG.5.4.L3. Students can make meaning of/derive meaning from the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through significant details by listening (to)/watching it carefully. ENG.5.4.L4. Students can 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’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.P1. Students can select and use the target phonological elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; 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.5.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.R2. Students can bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.4.R3. Students can make meaning of / derive meaning from the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by reading it carefully. ENG.5.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.4.V1. Students can select and use the target vocabulary of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.G1. Students can select and use the target grammatical elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.W1. Students can get ready for the writing-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.W2. Students can understand the model/example for the writing task about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.W3. Students can organise a content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” based on the model/example provided. ENG.5.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people. ENG.5.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.4.S1. Students can get ready for speaking-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.S2. Students can use the model/example for producing verbal content about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.S3. Students can organise a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.4.S4. Students can construct a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.4.S5. Students can reorganise (reconstruct) and use information about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people. ENG.5.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” 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 recognised 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 recognise 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 recognise 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 internalise the current content in an individualised 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/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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 recognise 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 recognised 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 recognise 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 internalise the information in the current content in an individualised 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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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 recognise 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 analysing 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) Students become 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/items 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/items 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/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.4.W1. a) Relating their pre-existing knowledge and experience used in the initial processes of writingexpression 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 organise 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/items 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 internalising and selecting it individually and reorganising 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.5.4.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 recognise 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 organise 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 organise 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 organise 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/items, 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 reorganising 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 Skil 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 V2. Family Integrity V4. Friendship V6. Honesty V7. Aesthetics V8. Privacy V9.Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility 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
14 5. LIFE IN THE NEIGHBOURHOOD & CITY Sub-themes: “Attractions and recreational places, services, and transportation in the neighbourhood and the city”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for attractions and recreational places in the neighbourhood & city: Nouns: An amusement park, a café, a castle, a cinema (movie theater-theater- AmE), a concert hall, a museum, a park, a shopping centre-shopping mall (mall-AmE), a sports stadium, a theatre. Adjectives: Amazing Vocabulary for services in the neighbourhood and the city: An airport, a bakery, a bookstore (bookshopAmE), a bus station, a department store, a fire station, a gas station (petrol station-AmE), a gallery, a hall, a hospital, a chemist’s (pharmacy, drugstore-AmE), a hotel, a library, a museum, a mosque, a post office, a railway station (train station-AmE), a store, a theatre (theatre-AmE), a train station. Vocabulary for transportation tools in the neighbourhood and the city: An aeroplane (airplane-AmE), an ambulance, a boat, a car, a bus, a coach, a helicopter, a lorry (truck-AmE), a motorbike (motorcycle-AmE), a ship, a train, (the British) tube-an underground (subway-AmE), a van. Vocabulary for transportation in the neighbourhood and the city: An airport, a bridge, a garage, a motorway (highway-AmE), a platform, a railway (railroad-AmE), a seat, a station, a stop. Target Grammatical Structures in Use: -The Simple Past Tense (was/were): (The library was quiet and peaceful yesterday.) -The Simple Past Tense (Regular/Irregular Verbs): (She visited the zoo last weekend. They drove to the railway station early in the morning.) -Question Tags: The Simple Past Tense: (You went to the shopping centre, didn’t you?) -Gerunds & Infinitives (-ing, -ed): (Visiting the museum is my favourite weekend activity. I plan to go to the amusement park this summer.) -Conjunctions (when-where-why): (I saw them when I visited the castle last week.) -Compound sentences (where-when-whose-why-who-that): (The cinema was the place where we watched the new film.) -Prepositions of place: (in front of, under, behind, among, beside, near, next to, between, -across, into, through, onto, out of, etc.): (The playground was behind the park in our neighbourhood.) -Something, anything: (I found something very different at the art gallery.) -Adjectives and adverbs (bad-badly): (She had a bad experience at the amusement park. He played the guitar badly during the concert at the concert hall.) Background Grammatical Structures in Use: -“Wh-Questions” (When-where-why: (Why did they build a new sports stadium in the city?) - Prepositions of Place (at, in, on): (She is in the park now.) -Prepositions of time: (I went to the supermarket on Saturday afternoon.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Past Tense (was/were): Describing states or conditions that existed in the past. -Use of the Simple Past Tense (regular/irregular verbs): Narrating completed actions or events that happened in the past. -Use of “Question tags” with the Simple Past Tense): Confirming or seeking agreement about past actions or events. -Use of Gerunds and Infinitives: Expressing actions or states in different grammatical functions. Gerunds are used for more general activities while infinitives are used for a purpose or a specific occasion. -Use of Conjunctions: Connecting clauses, phrases, or words to indicate relationships like time, place, or reason. -Use of the Compound Sentences (where-when-whose-why-who-that): Combining ideas to provide additional details or context. -Use of “Something, anything”: Referring to unspecified or general objects, actions, or ideas. -Use of Adjectives vs. Adverbs (Bad-Badly): Differentiating between describing nouns (adjectives) and modifying verbs, adjectives, or other adverbs (adverbs). Functions of the Background Grammatical Structures in Use: -Use of “Wh-questions” (when-where-why): Asking for specific information about people, places, times, or reasons. Indicating specific times, locations, or reasons for actions or events. -Use of Prepositions of Place (at, in, on, etc.): Indicating spatial relationships or positions of objects or people. -Use of Prepositions of Time: Specifying when actions or events occur. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffholded language. Target Social Language Expressions in Use: The museum is within walking distance from our house. Come on, pick up the pace! Let’s hop on the bus! Don’t hop off the bus here! Target Phonological Sounds in Use: Consonants: c, d Consonants: c: (/si/, /k/, /tʃ/, /z/, silent /c/); d: (/d/), silent /d/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. ENG.5.5.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” carefully. ENG.5.5.L2. Students can bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” together through significant details and main components while listening (to)/ watching it. ENG.5.5.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through significant details by listening (to)/watching it carefully. ENG.5.5.L4. Students can 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 neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and 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.5.5.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.R2. Students can bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.5.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by reading it carefully. ENG.5.5.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.5.5.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” based on the model/example provided. ENG.5.5.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people. ENG.5.5.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.5.5.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.S3. Students can organise a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.5.5.S4. Students can construct a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.5.5.S5. Students can reorganise (reconstruct) and use information about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people. ENG.5.5.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” 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 neighbourhood and city” by using the relationships that they recognised 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 recognise 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 recognise 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 internalise the current content in an individualised 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/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.5.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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 recognise 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 recognised 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 recognise 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 internalise the information in the current content in an individualised 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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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) Student become 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/items/items 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/items/items 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/items/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/items/items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items/items authentically, automatically, and naturally in communication processes without analysing 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 organise 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/items/items 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 internalising and selecting it individually and reorganising 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 recognise 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 organise 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 organise 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 organise 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/items/items, 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 reorganising 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. 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 V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion 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 LS8. Sustainability Literacy LS9. Art Literacy Tutum, Yatırım ve Türk Malları Haftası
ARALIK
16. Hafta:
22-26 Aralık
10+4 5. LIFE IN THE NEIGHBOURHOOD & CITY 6. LIFE IN THE WORLD Sub-themes: “Attractions and recreational places, services, and transportation in the neighbourhood and the city”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for attractions and recreational places in the neighbourhood & city: Nouns: An amusement park, a café, a castle, a cinema (movie theater-theater- AmE), a concert hall, a museum, a park, a shopping centre-shopping mall (mall-AmE), a sports stadium, a theatre. Adjectives: Amazing Vocabulary for services in the neighbourhood and the city: An airport, a bakery, a bookstore (bookshopAmE), a bus station, a department store, a fire station, a gas station (petrol station-AmE), a gallery, a hall, a hospital, a chemist’s (pharmacy, drugstore-AmE), a hotel, a library, a museum, a mosque, a post office, a railway station (train station-AmE), a store, a theatre (theatre-AmE), a train station. Vocabulary for transportation tools in the neighbourhood and the city: An aeroplane (airplane-AmE), an ambulance, a boat, a car, a bus, a coach, a helicopter, a lorry (truck-AmE), a motorbike (motorcycle-AmE), a ship, a train, (the British) tube-an underground (subway-AmE), a van. Vocabulary for transportation in the neighbourhood and the city: An airport, a bridge, a garage, a motorway (highway-AmE), a platform, a railway (railroad-AmE), a seat, a station, a stop. Target Grammatical Structures in Use: -The Simple Past Tense (was/were): (The library was quiet and peaceful yesterday.) -The Simple Past Tense (Regular/Irregular Verbs): (She visited the zoo last weekend. They drove to the railway station early in the morning.) -Question Tags: The Simple Past Tense: (You went to the shopping centre, didn’t you?) -Gerunds & Infinitives (-ing, -ed): (Visiting the museum is my favourite weekend activity. I plan to go to the amusement park this summer.) -Conjunctions (when-where-why): (I saw them when I visited the castle last week.) -Compound sentences (where-when-whose-why-who-that): (The cinema was the place where we watched the new film.) -Prepositions of place: (in front of, under, behind, among, beside, near, next to, between, -across, into, through, onto, out of, etc.): (The playground was behind the park in our neighbourhood.) -Something, anything: (I found something very different at the art gallery.) -Adjectives and adverbs (bad-badly): (She had a bad experience at the amusement park. He played the guitar badly during the concert at the concert hall.) Background Grammatical Structures in Use: -“Wh-Questions” (When-where-why: (Why did they build a new sports stadium in the city?) - Prepositions of Place (at, in, on): (She is in the park now.) -Prepositions of time: (I went to the supermarket on Saturday afternoon.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Past Tense (was/were): Describing states or conditions that existed in the past. -Use of the Simple Past Tense (regular/irregular verbs): Narrating completed actions or events that happened in the past. -Use of “Question tags” with the Simple Past Tense): Confirming or seeking agreement about past actions or events. -Use of Gerunds and Infinitives: Expressing actions or states in different grammatical functions. Gerunds are used for more general activities while infinitives are used for a purpose or a specific occasion. -Use of Conjunctions: Connecting clauses, phrases, or words to indicate relationships like time, place, or reason. -Use of the Compound Sentences (where-when-whose-why-who-that): Combining ideas to provide additional details or context. -Use of “Something, anything”: Referring to unspecified or general objects, actions, or ideas. -Use of Adjectives vs. Adverbs (Bad-Badly): Differentiating between describing nouns (adjectives) and modifying verbs, adjectives, or other adverbs (adverbs). Functions of the Background Grammatical Structures in Use: -Use of “Wh-questions” (when-where-why): Asking for specific information about people, places, times, or reasons. Indicating specific times, locations, or reasons for actions or events. -Use of Prepositions of Place (at, in, on, etc.): Indicating spatial relationships or positions of objects or people. -Use of Prepositions of Time: Specifying when actions or events occur. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffholded language. Target Social Language Expressions in Use: The museum is within walking distance from our house. Come on, pick up the pace! Let’s hop on the bus! Don’t hop off the bus here! Target Phonological Sounds in Use: Consonants: c, d Consonants: c: (/si/, /k/, /tʃ/, /z/, silent /c/); d: (/d/), silent /d/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. Sub-themes: “Continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for continents: Africa, Antarctica, Asia, Australia, Europe, North America, South America. Vocabulary for countries: Türkiye, England, Australia, Brazil, Canada, China, France, Germany, Ireland, Italy, Japan, New Zealand, Portugal, Russia, Spain, the USA, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus, Kazakhstan, Kyrgyzstan. Vocabulary for nationalities and languages: Turkish/Turkish, English/English, Australian/English, Brazilian/ Portuguese, Canadian/English, Chinese/Chinese (Mandarin), French/French, German/German, Irish/English, Italian/Italian, Japanese/Japanese, New Zealander/English, Portuguese/Portuguese, Russian/Russian, Spanish/Spanish, American/English, Azerbaijani Turkish/Azerbaijani Turkish, Uzbek/Turkish, Turkmen/ Turkish, Turkish Cypriot/Turkish, Kazakh/Russian, Kyrgyz/Russian. Vocabulary for different cuisines from the world (different dishes): Fruits: A melon, a strawberry, a lemon, an orange, a pear, grapes. Vegetables: An onion, a garlic, a mushroom. Dairy: Cream. Grains & Baked goods: A toast. Meat: Steak. Desserts: Jam, a sweet (candy-AmE). Meals & dishes: An omelette (omelet-AmE), a snack, a meal. Drinks: a drink (beverage-AmE), a fizzy drink (sodaAmE), fruit juice. Cooking: Verbs: To barbecue, to boil, to bake, to cook, to cut, to fry, to grill, to mix, to roast, to wash up. Kitchen tools: Nouns: A plate, a glass, a bowl, a cooker (stove-AmE). Adjectives: Delicious, sweet, boiled, fried, grilled, roasted. Dining context: A café, a chef. Vocabulary for food festivals: Orange Blossom Festival (Türkiye), Aydın Fig Festival (Türkiye), Pizzafest (Italy), Dumpling Festival (Hong Kong), La Tomatina (Spain), Ikura Festival (Japan), Chocolate Festival (France), Maine Lobster Festival (Australia), The National Cherry Festival (the USA). Verbs for food festivals: To celebrate, to join, to serve, to throw. Nouns for food festivals: A dumpling, a lobster, a cherry, a festival, a tradition, a dish, an event, sauce, a food stand, a crowd. Target Grammatical Structures in Use: -The Present Perfect Tense (How long? since, for, already, just, ever, never): (I have lived in the USA since 2015 and I have never seen a festival like the National Cherry Festival.) -Superlative Adjectives (Regular, Irregular): (La Tomatina is the most exciting festival in Spain because everyone throws tomatoes at each other.) -Quantifiers (much, many, a lot of, very, some, any, no, few, a few, a little, little, all, both, enough, to, either, neither): (There are many dishes at the Pizzafest in Italy.) Background Grammatical Structures in Use: -Comparative Adjectives (Regular and Irregular): (Is Orange Blossom Festival in Adana more enjoyable than other Festivals for you?) -Countable & Uncountable: (I’ve eaten a melon and some pudding for breakfast.) Functions of the Grammatical Structures in Use: -Use of the Present Perfect Tense (how long? since, for, already, just, ever, never): Indicating recent action, experience, experience over time. -Use of Superlative adjectives (regular, irregular): Describing the highest or lowest degree of something within a group or category. -Use of quantifiers (much, many, a lot of, very, some, any, no, few, a few, a little, little, all, both, enough, to, either, neither): Indicating the amount or number of something. Functions of the Background Grammatical Structures in Use: -Use of Comparative Adjectives (Regular and Irregular): Describing comparisons between two people, things, places etc. -Use of Countable & Uncountable: Expressing the amount of quantity of nouns if they can be counted as individual units or cannot be counted as separate units. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: I have a sweet tooth and eat a lot of chocolate! It’s the icing on the cake! Each cuisine is a different kettle of fish! Those sandwiches sell like hotcakes! Target Phonological Sounds in Use: Vowel: e Consonant: f Vowel: e: (/e/; /i:/, /ə/, silent /e/) Consonant: f: (/f/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. ENG.5.5.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” carefully. ENG.5.5.L2. Students can bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” together through significant details and main components while listening (to)/ watching it. ENG.5.5.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through significant details by listening (to)/watching it carefully. ENG.5.5.L4. Students can 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 neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and 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.5.5.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.R2. Students can bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.5.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by reading it carefully. ENG.5.5.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.5.5.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” based on the model/example provided. ENG.5.5.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people. ENG.5.5.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.5.5.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.S3. Students can organise a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.5.5.S4. Students can construct a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.5.5.S5. Students can reorganise (reconstruct) and use information about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people. ENG.5.5.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.6.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” carefully. ENG.5.6.L2. Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” together through significant details and main components while listening (to)/watching it. ENG.5.6.L3. Students can make meaning of/derive meaning from the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through significant details by listening (to)/ watching it carefully. ENG.5.6.L4. Students can 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 continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.P1. Students can select and use the target phonological elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” 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 can get ready for the reading-comprehension process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.R2. Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.6.R3. Students can make meaning of / derive meaning from the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by reading it carefully. ENG.5.6.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others. ENG.5.6.V1. Students can select and use the target vocabulary of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.6.G1. Students can select and use the target grammatical elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.6.W1. Students can get ready for the writing-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.W2. Students can understand the model/example for the writing task about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.W3. Students can organise a content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” based on the model/example provided. ENG.5.6.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people. ENG.5.6.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others. ENG.5.6.S1. Students can get ready for speaking-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.S4. Students can construct a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically. ENG.5.6.S5. Students can reorganise (reconstruct) and use information about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people. ENG.5.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” 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 neighbourhood and city” by using the relationships that they recognised 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 recognise 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 recognise 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 internalise the current content in an individualised 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/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.5.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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 recognise 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 recognised 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 recognise 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 internalise the information in the current content in an individualised 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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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) Student become 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/items/items 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/items/items 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/items/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/items/items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items/items authentically, automatically, and naturally in communication processes without analysing 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 organise 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/items/items 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 internalising and selecting it individually and reorganising 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 recognise 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 organise 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 organise 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 organise 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/items/items, 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 reorganising 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. 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 recognised 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 recognise 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 recognise 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 internalise the current content in an individualised 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/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/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, nand individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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 recognise 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 recognised 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 recognise 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 internalise the information in the current content in an individualised 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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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) Students become 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/items 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/items 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/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing 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 organise 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/items 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 internalising and selecting it individually and reorganising 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. Students can use the model/example for producing verbal content about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. 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. Students can organise a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically. ENG.5.6.S3. a) Students recognise 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 organise 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 organise 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 organise 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/items, 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 reorganising 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. 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 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 V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12.Patience V14. Respect V16. Responsibility V19. Patriotism V20. Benevolence V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10.Modesty V12. Patience V14. Respect V15. Love and Affection V16. Responsibility V19. Patriotism V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy LS8. Sustainability Literacy LS9. Art Literacy LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS9. Art Literacy Mehmet Akif Ersoy'u Anma Haftası
ARALIK
17. Hafta:
29 Aralık- 02 Ocak
8+6 6. LIFE IN THE WORLD Sub-themes: “Continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for continents: Africa, Antarctica, Asia, Australia, Europe, North America, South America. Vocabulary for countries: Türkiye, England, Australia, Brazil, Canada, China, France, Germany, Ireland, Italy, Japan, New Zealand, Portugal, Russia, Spain, the USA, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus, Kazakhstan, Kyrgyzstan. Vocabulary for nationalities and languages: Turkish/Turkish, English/English, Australian/English, Brazilian/ Portuguese, Canadian/English, Chinese/Chinese (Mandarin), French/French, German/German, Irish/English, Italian/Italian, Japanese/Japanese, New Zealander/English, Portuguese/Portuguese, Russian/Russian, Spanish/Spanish, American/English, Azerbaijani Turkish/Azerbaijani Turkish, Uzbek/Turkish, Turkmen/ Turkish, Turkish Cypriot/Turkish, Kazakh/Russian, Kyrgyz/Russian. Vocabulary for different cuisines from the world (different dishes): Fruits: A melon, a strawberry, a lemon, an orange, a pear, grapes. Vegetables: An onion, a garlic, a mushroom. Dairy: Cream. Grains & Baked goods: A toast. Meat: Steak. Desserts: Jam, a sweet (candy-AmE). Meals & dishes: An omelette (omelet-AmE), a snack, a meal. Drinks: a drink (beverage-AmE), a fizzy drink (sodaAmE), fruit juice. Cooking: Verbs: To barbecue, to boil, to bake, to cook, to cut, to fry, to grill, to mix, to roast, to wash up. Kitchen tools: Nouns: A plate, a glass, a bowl, a cooker (stove-AmE). Adjectives: Delicious, sweet, boiled, fried, grilled, roasted. Dining context: A café, a chef. Vocabulary for food festivals: Orange Blossom Festival (Türkiye), Aydın Fig Festival (Türkiye), Pizzafest (Italy), Dumpling Festival (Hong Kong), La Tomatina (Spain), Ikura Festival (Japan), Chocolate Festival (France), Maine Lobster Festival (Australia), The National Cherry Festival (the USA). Verbs for food festivals: To celebrate, to join, to serve, to throw. Nouns for food festivals: A dumpling, a lobster, a cherry, a festival, a tradition, a dish, an event, sauce, a food stand, a crowd. Target Grammatical Structures in Use: -The Present Perfect Tense (How long? since, for, already, just, ever, never): (I have lived in the USA since 2015 and I have never seen a festival like the National Cherry Festival.) -Superlative Adjectives (Regular, Irregular): (La Tomatina is the most exciting festival in Spain because everyone throws tomatoes at each other.) -Quantifiers (much, many, a lot of, very, some, any, no, few, a few, a little, little, all, both, enough, to, either, neither): (There are many dishes at the Pizzafest in Italy.) Background Grammatical Structures in Use: -Comparative Adjectives (Regular and Irregular): (Is Orange Blossom Festival in Adana more enjoyable than other Festivals for you?) -Countable & Uncountable: (I’ve eaten a melon and some pudding for breakfast.) Functions of the Grammatical Structures in Use: -Use of the Present Perfect Tense (how long? since, for, already, just, ever, never): Indicating recent action, experience, experience over time. -Use of Superlative adjectives (regular, irregular): Describing the highest or lowest degree of something within a group or category. -Use of quantifiers (much, many, a lot of, very, some, any, no, few, a few, a little, little, all, both, enough, to, either, neither): Indicating the amount or number of something. Functions of the Background Grammatical Structures in Use: -Use of Comparative Adjectives (Regular and Irregular): Describing comparisons between two people, things, places etc. -Use of Countable & Uncountable: Expressing the amount of quantity of nouns if they can be counted as individual units or cannot be counted as separate units. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: I have a sweet tooth and eat a lot of chocolate! It’s the icing on the cake! Each cuisine is a different kettle of fish! Those sandwiches sell like hotcakes! Target Phonological Sounds in Use: Vowel: e Consonant: f Vowel: e: (/e/; /i:/, /ə/, silent /e/) Consonant: f: (/f/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. OKUL TEMELLİ PLANLAMA* ENG.5.6.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” carefully. ENG.5.6.L2. Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” together through significant details and main components while listening (to)/watching it. ENG.5.6.L3. Students can make meaning of/derive meaning from the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through significant details by listening (to)/ watching it carefully. ENG.5.6.L4. Students can 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 continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.P1. Students can select and use the target phonological elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” 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 can get ready for the reading-comprehension process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.R2. Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.6.R3. Students can make meaning of / derive meaning from the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by reading it carefully. ENG.5.6.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others. ENG.5.6.V1. Students can select and use the target vocabulary of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.6.G1. Students can select and use the target grammatical elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.6.W1. Students can get ready for the writing-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.W2. Students can understand the model/example for the writing task about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.W3. Students can organise a content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” based on the model/example provided. ENG.5.6.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people. ENG.5.6.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others. ENG.5.6.S1. Students can get ready for speaking-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.S4. Students can construct a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically. ENG.5.6.S5. Students can reorganise (reconstruct) and use information about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people. ENG.5.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” 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 recognised 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 recognise 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 recognise 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 internalise the current content in an individualised 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/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/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, nand individually. c) Students recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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 recognise 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 recognised 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 recognise 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 internalise the information in the current content in an individualised 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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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) Students become 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/items 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/items 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/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing 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 organise 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/items 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 internalising and selecting it individually and reorganising 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. Students can use the model/example for producing verbal content about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. 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. Students can organise a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically. ENG.5.6.S3. a) Students recognise 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 organise 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 organise 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 organise 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/items, 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 reorganising 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. 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 V9. Compassion V10.Modesty V12. Patience V14. Respect V15. Love and Affection V16. Responsibility V19. Patriotism V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS9. Art Literacy
ARALIK
18. Hafta:
05-09 Ocak
14 6. LIFE IN THE WORLD Sub-themes: “Continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for continents: Africa, Antarctica, Asia, Australia, Europe, North America, South... ENG.5.6.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” carefully. ENG.5.6.L2. Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” together through significant details and main components while listening (to)/watching it. ENG.5.6.L3. Students can make meaning of/derive meaning from the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through significant details by listening (to)/ watching it carefully. ENG.5.6.L4. Students can 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 continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.P1. Students can select and use the target phonological elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” 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 can get ready for the reading-comprehension process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.R2. Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.6.R3. Students can make meaning of / derive meaning from the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by reading it carefully. ENG.5.6.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others. ENG.5.6.V1. Students can select and use the target vocabulary of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.6.G1. Students can select and use the target grammatical elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.6.W1. Students can get ready for the writing-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.W2. Students can understand the model/example for the writing task about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.W3. Students can organise a content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” based on the model/example provided. ENG.5.6.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people. ENG.5.6.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others. ENG.5.6.S1. Students can get ready for speaking-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.S4. Students can construct a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically. ENG.5.6.S5. Students can reorganise (reconstruct) and use information about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people. ENG.5.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” 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. 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 V9. Compassion V10.Modesty V12. Patience V14. Respect V15. Love and Affection V16. Responsibility V19. Patriotism V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS9. Art Literacy Enerji Tasarrufu Haftası
ARALIK
19. Hafta:
12-16 Ocak
7+7 7. LIFE IN NATURE Sub-themes: “Animals in nature and habitats; daily activities and nature; activities in nature”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for animals and natural habitats: Land habitats: Nouns: A rainforest, a desert, a grassland, a savannah, a temperate forest, a tropical forest, a mountain. Water habitats: Nouns: The Arctic, the ocean, a lake, a wetland, the sea, the sky, ice, temperature, sand, storm, mud, wind. Adjectives: Hot, cold, cool, dry, wild, high, wide, endangered, warm, wet, magical. Animals: Nouns: A bird, a bear, a bee, a camel, a dolphin, a duck, an elephant, a fish, a frog, an insect, a monkey, a parrot, a rabbit, a snake, a tiger, a whale. Verbs: To kill, to protect, to blow, to destroy, to feed, to exist, to reach, to fly, to swim, to jump, to chirp, to hunt, to cut down. Vocabulary for daily activities and nature: Nouns: a storm. Verbs: To collect, to enjoy the view, to feed, to fish, to have a picnic, to plant, to pick, to recycle, to save, to swing, to blow Vocabulary for nature/outdoor activities: Nouns-Gerunds: Hiking, jogging, swimming, sunbathing, climbing. Target Grammatical Structures in Use: -The Past Progressive Tense: (Positive, Negative, Interrogative): (The bear was swimming in the river in the morning.) -The Past Progressive Tense vs The Simple Past Tense: (The dolphin was jumping out of the water in the ocean when the rabbit jumped quickly away from the grassland.) Modals: (Positive, Negative, Interrogative): -”Could” (Ability in The Past): (The butterfly could fly across the desert.) - “Could” (Polite Requests): (Could you help me plant seeds in the garden?) - “Should” For Advice: (You should feed the fish in the pond every day.) -Wh-Questions: (Where do the elephants usually walk in the savannah?) -Modal “Will” for Help: (I will help you cut the grass around the mountain trail.) - “Need & Needn’t” (Necessity): (You need to collect rainwater to water plants in the desert. We needn’t worry about sandstorms in the grassland.) Background Grammatical Language Structures in Use: -The Simple Past Tense: (The elephants left the savannah last year.) Function of the Grammatical Structures in Use: -Use of the Past Progressive Tense: Describing ongoing or interrupted actions in the past; setting the background for a narrative. -Use of the Past Progressive versus The Simple Past Tense: Contrasting an ongoing action with a completed action in the past; showing which action was in progress when another action occurred. -Use of Modal “Could” for Ability in the Past: Describing abilities or possibilities in the past; expressing what someone was capable of doing. -Use of Modal “Could” for Polite Requests: Showing politeness and indirectness in making requests or asking for favours. -Use of Modal “Should” for Advice: Giving recommendations, suggestions and/or expressing opinions about what is appropriate or advisable. -Use of Modal “Will” for help: Describing assistance or making promises related to future actions. -“Wh-questions”: Expressing curiosity, seeking specific information about time, place, reason, or manner. -Use of Modal “Will” for Help: Indicating future intentions, offers, promises, and/or willingness to assist. -Use of Modal “Need & Needn’t” (Necessity): Expressing necessity, obligation, and/or the lack of requirement or need. Functions of the Target Grammatical Structures: -Use of the Simple Past Tense: Describing events and happenings in the past. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Animals are all around us! Pick up litter! Use less energy! Plant trees! Save water! Plant the seeds for a better future! Target Phonological Sounds in Use: Consonants: g, h Consonants: g: (/g/, /dʒ/, silent /g/); h: (/h/), silent /h/); *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. ENG.5.7.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” carefully. ENG.5.7.L2. Students can bring information about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” together through significant details and main components while listening (to)/watching it. ENG.5.7.L3. Students can make meaning of/derive meaning from the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” through significant details by listening (to)/watching it carefully. ENG.5.7.L4. Students can 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 animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.P1. Students can select and use the target phonological elements of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.7.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.R2. Students can bring information about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.7.R3. Students can make meaning of / derive meaning from the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by reading it carefully. ENG.5.7.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” in relation to themselves or others, both individually and/or with others. ENG.5.7.V1. Students can select and use the target vocabulary of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.7.G1. Students can select and use the target grammatical elements of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.7.W1. Students can get ready for the writing-expression process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.W2. Students can understand the model/example for the writing task about the current ontent on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” based on the model/example provided. ENG.5.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature with animals in nature and habitats; daily activities and nature; ctivities in nature”. ENG.5.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people. ENG.5.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” in relation to themselves or others, both individually and/or with others. ENG.5.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.S3. Students can organise a new verbal content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by speaking accurately, efficiently, and authentically. ENG.5.7.S4. Students can construct a new verbal content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by speaking accurately, efficiently, and authentically. ENG.5.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people. ENG.5.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the peaking-expression process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.7.L1. a) Students activate their pre-existing knowledge and experience related to the current themeand 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 recognised 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.5.7.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.7.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.7.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.7.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.7.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.7.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. ENG.5.7.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.7.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. ENG.5.7.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.7.G1. a) Students become 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/items 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/items 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/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.7.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. ENG.5.7.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. ENG.5.7.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 organise 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.5.7.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/items 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.5.7.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.7.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. ENG.5.7.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. ENG.5.7.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.7.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.7.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.7.S5. a) Students use the information presented in the current content by reorganising 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.5.7.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. 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 V5. Sensitivity V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12. Patience V13. Healthy Living V16. Responsibility V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy LS8. Sustainability Literacy LS9. Art Literacy
20. Hafta:
19-23 Ocak
14 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
14 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
14 7. LIFE IN NATURE Sub-themes: “Animals in nature and habitats; daily activities and nature; activities in nature”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for animals and natural habitats: Land habitats: Nouns: A rainforest, a desert, a grassland, a savannah, a temperate forest, a tropical forest, a mountain. Water habitats: Nouns: The Arctic, the ocean, a lake, a wetland, the sea, the sky, ice, temperature, sand, storm, mud, wind. Adjectives: Hot, cold, cool, dry, wild, high, wide, endangered, warm, wet, magical. Animals: Nouns: A bird, a bear, a bee, a camel, a dolphin, a duck, an elephant, a fish, a frog, an insect, a monkey, a parrot, a rabbit, a snake, a tiger, a whale. Verbs: To kill, to protect, to blow, to destroy, to feed, to exist, to reach, to fly, to swim, to jump, to chirp, to hunt, to cut down. Vocabulary for daily activities and nature: Nouns: a storm. Verbs: To collect, to enjoy the view, to feed, to fish, to have a picnic, to plant, to pick, to recycle, to save, to swing, to blow Vocabulary for nature/outdoor activities: Nouns-Gerunds: Hiking, jogging, swimming, sunbathing, climbing. Target Grammatical Structures in Use: -The Past Progressive Tense: (Positive, Negative, Interrogative): (The bear was swimming in the river in the morning.) -The Past Progressive Tense vs The Simple Past Tense: (The dolphin was jumping out of the water in the ocean when the rabbit jumped quickly away from the grassland.) Modals: (Positive, Negative, Interrogative): -”Could” (Ability in The Past): (The butterfly could fly across the desert.) - “Could” (Polite Requests): (Could you help me plant seeds in the garden?) - “Should” For Advice: (You should feed the fish in the pond every day.) -Wh-Questions: (Where do the elephants usually walk in the savannah?) -Modal “Will” for Help: (I will help you cut the grass around the mountain trail.) - “Need & Needn’t” (Necessity): (You need to collect rainwater to water plants in the desert. We needn’t worry about sandstorms in the grassland.) Background Grammatical Language Structures in Use: -The Simple Past Tense: (The elephants left the savannah last year.) Function of the Grammatical Structures in Use: -Use of the Past Progressive Tense: Describing ongoing or interrupted actions in the past; setting the background for a narrative. -Use of the Past Progressive versus The Simple Past Tense: Contrasting an ongoing action with a completed action in the past; showing which action was in progress when another action occurred. -Use of Modal “Could” for Ability in the Past: Describing abilities or possibilities in the past; expressing what someone was capable of doing. -Use of Modal “Could” for Polite Requests: Showing politeness and indirectness in making requests or asking for favours. -Use of Modal “Should” for Advice: Giving recommendations, suggestions and/or expressing opinions about what is appropriate or advisable. -Use of Modal “Will” for help: Describing assistance or making promises related to future actions. -“Wh-questions”: Expressing curiosity, seeking specific information about time, place, reason, or manner. -Use of Modal “Will” for Help: Indicating future intentions, offers, promises, and/or willingness to assist. -Use of Modal “Need & Needn’t” (Necessity): Expressing necessity, obligation, and/or the lack of requirement or need. Functions of the Target Grammatical Structures: -Use of the Simple Past Tense: Describing events and happenings in the past. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Animals are all around us! Pick up litter! Use less energy! Plant trees! Save water! Plant the seeds for a better future! Target Phonological Sounds in Use: Consonants: g, h Consonants: g: (/g/, /dʒ/, silent /g/); h: (/h/), silent /h/); *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. ENG.5.7.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” carefully. ENG.5.7.L2. Students can bring information about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” together through significant details and main components while listening (to)/watching it. ENG.5.7.L3. Students can make meaning of/derive meaning from the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” through significant details by listening (to)/watching it carefully. ENG.5.7.L4. Students can 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 animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.P1. Students can select and use the target phonological elements of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.7.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.R2. Students can bring information about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.7.R3. Students can make meaning of / derive meaning from the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by reading it carefully. ENG.5.7.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” in relation to themselves or others, both individually and/or with others. ENG.5.7.V1. Students can select and use the target vocabulary of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.7.G1. Students can select and use the target grammatical elements of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.7.W1. Students can get ready for the writing-expression process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.W2. Students can understand the model/example for the writing task about the current ontent on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” based on the model/example provided. ENG.5.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature with animals in nature and habitats; daily activities and nature; ctivities in nature”. ENG.5.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people. ENG.5.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” in relation to themselves or others, both individually and/or with others. ENG.5.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.S3. Students can organise a new verbal content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by speaking accurately, efficiently, and authentically. ENG.5.7.S4. Students can construct a new verbal content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by speaking accurately, efficiently, and authentically. ENG.5.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people. ENG.5.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the peaking-expression process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.7.L1. a) Students activate their pre-existing knowledge and experience related to the current themeand 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 recognised 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.5.7.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.7.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.7.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.7.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.7.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.7.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. ENG.5.7.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.7.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. ENG.5.7.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.7.G1. a) Students become 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/items 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/items 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/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.7.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. ENG.5.7.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. ENG.5.7.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 organise 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.5.7.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/items 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.5.7.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.7.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. ENG.5.7.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. ENG.5.7.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.7.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.7.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.7.S5. a) Students use the information presented in the current content by reorganising 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.5.7.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. 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 V5. Sensitivity V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12. Patience V13. Healthy Living V16. Responsibility V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy LS8. Sustainability Literacy LS9. Art Literacy
ŞUBAT
23. Hafta:
09-13 Şubat
14 8. LIFE IN THE UNIVERSE Sub-themes: “Planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for planets in the solar system: Nouns: A planet, the moon, the sun, moon(s), a star, the sky, space, the Milky Way, a comet, a galaxy, the world, size, spaceship. Planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. Directions: East, west, north, south. Vocabulary for facts about planets: Nouns: An asteroid, an astronaut, a climate (change), a comet, a diameter, dust, energy, gas, metal, a movement, ring(s), a rock, atmosphere, a satellite, an orbit, a surface, solar energy. Verbs: To exist, to light, to rise, to revolve around, to travel around, to rise, to discover. Adjectives: Dwarf, bright, connected, enormous, liquid, solid, major, huge, enormous. Vocabulary for the Earth as a planet: Verbs: To cover, to heat, to prevent, to protect, to provide, to rise, to reduce, to recycle, to explore. Nouns: A continent, a desert, a disaster, the environment, heat, a hole, pollution, population, a position, a stone, a source, smoke, temperature, air, weather, the environment. Adjectives: Habitable, recent, plastic, extreme, global. Target Grammatical Structures in Use: -Zero Conditional: (If you heat plastic, it melts into a liquid form). -Conditional 1: (If astronauts discover water on Mars, they will explore it further in the future). -Unless: (Unless scientists protect the environment, Earth’s population will have harm). Background Grammatical Structures: -Simple Future Tense: (The astronauts will visit new places beyond our planet.) Functions of the Target Grammatical Structures in Use: -Use of Zero Conditional: Describing general truths, facts, or habitual actions that are always true if certain conditions are fulfilled. -Use of Conditional 1: Describing possible or likely outcomes in the future based on a condition being fulfilled. Use of “Unless”: Expressing a condition in a negative form indicating something will happen only if the condition is not fulfilled. Use of “If”: Introducing a condition to describe potential actions, situations, or consequences, often expressing possibility or uncertainty. Functions of the Background Grammatical Structures in Use: -Use of the Simple Future Tense: Describing predictions for the future. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Big as Jupiter, small as Mercury! Blue like the oceans, green like the trees! Home is here Earth is! The sun is burning today! Target Phonological Sounds in Use: Vowel: i, Consonant: j Vowel: i: (/aı/, /ı/, /i:/) Consonants: j: (/dʒeɪ/, /dʒ/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. ENG.5.8.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” carefully. ENG.5.8.L2. Students can bring information about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” together through significant details and main components while listening (to)/watching it. ENG.5.8.L3. Students can make meaning of/derive meaning from the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” through significant details by listening (to)/watching it carefully. ENG.5.8.L4. Students can 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 with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” ENG.5.8.P1. Students can select and use the target phonological elements of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” 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 can get ready for the reading-comprehension process about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. ENG.5.8.R2. Students can bring information about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.8.R3. Students can make meaning of / derive meaning from the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” by reading it carefully. ENG.5.8.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” in relation to themselves or others, both individually and/or with others. ENG.5.8.V1. Students can select and use the target vocabulary of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.G1. Students can select and use the target grammatical elements of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.W1. Students can get ready for the writing-expression process about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. ENG.5.8.W2. Students can understand the model/example for the writing task about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. ENG.5.8.W3. Students can organise a content for the assigned writing task on the current content “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” based on the model/example provided. ENG.5.8.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. ENG.5.8.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” to communicate with other people. ENG.5.8.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” in relation to themselves or others, both individually and/or with others. ENG.5.8.S1. Students can get ready for speaking-expression process about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. ENG.5.8.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. ENG.5.8.S3. Students can organise a new verbal content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” by speaking accurately, efficiently, and authentically. ENG.5.8.S4. Students can construct a new verbal content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” by speaking accurately, efficiently, and authentically. ENG.5.8.S5. Students can reorganise (reconstruct) and use information about the “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” to communicate with other people. ENG.5.8.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” 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” by using the relationships that they recognised 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 recognise 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 recognise 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 internalise the current content in an individualised 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/watching-comprehension process about the currentcontent. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.8.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.8.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised 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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.8.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.5.8.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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) Students become 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/items 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/items 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/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing 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 organise 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/items 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 internalising and selecting it individually and reorganising 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 recognise 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 organise 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 organise 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 organise 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/items, 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 reorganising 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. 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 V5. Sensitivity V6. Honesty V7. Aesthetics V9.Compassion V10. Modesty V12. Patience V16. Responsibility V18. Cleanliness V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy LS7. Data Literacy LS8. Sustainability Literacy LS9. Art Literacy
ŞUBAT
24. Hafta:
16-20 Şubat
10+4 8. LIFE IN THE UNIVERSE 9. SCHOOL LIFE & EDUCATION Sub-themes: “Planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for planets in the solar system: Nouns: A planet, the moon, the sun, moon(s), a star, the sky, space, the Milky Way, a comet, a galaxy, the world, size, spaceship. Planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. Directions: East, west, north, south. Vocabulary for facts about planets: Nouns: An asteroid, an astronaut, a climate (change), a comet, a diameter, dust, energy, gas, metal, a movement, ring(s), a rock, atmosphere, a satellite, an orbit, a surface, solar energy. Verbs: To exist, to light, to rise, to revolve around, to travel around, to rise, to discover. Adjectives: Dwarf, bright, connected, enormous, liquid, solid, major, huge, enormous. Vocabulary for the Earth as a planet: Verbs: To cover, to heat, to prevent, to protect, to provide, to rise, to reduce, to recycle, to explore. Nouns: A continent, a desert, a disaster, the environment, heat, a hole, pollution, population, a position, a stone, a source, smoke, temperature, air, weather, the environment. Adjectives: Habitable, recent, plastic, extreme, global. Target Grammatical Structures in Use: -Zero Conditional: (If you heat plastic, it melts into a liquid form). -Conditional 1: (If astronauts discover water on Mars, they will explore it further in the future). -Unless: (Unless scientists protect the environment, Earth’s population will have harm). Background Grammatical Structures: -Simple Future Tense: (The astronauts will visit new places beyond our planet.) Functions of the Target Grammatical Structures in Use: -Use of Zero Conditional: Describing general truths, facts, or habitual actions that are always true if certain conditions are fulfilled. -Use of Conditional 1: Describing possible or likely outcomes in the future based on a condition being fulfilled. Use of “Unless”: Expressing a condition in a negative form indicating something will happen only if the condition is not fulfilled. Use of “If”: Introducing a condition to describe potential actions, situations, or consequences, often expressing possibility or uncertainty. Functions of the Background Grammatical Structures in Use: -Use of the Simple Future Tense: Describing predictions for the future. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Big as Jupiter, small as Mercury! Blue like the oceans, green like the trees! Home is here Earth is! The sun is burning today! Target Phonological Sounds in Use: Vowel: i, Consonant: j Vowel: i: (/aı/, /ı/, /i:/) Consonants: j: (/dʒeɪ/, /dʒ/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. Sub-themes: Schools from different parts of the world; extracurricular activities at school; clubs at school Target Vocabulary in Use (with revisional vocabulary): Vocabulary for general terms related to education: Nouns: An educational programme, a diploma, a year (grade AmE), an extracurricular activity, a student, a qualification, facilities. Verbs: To graduate, to practise (to practice-AmE), to research, to register. Vocabulary for types of school: A primary school (an elementary school-AmE), a lower secondary school (junior high school/middle school-AmE), an upper secondary school (high school-AmE), a vocational school, a private school, a public school, an international school, a boarding school, a special needs school, a language school, a college, a university. Vocabulary for facilities in different types of schools: Nouns: A cafeteria, a courtyard, a gym, a conference room, a seminar room, a swimming pool, a tennis court, a basketball court, a teacher’s room/a staff room (teachers’ lounge-AmE), a headmaster’s office (principal’s office-AmE), a counsellor’s office (counselor’s office-AmE), a prayer room, a technology lab. Vocabulary for regular activities in different types of schools: Nouns: A Lecture, classwork, an exam, a quiz, a project, a discussion, a presentation, group work, laboratory work, an experiment, an exhibition. School Subjects: Information Technology (IT), Geography, History, Physics, Chemistry, Biology, Maths (Math-AmE), Literature, Social Studies, Philosophy, Art, Music, Physical Education (P.E.), Religion and Morals. Vocabulary for extracurricular activities in different types of schools: Nouns: Debate club, maths club, science club, chess club, literature club, art club, coding club, history club, volunteers club, spelling bee club, drama club, sculpture club, robotics club. Vocabulary for sports at school: Nouns: Football (soccer-AmE), basketball, swimming, tennis, martial arts, gymnastics, cycling, rugby, skiing, hiking. Target Grammatical Structures in Use: -Passive Voice in Present Tenses for Daily Speech: (Projects are assigned to students by the teachers.) -Question Tags with Perfect Tenses: (You’ve completed your class project on time, haven’t you?) -Articles (a/an/the): (A boarding school, an international school, the school). Background Grammatical Structures in Use: -The Present Simple Tense: (Students play football, basketball, and tennis regularly.) -The Present Progressive Tense: (The students are working on a group project about social studies now.) -The Present Perfect Tense: (Students have conducted research projects on various scientific topics since last month.) -The Present Perfect Progressive Tense: (She has been practising painting in the art club every weekend since October.) -There is/There are: (There is a cafeteria in the school. There are many sports teams in this school including basketball and tennis teams.) Functions of the Target Grammatical Structures in Use: -Use of Passive Voice in Present Tenses for Daily Speech: Describing what happens to someone or something, not who does it. -Use of “Question Tags” with Perfect Tenses: Checking information, confirming understanding and/or inviting agreement about actions completed. Use of articles (a/an/the): Expressing non-specific or general items and specific or definite items. Functions of the Background Grammatical Structures: -Use of the Simple Present Tense: Expressing routines, habits, general truths, and facts. -Use of the Present Progressive Tense: Indicating actions happening right now or ongoing activities. -Use of the Present Perfect Tense: Expressing actions that started in the past and continue into the present or have an effect on the present. -Use of the Present Perfect Progressive Tense: Expressing actions that began in the past and are still continuing, emphasising the duration. -Use of “There is/There are”: Introducing existence or presence, specifying objects, people, or places in a location. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Rise and shine, time for school fun! Let’s tidy up before we go home! See you bright and early tomorrow! School is over today. Catch you later. Alligator! Target Phonological Sounds in Use: Consonants: k, l Consonants: k: (/k/, silent /k/); l: (/ɛl/ /l/, silent /l/); *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. ENG.5.8.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” carefully. ENG.5.8.L2. Students can bring information about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” together through significant details and main components while listening (to)/watching it. ENG.5.8.L3. Students can make meaning of/derive meaning from the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” through significant details by listening (to)/watching it carefully. ENG.5.8.L4. Students can 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 with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” ENG.5.8.P1. Students can select and use the target phonological elements of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” 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 can get ready for the reading-comprehension process about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. ENG.5.8.R2. Students can bring information about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.8.R3. Students can make meaning of / derive meaning from the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” by reading it carefully. ENG.5.8.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” in relation to themselves or others, both individually and/or with others. ENG.5.8.V1. Students can select and use the target vocabulary of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.G1. Students can select and use the target grammatical elements of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.W1. Students can get ready for the writing-expression process about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. ENG.5.8.W2. Students can understand the model/example for the writing task about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. ENG.5.8.W3. Students can organise a content for the assigned writing task on the current content “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” based on the model/example provided. ENG.5.8.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. ENG.5.8.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” to communicate with other people. ENG.5.8.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” in relation to themselves or others, both individually and/or with others. ENG.5.8.S1. Students can get ready for speaking-expression process about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. ENG.5.8.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. ENG.5.8.S3. Students can organise a new verbal content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” by speaking accurately, efficiently, and authentically. ENG.5.8.S4. Students can construct a new verbal content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” by speaking accurately, efficiently, and authentically. ENG.5.8.S5. Students can reorganise (reconstruct) and use information about the “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” to communicate with other people. ENG.5.8.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.9.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” carefully. ENG.5.9.L2. Students can bring information about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” together through significant details and main components while listening (to)/watching it. ENG.5.9.L3. Students can make meaning of/derive meaning from the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” through significant details by listening (to)/watching it carefully. ENG.5.9.L4. Students can 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 and education with schools from different parts of the world; extracurricular activities at school; clubs at school” ENG.5.9.P1. Students can select and use the target phonological elements of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.9.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.R2. Students can bring information about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.9.R3. Students can make meaning of / derive meaning from the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by reading it carefully. ENG.5.9.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” in relation to themselves or others, both individually and/or with others. ENG.5.9.V1. Students can select and use the target vocabulary of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.9.G1. Students can select and use the target grammatical elements of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.9.W1. Students can get ready for the writing-expression process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.W2. Students can understand the model/example for the writing task about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.W3. Students can organise a content for the assigned writing task on the current content “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” based on the model/example provided. ENG.5.9.W4. Students can individually construct/form content for the assigned writing task on the current content “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people. ENG.5.9.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” in relation to themselves or others, both individually and/or with others. ENG.5.9.S1. Students can get ready for speaking-expression process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.S2. Students can use the model/example for producing verbal content about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.S3. Students can organise a new verbal content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by speaking accurately, efficiently, and authentically. ENG.5.9.S4. Students can construct a new verbal content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by speaking accurately, efficiently, and authentically. ENG.5.9.S5. Students can reorganise (reconstruct) and use information about the “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people. ENG.5.9.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” 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” by using the relationships that they recognised 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 recognise 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 recognise 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 internalise the current content in an individualised 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/watching-comprehension process about the currentcontent. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.8.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.8.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised 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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.8.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.5.8.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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) Students become 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/items 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/items 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/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing 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 organise 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/items 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 internalising and selecting it individually and reorganising 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 recognise 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 organise 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 organise 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 organise 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/items, 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 reorganising 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. ENG.5.9.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 and education” by using the relationships that they recognised 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.5.9.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.9.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.9.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully relation to the listening/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.5.9.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.9.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.9.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.5.9.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.9.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.5.9.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.9.G1. a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.9.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.5.9.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.5.9.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 organise 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.5.9.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/items 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.5.9.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.9.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.5.9.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.5.9.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.9.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.9.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.9.S5. a) Students use the information presented in the current content by reorganising 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.5.9.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. 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 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 V5. Sensitivity V6. Honesty V7. Aesthetics V9.Compassion V10. Modesty V12. Patience V16. Responsibility V18. Cleanliness V20. Benevolence V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12.Patience V14. Respect V16. Responsibility V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy LS7. Data Literacy LS8. Sustainability Literacy LS9. Art Literacy LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy LS9. Art Literacy
ŞUBAT
25. Hafta:
23-27 Şubat
14 9. SCHOOL LIFE & EDUCATION Sub-themes: Schools from different parts of the world; extracurricular activities at school; clubs at school Target Vocabulary in Use (with revisional vocabulary): Vocabulary for general terms related to education: Nouns: An educational programme, a diploma, a year (grade AmE), an extracurricular activity, a student, a qualification, facilities. Verbs: To graduate, to practise (to practice-AmE), to research, to register. Vocabulary for types of school: A primary school (an elementary school-AmE), a lower secondary school (junior high school/middle school-AmE), an upper secondary school (high school-AmE), a vocational school, a private school, a public school, an international school, a boarding school, a special needs school, a language school, a college, a university. Vocabulary for facilities in different types of schools: Nouns: A cafeteria, a courtyard, a gym, a conference room, a seminar room, a swimming pool, a tennis court, a basketball court, a teacher’s room/a staff room (teachers’ lounge-AmE), a headmaster’s office (principal’s office-AmE), a counsellor’s office (counselor’s office-AmE), a prayer room, a technology lab. Vocabulary for regular activities in different types of schools: Nouns: A Lecture, classwork, an exam, a quiz, a project, a discussion, a presentation, group work, laboratory work, an experiment, an exhibition. School Subjects: Information Technology (IT), Geography, History, Physics, Chemistry, Biology, Maths (Math-AmE), Literature, Social Studies, Philosophy, Art, Music, Physical Education (P.E.), Religion and Morals. Vocabulary for extracurricular activities in different types of schools: Nouns: Debate club, maths club, science club, chess club, literature club, art club, coding club, history club, volunteers club, spelling bee club, drama club, sculpture club, robotics club. Vocabulary for sports at school: Nouns: Football (soccer-AmE), basketball, swimming, tennis, martial arts, gymnastics, cycling, rugby, skiing, hiking. Target Grammatical Structures in Use: -Passive Voice in Present Tenses for Daily Speech: (Projects are assigned to students by the teachers.) -Question Tags with Perfect Tenses: (You’ve completed your class project on time, haven’t you?) -Articles (a/an/the): (A boarding school, an international school, the school). Background Grammatical Structures in Use: -The Present Simple Tense: (Students play football, basketball, and tennis regularly.) -The Present Progressive Tense: (The students are working on a group project about social studies now.) -The Present Perfect Tense: (Students have conducted research projects on various scientific topics since last month.) -The Present Perfect Progressive Tense: (She has been practising painting in the art club every weekend since October.) -There is/There are: (There is a cafeteria in the school. There are many sports teams in this school including basketball and tennis teams.) Functions of the Target Grammatical Structures in Use: -Use of Passive Voice in Present Tenses for Daily Speech: Describing what happens to someone or something, not who does it. -Use of “Question Tags” with Perfect Tenses: Checking information, confirming understanding and/or inviting agreement about actions completed. Use of articles (a/an/the): Expressing non-specific or general items and specific or definite items. Functions of the Background Grammatical Structures: -Use of the Simple Present Tense: Expressing routines, habits, general truths, and facts. -Use of the Present Progressive Tense: Indicating actions happening right now or ongoing activities. -Use of the Present Perfect Tense: Expressing actions that started in the past and continue into the present or have an effect on the present. -Use of the Present Perfect Progressive Tense: Expressing actions that began in the past and are still continuing, emphasising the duration. -Use of “There is/There are”: Introducing existence or presence, specifying objects, people, or places in a location. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Rise and shine, time for school fun! Let’s tidy up before we go home! See you bright and early tomorrow! School is over today. Catch you later. Alligator! Target Phonological Sounds in Use: Consonants: k, l Consonants: k: (/k/, silent /k/); l: (/ɛl/ /l/, silent /l/); *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. ENG.5.9.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” carefully. ENG.5.9.L2. Students can bring information about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” together through significant details and main components while listening (to)/watching it. ENG.5.9.L3. Students can make meaning of/derive meaning from the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” through significant details by listening (to)/watching it carefully. ENG.5.9.L4. Students can 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 and education with schools from different parts of the world; extracurricular activities at school; clubs at school” ENG.5.9.P1. Students can select and use the target phonological elements of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.9.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.R2. Students can bring information about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.9.R3. Students can make meaning of / derive meaning from the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by reading it carefully. ENG.5.9.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” in relation to themselves or others, both individually and/or with others. ENG.5.9.V1. Students can select and use the target vocabulary of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.9.G1. Students can select and use the target grammatical elements of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.9.W1. Students can get ready for the writing-expression process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.W2. Students can understand the model/example for the writing task about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.W3. Students can organise a content for the assigned writing task on the current content “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” based on the model/example provided. ENG.5.9.W4. Students can individually construct/form content for the assigned writing task on the current content “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people. ENG.5.9.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” in relation to themselves or others, both individually and/or with others. ENG.5.9.S1. Students can get ready for speaking-expression process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.S2. Students can use the model/example for producing verbal content about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.S3. Students can organise a new verbal content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by speaking accurately, efficiently, and authentically. ENG.5.9.S4. Students can construct a new verbal content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by speaking accurately, efficiently, and authentically. ENG.5.9.S5. Students can reorganise (reconstruct) and use information about the “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people. ENG.5.9.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people in relation to themselves or others, both individually and/ or with others. ENG.5.9.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 and education” by using the relationships that they recognised 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.5.9.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.9.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.9.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully relation to the listening/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.5.9.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.9.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.9.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.5.9.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.9.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.5.9.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.9.G1. a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.9.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.5.9.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.5.9.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 organise 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.5.9.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/items 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.5.9.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.9.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.5.9.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.5.9.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.9.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.9.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.9.S5. a) Students use the information presented in the current content by reorganising 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.5.9.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. 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 V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12.Patience V14. Respect V16. Responsibility V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy LS9. Art Literacy Vergi Haftası, Yeşilay Haftası
MART
26. Hafta:
02-06 Mart
14 9. SCHOOL LIFE & EDUCATION 10. CLASSROOM LIFE & LEARNING Sub-themes: “Technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for technological classroom tools: Verbs: To access, to download, to upload, to sign in, to sign out, to sign up, to search, to send, to text, to receive, to connect, to print, to click, to switch on, to switch off, to log in, to log out, to label. Nouns: A PC, a laptop, a printer, a server, a screen, a keyboard, a file, a homepage, a website, a webcam, a web page, a smartphone, a connection, 3d printer, a headset. Vocabulary for learning activities: Nouns: An assignment, pair work, group work, a role-play, brainstorming, a discussion, a question-answer session, a task, a presentation. Verbs: To take notes, to summarise, to analyse, to compare, to define, to solve a problem, to conclude, to participate, to share, to guess, to discuss. Cardinal numbers: (500-1000) Ordinal numbers: (50-100): Target Grammatical Structures in Use: -Passive Voice in Future Tenses for Daily Speech: (The homework will be finished by tomorrow morning). Background Grammatical Structures in Use: -The Simple Future Tense “Will”: (The IT workshop will start at 10:00 a.m. tomorrow.) - “Be going to Future” Tense: (The students are going to sign up for a webinar on educational technology in the afternoon.) -The Present Progressive Tense for the Future: (The teacher is printing the exam sheets for the next session at the moment.) -The Simple Present Tense for the Future: (The new website for the online library opens next Monday.) -Question Tags with Future Tenses: (You’re going to participate in an online quiz, aren’t you?) - “Can” for Polite Requests: (Can you share your screen with us?) - “Can” for Probability: (You can take notes on your mobile phone.) Functions of the Grammatical Structures in Use: -Use of Passive Voice in Future Tenses for Daily Speech: Emphasising the future action and its receiver rather than the doer. Functions of the Background Grammatical Structures in Use: -Use of the Present Progressive Tense for the Future: Describing fixed plans or arrangements that have already been decided. -Use of the Simple Future Tense for the Future: Making predictions, promises, decisions made at the moment of speaking and/or to express future facts. -Use of The Simple Present Tense for the Future: Describing scheduled or timetabled events, particularly those related to fixed arrangements. -Use of the “Be going to Future Tense”: Expressing plans, intentions, or predictions based on evidence. -Use of “Question Tags” with Future Tenses: Confirming future actions. -Use of “Can” for Polite Requests: Making polite requests in the context of classroom life and learning. -Use of “Can” for Probability: Expressing probability in the context of classroom life and learning. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Can you give me a hand (with this question)? You nailed it! High five! Yay! I got it right! Work smarter, not harder! I’m a quick study! Target Phonological Sounds in Use: Consonants: m, n Consonants: m; (/ɛm/,/m/); n: (/ɛn/, /n/, silent /n/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. Sub-themes: Schools from different parts of the world; extracurricular activities at school; clubs at school Target Vocabulary in Use (with revisional vocabulary): Vocabulary for general terms related to education: Nouns: An educational programme, a diploma, a year (grade AmE), an extracurricular activity, a student, a qualification, facilities. Verbs: To graduate, to practise (to practice-AmE), to research, to register. Vocabulary for types of school: A primary school (an elementary school-AmE), a lower secondary school (junior high school/middle school-AmE), an upper secondary school (high school-AmE), a vocational school, a private school, a public school, an international school, a boarding school, a special needs school, a language school, a college, a university. Vocabulary for facilities in different types of schools: Nouns: A cafeteria, a courtyard, a gym, a conference room, a seminar room, a swimming pool, a tennis court, a basketball court, a teacher’s room/a staff room (teachers’ lounge-AmE), a headmaster’s office (principal’s office-AmE), a counsellor’s office (counselor’s office-AmE), a prayer room, a technology lab. Vocabulary for regular activities in different types of schools: Nouns: A Lecture, classwork, an exam, a quiz, a project, a discussion, a presentation, group work, laboratory work, an experiment, an exhibition. School Subjects: Information Technology (IT), Geography, History, Physics, Chemistry, Biology, Maths (Math-AmE), Literature, Social Studies, Philosophy, Art, Music, Physical Education (P.E.), Religion and Morals. Vocabulary for extracurricular activities in different types of schools: Nouns: Debate club, maths club, science club, chess club, literature club, art club, coding club, history club, volunteers club, spelling bee club, drama club, sculpture club, robotics club. Vocabulary for sports at school: Nouns: Football (soccer-AmE), basketball, swimming, tennis, martial arts, gymnastics, cycling, rugby, skiing, hiking. Target Grammatical Structures in Use: -Passive Voice in Present Tenses for Daily Speech: (Projects are assigned to students by the teachers.) -Question Tags with Perfect Tenses: (You’ve completed your class project on time, haven’t you?) -Articles (a/an/the): (A boarding school, an international school, the school). Background Grammatical Structures in Use: -The Present Simple Tense: (Students play football, basketball, and tennis regularly.) -The Present Progressive Tense: (The students are working on a group project about social studies now.) -The Present Perfect Tense: (Students have conducted research projects on various scientific topics since last month.) -The Present Perfect Progressive Tense: (She has been practising painting in the art club every weekend since October.) -There is/There are: (There is a cafeteria in the school. There are many sports teams in this school including basketball and tennis teams.) Functions of the Target Grammatical Structures in Use: -Use of Passive Voice in Present Tenses for Daily Speech: Describing what happens to someone or something, not who does it. -Use of “Question Tags” with Perfect Tenses: Checking information, confirming understanding and/or inviting agreement about actions completed. Use of articles (a/an/the): Expressing non-specific or general items and specific or definite items. Functions of the Background Grammatical Structures: -Use of the Simple Present Tense: Expressing routines, habits, general truths, and facts. -Use of the Present Progressive Tense: Indicating actions happening right now or ongoing activities. -Use of the Present Perfect Tense: Expressing actions that started in the past and continue into the present or have an effect on the present. -Use of the Present Perfect Progressive Tense: Expressing actions that began in the past and are still continuing, emphasising the duration. -Use of “There is/There are”: Introducing existence or presence, specifying objects, people, or places in a location. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Rise and shine, time for school fun! Let’s tidy up before we go home! See you bright and early tomorrow! School is over today. Catch you later. Alligator! Target Phonological Sounds in Use: Consonants: k, l Consonants: k: (/k/, silent /k/); l: (/ɛl/ /l/, silent /l/); *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. Sub-themes: “Technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for technological classroom tools: Verbs: To access, to download, to upload, to sign in, to sign out, to sign up, to search, to send, to text, to receive, to connect, to print, to click, to switch on, to switch off, to log in, to log out, to label. Nouns: A PC, a laptop, a printer, a server, a screen, a keyboard, a file, a homepage, a website, a webcam, a web page, a smartphone, a connection, 3d printer, a headset. Vocabulary for learning activities: Nouns: An assignment, pair work, group work, a role-play, brainstorming, a discussion, a question-answer session, a task, a presentation. Verbs: To take notes, to summarise, to analyse, to compare, to define, to solve a problem, to conclude, to participate, to share, to guess, to discuss. Cardinal numbers: (500-1000) Ordinal numbers: (50-100): Target Grammatical Structures in Use: -Passive Voice in Future Tenses for Daily Speech: (The homework will be finished by tomorrow morning). Background Grammatical Structures in Use: -The Simple Future Tense “Will”: (The IT workshop will start at 10:00 a.m. tomorrow.) - “Be going to Future” Tense: (The students are going to sign up for a webinar on educational technology in the afternoon.) -The Present Progressive Tense for the Future: (The teacher is printing the exam sheets for the next session at the moment.) -The Simple Present Tense for the Future: (The new website for the online library opens next Monday.) -Question Tags with Future Tenses: (You’re going to participate in an online quiz, aren’t you?) - “Can” for Polite Requests: (Can you share your screen with us?) - “Can” for Probability: (You can take notes on your mobile phone.) Functions of the Grammatical Structures in Use: -Use of Passive Voice in Future Tenses for Daily Speech: Emphasising the future action and its receiver rather than the doer. Functions of the Background Grammatical Structures in Use: -Use of the Present Progressive Tense for the Future: Describing fixed plans or arrangements that have already been decided. -Use of the Simple Future Tense for the Future: Making predictions, promises, decisions made at the moment of speaking and/or to express future facts. -Use of The Simple Present Tense for the Future: Describing scheduled or timetabled events, particularly those related to fixed arrangements. -Use of the “Be going to Future Tense”: Expressing plans, intentions, or predictions based on evidence. -Use of “Question Tags” with Future Tenses: Confirming future actions. -Use of “Can” for Polite Requests: Making polite requests in the context of classroom life and learning. -Use of “Can” for Probability: Expressing probability in the context of classroom life and learning. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Can you give me a hand (with this question)? You nailed it! High five! Yay! I got it right! Work smarter, not harder! I’m a quick study! Target Phonological Sounds in Use: Consonants: m, n Consonants: m; (/ɛm/,/m/); n: (/ɛn/, /n/, silent /n/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. ENG.5.10.L1. Students can get ready for the listening /watching-comprehension process for the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” carefully. ENG.5.10.L2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” together through significant details and main components while listening(to)/watching it. ENG.5.10.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through significant details by listening(to)/watching it carefully. ENG.5.10.L4. Students can 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 and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” ENG.5.10.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.10.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.R2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.10.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by reading it carefully. ENG.5.10.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. ENG.5.10.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.10.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.10.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.W2. Students can understand the model/example for the writing task about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” based on the model/example provided. ENG.5.10.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people. ENG.5.10.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. ENG.5.10.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” ENG.5.10.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” ENG.5.10.S3. Students can organise a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically. ENG.5.10.S4. Students can construct a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically. ENG.5.10.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people. ENG.5.10.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.9.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” carefully. ENG.5.9.L2. Students can bring information about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” together through significant details and main components while listening (to)/watching it. ENG.5.9.L3. Students can make meaning of/derive meaning from the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” through significant details by listening (to)/watching it carefully. ENG.5.9.L4. Students can 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 and education with schools from different parts of the world; extracurricular activities at school; clubs at school” ENG.5.9.P1. Students can select and use the target phonological elements of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.9.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.R2. Students can bring information about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.9.R3. Students can make meaning of / derive meaning from the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by reading it carefully. ENG.5.9.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” in relation to themselves or others, both individually and/or with others. ENG.5.9.V1. Students can select and use the target vocabulary of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.9.G1. Students can select and use the target grammatical elements of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.9.W1. Students can get ready for the writing-expression process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.W2. Students can understand the model/example for the writing task about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.W3. Students can organise a content for the assigned writing task on the current content “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” based on the model/example provided. ENG.5.9.W4. Students can individually construct/form content for the assigned writing task on the current content “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people. ENG.5.9.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” in relation to themselves or others, both individually and/or with others. ENG.5.9.S1. Students can get ready for speaking-expression process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.S2. Students can use the model/example for producing verbal content about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.S3. Students can organise a new verbal content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by speaking accurately, efficiently, and authentically. ENG.5.9.S4. Students can construct a new verbal content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by speaking accurately, efficiently, and authentically. ENG.5.9.S5. Students can reorganise (reconstruct) and use information about the “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people. ENG.5.9.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people in relation to themselves or others, both individually and/ or with others. ENG.5.10.L1. Students can get ready for the listening /watching-comprehension process for the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” carefully. ENG.5.10.L2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” together through significant details and main components while listening(to)/watching it. ENG.5.10.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through significant details by listening(to)/watching it carefully. ENG.5.10.L4. Students can 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 and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” ENG.5.10.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.10.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.R2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.10.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by reading it carefully. ENG.5.10.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. ENG.5.10.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.10.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.10.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.W2. Students can understand the model/example for the writing task about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” based on the model/example provided. ENG.5.10.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people. ENG.5.10.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. ENG.5.10.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” ENG.5.10.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” ENG.5.10.S3. Students can organise a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically. ENG.5.10.S4. Students can construct a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically. ENG.5.10.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people. ENG.5.10.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.10.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 and learning” by using the relationships that they recognised 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.5.10.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.10.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.10.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.10.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.10.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.10.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.5.10.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.10.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.5.10.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.10.G1.a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.10.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.5.10.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.5.10.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 organise 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.5.10.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/items 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.5.10.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.10.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.5.10.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.5.10.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.10.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.10.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.10.S5. a) Students use the information presented in the current content by reorganising 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.5.10.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. ENG.5.9.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 and education” by using the relationships that they recognised 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.5.9.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.9.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.9.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully relation to the listening/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.5.9.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.9.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.9.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.5.9.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.9.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.5.9.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.9.G1. a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.9.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.5.9.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.5.9.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 organise 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.5.9.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/items 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.5.9.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.9.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.5.9.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.5.9.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.9.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.9.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.9.S5. a) Students use the information presented in the current content by reorganising 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.5.9.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. ENG.5.10.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 and learning” by using the relationships that they recognised 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.5.10.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.10.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.10.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.10.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.10.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.10.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.5.10. 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 V9. Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12.Patience V14. Respect V16. Responsibility V20. Benevolence V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS7. Data Literacy LS9. Art Literacy LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy LS9. Art Literacy LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS7. Data Literacy LS9. Art Literacy Girişimcilik Haftası
MART
27. Hafta:
09-13 Mart
7+7 10. CLASSROOM LIFE & LEARNING Sub-themes: “Technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for technological classroom tools: Verbs: To access, to download, to upload, to sign in, to sign out, to sign up, to search, to send, to text, to receive, to connect, to print, to click, to switch on, to switch off, to log in, to log out, to label. Nouns: A PC, a laptop, a printer, a server, a screen, a keyboard, a file, a homepage, a website, a webcam, a web page, a smartphone, a connection, 3d printer, a headset. Vocabulary for learning activities: Nouns: An assignment, pair work, group work, a role-play, brainstorming, a discussion, a question-answer session, a task, a presentation. Verbs: To take notes, to summarise, to analyse, to compare, to define, to solve a problem, to conclude, to participate, to share, to guess, to discuss. Cardinal numbers: (500-1000) Ordinal numbers: (50-100): Target Grammatical Structures in Use: -Passive Voice in Future Tenses for Daily Speech: (The homework will be finished by tomorrow morning). Background Grammatical Structures in Use: -The Simple Future Tense “Will”: (The IT workshop will start at 10:00 a.m. tomorrow.) - “Be going to Future” Tense: (The students are going to sign up for a webinar on educational technology in the afternoon.) -The Present Progressive Tense for the Future: (The teacher is printing the exam sheets for the next session at the moment.) -The Simple Present Tense for the Future: (The new website for the online library opens next Monday.) -Question Tags with Future Tenses: (You’re going to participate in an online quiz, aren’t you?) - “Can” for Polite Requests: (Can you share your screen with us?) - “Can” for Probability: (You can take notes on your mobile phone.) Functions of the Grammatical Structures in Use: -Use of Passive Voice in Future Tenses for Daily Speech: Emphasising the future action and its receiver rather than the doer. Functions of the Background Grammatical Structures in Use: -Use of the Present Progressive Tense for the Future: Describing fixed plans or arrangements that have already been decided. -Use of the Simple Future Tense for the Future: Making predictions, promises, decisions made at the moment of speaking and/or to express future facts. -Use of The Simple Present Tense for the Future: Describing scheduled or timetabled events, particularly those related to fixed arrangements. -Use of the “Be going to Future Tense”: Expressing plans, intentions, or predictions based on evidence. -Use of “Question Tags” with Future Tenses: Confirming future actions. -Use of “Can” for Polite Requests: Making polite requests in the context of classroom life and learning. -Use of “Can” for Probability: Expressing probability in the context of classroom life and learning. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Can you give me a hand (with this question)? You nailed it! High five! Yay! I got it right! Work smarter, not harder! I’m a quick study! Target Phonological Sounds in Use: Consonants: m, n Consonants: m; (/ɛm/,/m/); n: (/ɛn/, /n/, silent /n/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. ENG.5.10.L1. Students can get ready for the listening /watching-comprehension process for the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” carefully. ENG.5.10.L2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” together through significant details and main components while listening(to)/watching it. ENG.5.10.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through significant details by listening(to)/watching it carefully. ENG.5.10.L4. Students can 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 and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” ENG.5.10.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.10.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.R2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.10.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by reading it carefully. ENG.5.10.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. ENG.5.10.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.10.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.10.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.W2. Students can understand the model/example for the writing task about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” based on the model/example provided. ENG.5.10.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people. ENG.5.10.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. ENG.5.10.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” ENG.5.10.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” ENG.5.10.S3. Students can organise a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically. ENG.5.10.S4. Students can construct a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically. ENG.5.10.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people. ENG.5.10.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.10.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 and learning” by using the relationships that they recognised 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.5.10.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.10.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.10.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.10.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.10.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.10.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.5.10.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.10.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.5.10.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.10.G1.a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.10.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.5.10.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.5.10.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 organise 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.5.10.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/items 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.5.10.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.10.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.5.10.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.5.10.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.10.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.10.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.10.S5. a) Students use the information presented in the current content by reorganising 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.5.10.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. 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 V9. Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS7. Data 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
14 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
14 EID AL-FITR (19–22 March 2026) 10. CLASSROOM LIFE & LEARNING EID AL-FITR (19–22 March 2026) Sub-themes: “Technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for technological classroom tools: Verbs: To access, to download, to upload, to sign in, to sign out, to sign up, to search, to send, to text, to receive, to connect, to print, to click, to switch on, to switch off, to log in, to log out, to label. Nouns: A PC, a laptop, a printer, a server, a screen, a keyboard, a file, a homepage, a website, a webcam, a web page, a smartphone, a connection, 3d printer, a headset. Vocabulary for learning activities: Nouns: An assignment, pair work, group work, a role-play, brainstorming, a discussion, a question-answer session, a task, a presentation. Verbs: To take notes, to summarise, to analyse, to compare, to define, to solve a problem, to conclude, to participate, to share, to guess, to discuss. Cardinal numbers: (500-1000) Ordinal numbers: (50-100): Target Grammatical Structures in Use: -Passive Voice in Future Tenses for Daily Speech: (The homework will be finished by tomorrow morning). Background Grammatical Structures in Use: -The Simple Future Tense “Will”: (The IT workshop will start at 10:00 a.m. tomorrow.) - “Be going to Future” Tense: (The students are going to sign up for a webinar on educational technology in the afternoon.) -The Present Progressive Tense for the Future: (The teacher is printing the exam sheets for the next session at the moment.) -The Simple Present Tense for the Future: (The new website for the online library opens next Monday.) -Question Tags with Future Tenses: (You’re going to participate in an online quiz, aren’t you?) - “Can” for Polite Requests: (Can you share your screen with us?) - “Can” for Probability: (You can take notes on your mobile phone.) Functions of the Grammatical Structures in Use: -Use of Passive Voice in Future Tenses for Daily Speech: Emphasising the future action and its receiver rather than the doer. Functions of the Background Grammatical Structures in Use: -Use of the Present Progressive Tense for the Future: Describing fixed plans or arrangements that have already been decided. -Use of the Simple Future Tense for the Future: Making predictions, promises, decisions made at the moment of speaking and/or to express future facts. -Use of The Simple Present Tense for the Future: Describing scheduled or timetabled events, particularly those related to fixed arrangements. -Use of the “Be going to Future Tense”: Expressing plans, intentions, or predictions based on evidence. -Use of “Question Tags” with Future Tenses: Confirming future actions. -Use of “Can” for Polite Requests: Making polite requests in the context of classroom life and learning. -Use of “Can” for Probability: Expressing probability in the context of classroom life and learning. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Can you give me a hand (with this question)? You nailed it! High five! Yay! I got it right! Work smarter, not harder! I’m a quick study! Target Phonological Sounds in Use: Consonants: m, n Consonants: m; (/ɛm/,/m/); n: (/ɛn/, /n/, silent /n/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. EID AL-FITR (19–22 March 2026) OKUL TEMELLİ PLANLAMA* ENG.5.10.L1. Students can get ready for the listening /watching-comprehension process for the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” carefully. ENG.5.10.L2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” together through significant details and main components while listening(to)/watching it. ENG.5.10.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through significant details by listening(to)/watching it carefully. ENG.5.10.L4. Students can 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 and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” ENG.5.10.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.10.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.R2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.10.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by reading it carefully. ENG.5.10.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. ENG.5.10.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.10.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.10.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.W2. Students can understand the model/example for the writing task about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” based on the model/example provided. ENG.5.10.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people. ENG.5.10.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. ENG.5.10.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” ENG.5.10.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” ENG.5.10.S3. Students can organise a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically. ENG.5.10.S4. Students can construct a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically. ENG.5.10.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people. ENG.5.10.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people in relation to themselves or others, both individually and/or with others. EID AL-FITR (19–22 March 2026) ENG.5.10.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 and learning” by using the relationships that they recognised 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.5.10.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.10.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.10.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.10.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.10.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.10.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.5.10.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.10.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.5.10.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.10.G1.a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.10.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.5.10.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.5.10.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 organise 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.5.10.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/items 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.5.10.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.10.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.5.10.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.5.10.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.10.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.10.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.10.S5. a) Students use the information presented in the current content by reorganising 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.5.10.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 (19–22 March 2026) 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 EID AL-FITR (19–22 March 2026) V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence EID AL-FITR (19–22 March 2026) LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS7. Data Literacy LS9. Art Literacy Orman Haftası, Dünya Tiyatrolar Günü
NİSAN
30. Hafta:
30 Mart- 03 Nisan
4+10 10. CLASSROOM LIFE & LEARNING 11. PERSONAL LIFE & WELL-BEING Sub-themes: “Technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for technological classroom tools: Verbs: To access, to download, to upload, to sign in, to sign out, to sign up, to search, to send, to text, to receive, to connect, to print, to click, to switch on, to switch off, to log in, to log out, to label. Nouns: A PC, a laptop, a printer, a server, a screen, a keyboard, a file, a homepage, a website, a webcam, a web page, a smartphone, a connection, 3d printer, a headset. Vocabulary for learning activities: Nouns: An assignment, pair work, group work, a role-play, brainstorming, a discussion, a question-answer session, a task, a presentation. Verbs: To take notes, to summarise, to analyse, to compare, to define, to solve a problem, to conclude, to participate, to share, to guess, to discuss. Cardinal numbers: (500-1000) Ordinal numbers: (50-100): Target Grammatical Structures in Use: -Passive Voice in Future Tenses for Daily Speech: (The homework will be finished by tomorrow morning). Background Grammatical Structures in Use: -The Simple Future Tense “Will”: (The IT workshop will start at 10:00 a.m. tomorrow.) - “Be going to Future” Tense: (The students are going to sign up for a webinar on educational technology in the afternoon.) -The Present Progressive Tense for the Future: (The teacher is printing the exam sheets for the next session at the moment.) -The Simple Present Tense for the Future: (The new website for the online library opens next Monday.) -Question Tags with Future Tenses: (You’re going to participate in an online quiz, aren’t you?) - “Can” for Polite Requests: (Can you share your screen with us?) - “Can” for Probability: (You can take notes on your mobile phone.) Functions of the Grammatical Structures in Use: -Use of Passive Voice in Future Tenses for Daily Speech: Emphasising the future action and its receiver rather than the doer. Functions of the Background Grammatical Structures in Use: -Use of the Present Progressive Tense for the Future: Describing fixed plans or arrangements that have already been decided. -Use of the Simple Future Tense for the Future: Making predictions, promises, decisions made at the moment of speaking and/or to express future facts. -Use of The Simple Present Tense for the Future: Describing scheduled or timetabled events, particularly those related to fixed arrangements. -Use of the “Be going to Future Tense”: Expressing plans, intentions, or predictions based on evidence. -Use of “Question Tags” with Future Tenses: Confirming future actions. -Use of “Can” for Polite Requests: Making polite requests in the context of classroom life and learning. -Use of “Can” for Probability: Expressing probability in the context of classroom life and learning. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Can you give me a hand (with this question)? You nailed it! High five! Yay! I got it right! Work smarter, not harder! I’m a quick study! Target Phonological Sounds in Use: Consonants: m, n Consonants: m; (/ɛm/,/m/); n: (/ɛn/, /n/, silent /n/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. Sub-themes: “Body parts; human illnesses and diseases; keeping good health”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for body parts: Nouns: A head, a face, hair, a forehead, an eyebrow, an eyelash, an eye, an ear, a nose, a mouth, lips, a tongue, a tooth, teeth, a chin, a neck, shoulders, a chest, a back, an arm, a hand, fingers, a leg, a knee, an ankle, a foot, toes, heart, brain, a stomach. Vocabulary for human illnesses and diseases: Nouns: A patient, a cold, the flu, cough, a headache, stomach ache, sore throat, a backache, earache, allergy, allergic reaction, treatment, COVID-19, a patient, pain, a painkiller, an emergency, blood, medical help. Verbs: To vomit, to lie down, to feel dizzy, to breathe, to get better, to get worse, to feel sick, to spin, to hurt, to treat, to examine. Adjectives: Painful, pale, weak. Vocabulary for keeping good health: Adjectives: Empathy, ambitious, creative, courageous. Nouns: Self-care, mindfulness, social connection, happiness, digital detox. Verbs: To keep fit, to exercise, to work out, to support, to explore. Target Grammatical Structures in Use: - Passive Voice in Past Tenses: (The patient was carefully examined by the doctor.) -Comparatives & Superlatives of Adjectives: (A toothache is more painful than a headache). (The most painful common illness is probably a headache.) - “Used to”: (People used to give importance to physical activity in the old days.) - “Should”: (You should drink plenty of water to stay hydrated.) Background Grammatical Structures in Use: -The Simple Past Tense: (He exercised every day last week). -The Past Progressive Tense: (The athlete was training hard for the football match last month.) - “Must/Can’t” for Deduction: (He must have a headache because he is pressing his forehead with both hands. She can’t be allergic to pollen as she exercises outdoors every day without any problems.) Functions of the Target Grammatical Structures in Use: -Use of Passive Voice in Past Tenses: Emphasising the action itself rather than who performed the action, often highlighting the receiver of an action in the past. -Use of “Used To”: Expressing habits, routines, and states in the past that no longer occur in the present. -Use of “Comparative Adjectives”: Expressing difference or degree between two things, people and/or entities. -Use of “Superlative Adjectives”: Expressing the highest or lowest degree among three or more things, people and/or entities. -Use of “Should”: Expressing advice, giving recommendations, and suggesting actions. Functions of the Background Grammatical Structures -Use of the Past Progressive Tense: Describing actions that were ongoing in the past, often emphasising the continuous nature of an event at a particular moment. -Use of the Simple Past Tense: Indicating actions that were completed in the past, often with a specific time reference. -Use of “Must” for Deduction: Expressing a strong certainty or logical deduction based on evidence or reasoning. -Use of “Can’t” for Deduction: Indicating a strong logical impossibility. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: You finished your work? Good on you! No worries! Stay calm! You look at the picture of health! My mother always wraps me in cotton wool! I’m on the mend after having a heavy flu! Target Phonological Sounds in Use: Vowels and Consonants: o, p Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonant: p: (piː//p/, silent /p/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. ENG.5.10.L1. Students can get ready for the listening /watching-comprehension process for the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” carefully. ENG.5.10.L2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” together through significant details and main components while listening(to)/watching it. ENG.5.10.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through significant details by listening(to)/watching it carefully. ENG.5.10.L4. Students can 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 and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” ENG.5.10.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.10.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.R2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.10.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by reading it carefully. ENG.5.10.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. ENG.5.10.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.10.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.10.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.W2. Students can understand the model/example for the writing task about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” based on the model/example provided. ENG.5.10.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people. ENG.5.10.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. ENG.5.10.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” ENG.5.10.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” ENG.5.10.S3. Students can organise a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically. ENG.5.10.S4. Students can construct a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically. ENG.5.10.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people. ENG.5.10.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.11.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” carefully. ENG.5.11.L2. Students can bring information about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” together through significant details and main components while listening (to)/watching it. ENG.5.11.L3. Students can make meaning of/derive meaning from the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” through significant details by listening (to)/watching it carefully. ENG.5.11.L4. Students can 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 and well-being with body parts; human illnesses and diseases; keeping good health” ENG.5.11.P1. Students can select and use the target phonological elements of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.11.R1. Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. ENG.5.11.R2. Students can bring information about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.11.R3. Students can make meaning of / derive meaning from the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by reading it carefully. ENG.5.11.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” in relation to themselves or others, both individually and/or with others. ENG.5.11.V1. Students can select and use the target vocabulary of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.11.G1. Students can select and use the target grammatical elements of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.11.W1. Students can get ready for the writing-expression process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. ENG.5.11.W2. Students can understand the model/example for the writing task about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. ENG.5.11.W3. Students can organise a content for the assigned writing task on the current content “personal life and well-being with body parts; human illnesses and diseases; keeping good health” based on the model/example provided. ENG.5.11.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. ENG.5.11.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with body parts; human illnesses and diseases; keeping good health” to communicate with other people. ENG.5.11.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” in relation to themselves or others, both individually and/or with others. ENG.5.11.S1. Students can get ready for speaking-expression process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. ENG.5.11.S2. Students can use the model/example for producing verbal content about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. ENG.5.11.S3. Students can organise a new verbal content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by speaking accurately, efficiently, and authentically. ENG.5.11.S4. Students can construct a new verbal content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by speaking accurately, efficiently, and authentically. ENG.5.11.S5. Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with body parts; human illnesses and diseases; keeping good health” to communicate with other people. ENG.5.11.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.10.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 and learning” by using the relationships that they recognised 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.5.10.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.10.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.10.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.10.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.10.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.10.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.5.10.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.10.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.5.10.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.10.G1.a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.10.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.5.10.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.5.10.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 organise 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.5.10.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/items 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.5.10.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.10.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.5.10.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.5.10.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.10.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.10.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.10.S5. a) Students use the information presented in the current content by reorganising 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.5.10.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. ENG.5.11.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 and well-being” by using the relationships that they recognised 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.5.11.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.11.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.11.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.11.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.11.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.11.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.5.11.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.11.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.5.11.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.11.G1. a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.11.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.5.11.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.5.11.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 organise 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.5.11.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/items 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.5.11.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.11.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.5.11.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.5.11.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.11.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.11.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.11.S5. a) Students use the information presented in the current content by reorganising 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.5.11.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. 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 V9. Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS7. Data Literacy LS9. Art Literacy Kütüphaneler Haftası, Kanser Haftası, Dünya Otizm Farkındalık Günü
NİSAN
31. Hafta:
06-10 Nisan
14 11. PERSONAL LIFE & WELL-BEING Sub-themes: “Body parts; human illnesses and diseases; keeping good health”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for body parts: Nouns: A head, a face, hair, a forehead, an eyebrow, an eyelash, an eye, an ear, a nose, a mouth, lips, a tongue, a tooth, teeth, a chin, a neck, shoulders, a chest, a back, an arm, a hand, fingers, a leg, a knee, an ankle, a foot, toes, heart, brain, a stomach. Vocabulary for human illnesses and diseases: Nouns: A patient, a cold, the flu, cough, a headache, stomach ache, sore throat, a backache, earache, allergy, allergic reaction, treatment, COVID-19, a patient, pain, a painkiller, an emergency, blood, medical help. Verbs: To vomit, to lie down, to feel dizzy, to breathe, to get better, to get worse, to feel sick, to spin, to hurt, to treat, to examine. Adjectives: Painful, pale, weak. Vocabulary for keeping good health: Adjectives: Empathy, ambitious, creative, courageous. Nouns: Self-care, mindfulness, social connection, happiness, digital detox. Verbs: To keep fit, to exercise, to work out, to support, to explore. Target Grammatical Structures in Use: - Passive Voice in Past Tenses: (The patient was carefully examined by the doctor.) -Comparatives & Superlatives of Adjectives: (A toothache is more painful than a headache). (The most painful common illness is probably a headache.) - “Used to”: (People used to give importance to physical activity in the old days.) - “Should”: (You should drink plenty of water to stay hydrated.) Background Grammatical Structures in Use: -The Simple Past Tense: (He exercised every day last week). -The Past Progressive Tense: (The athlete was training hard for the football match last month.) - “Must/Can’t” for Deduction: (He must have a headache because he is pressing his forehead with both hands. She can’t be allergic to pollen as she exercises outdoors every day without any problems.) Functions of the Target Grammatical Structures in Use: -Use of Passive Voice in Past Tenses: Emphasising the action itself rather than who performed the action, often highlighting the receiver of an action in the past. -Use of “Used To”: Expressing habits, routines, and states in the past that no longer occur in the present. -Use of “Comparative Adjectives”: Expressing difference or degree between two things, people and/or entities. -Use of “Superlative Adjectives”: Expressing the highest or lowest degree among three or more things, people and/or entities. -Use of “Should”: Expressing advice, giving recommendations, and suggesting actions. Functions of the Background Grammatical Structures -Use of the Past Progressive Tense: Describing actions that were ongoing in the past, often emphasising the continuous nature of an event at a particular moment. -Use of the Simple Past Tense: Indicating actions that were completed in the past, often with a specific time reference. -Use of “Must” for Deduction: Expressing a strong certainty or logical deduction based on evidence or reasoning. -Use of “Can’t” for Deduction: Indicating a strong logical impossibility. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: You finished your work? Good on you! No worries! Stay calm! You look at the picture of health! My mother always wraps me in cotton wool! I’m on the mend after having a heavy flu! Target Phonological Sounds in Use: Vowels and Consonants: o, p Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonant: p: (piː//p/, silent /p/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. ENG.5.11.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” carefully. ENG.5.11.L2. Students can bring information about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” together through significant details and main components while listening (to)/watching it. ENG.5.11.L3. Students can make meaning of/derive meaning from the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” through significant details by listening (to)/watching it carefully. ENG.5.11.L4. Students can 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 and well-being with body parts; human illnesses and diseases; keeping good health” ENG.5.11.P1. Students can select and use the target phonological elements of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.11.R1. Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. ENG.5.11.R2. Students can bring information about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.11.R3. Students can make meaning of / derive meaning from the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by reading it carefully. ENG.5.11.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” in relation to themselves or others, both individually and/or with others. ENG.5.11.V1. Students can select and use the target vocabulary of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.11.G1. Students can select and use the target grammatical elements of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.11.W1. Students can get ready for the writing-expression process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. ENG.5.11.W2. Students can understand the model/example for the writing task about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. ENG.5.11.W3. Students can organise a content for the assigned writing task on the current content “personal life and well-being with body parts; human illnesses and diseases; keeping good health” based on the model/example provided. ENG.5.11.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. ENG.5.11.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with body parts; human illnesses and diseases; keeping good health” to communicate with other people. ENG.5.11.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” in relation to themselves or others, both individually and/or with others. ENG.5.11.S1. Students can get ready for speaking-expression process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. ENG.5.11.S2. Students can use the model/example for producing verbal content about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. ENG.5.11.S3. Students can organise a new verbal content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by speaking accurately, efficiently, and authentically. ENG.5.11.S4. Students can construct a new verbal content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by speaking accurately, efficiently, and authentically. ENG.5.11.S5. Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with body parts; human illnesses and diseases; keeping good health” to communicate with other people. ENG.5.11.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.11.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 and well-being” by using the relationships that they recognised 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.5.11.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.11.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.11.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.11.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.11.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.11.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.5.11.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.11.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.5.11.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.11.G1. a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.11.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.5.11.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.5.11.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 organise 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.5.11.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/items 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.5.11.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.11.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.5.11.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.5.11.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.11.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.11.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.11.S5. a) Students use the information presented in the current content by reorganising 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.5.11.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. 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 V9. Compassion V10. Modesty V12. Patience V13. Healthy Living V16. Responsibility V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS9. Art Literacy Kanser Haftası, Dünya Sağlık Günün/Dünya Sağlık Haftası, Kişisel Verileri Koruma Günü
NİSAN
32. Hafta:
13-17 Nisan
14 12. FAMILY LIFE & HOME Sub-themes: “Family members’ abilities and skills; hobbies of family members, different lifestyles of families in different houses”. Target Vocabulary in Use (with revisional vocabulary) Vocabulary for family members’ abilities and skills: Verbs: To act, to babysit, to barbecue, to build, to catch, to climb, to code, to communicate, to cycle, to create, to decide, to develop, to design, to describe, to explain, to film, to fish, to fly, to grill, to improve, to jump, to manage (time), to match, to organise, to perform, to peel, to programme, to run, to sail, to skateboard, to solve, to surf. Vocabulary for hobbies of family members (sports, films, music): Verbs: To do barbecue, to go to the beach, to ride a bicycle, to ride a bike, to camp, to collect, to go cycling, to go to a festival, to go out, to go shopping, to play the guitar, to go on a holiday, to join, to be a member, to go to a museum, to paint, to go to the park, to take a photograph, to go on a picnic, to do a quiz, to play a video game. Vocabulary for different lifestyles of families in different houses: Types of houses: Nouns: An attached house, a detached house (a single-family house), a semi-detached house, a duplex, a terraced house (a row house-AmE), a flat (an apartment-AmE), a block, a block of flats (an apartment buildingAmE), a villa (a vacation home-AmE), an igloo, a cottage, a bungalow (a ranch house-AmE), a penthouse, a hut, a houseboat, a farmhouse, a treehouse. Types of families: Nouns: An immediate family, an extended family, a foster family. Target Grammatical Structures in Use: -Passive Voice in Future Tenses: - Passive Voice in the “Be Going to Future Tense”: (The house is going to be cleaned later today.) -Passive Voice in the Simple Future Tense (Will): (The invitations will be sent tomorrow.) -(Active) The Future Progressive Tense: (This time next month, we will be camping in the mountains.) -(Active) The Future Perfect Tense: (I will have read all the books in my collection by next weekend.) -(Active) The Future Perfect Progressive Tense: (By next weekend, I will have been reading all the books in my collection.) -Question Tags with Future Tenses (Passive): (The project will be completed by the team by next Friday, won’t it?) - “Will” for Sudden Decisions: (What would you like to drink? Orange juice or apple juice? Err, I think I’ll take orange juice. Thank you.) 2 - “Could” (Probability and Ability): (I could clean the house before our guests arrive but I need some help. I could take photos when I was a child.) Background Grammatical Structures in Use: -The Simple Future Tense (Will): (We will clean the house tomorrow before the guests arrive.) -“Be going to” Future Tense: (We are going to move to our new house next week.) -Question Tags with Future Tenses: (They will complete the project by next Friday, won’t they?) Functions of the Grammatical Structures in Use: -Use of Passive Voice in Future Tenses: Emphasising a future action and its results rather than the doer. -Use of the Future Progressive Tense: Describing actions that will be in progress at a specific time in the future. -Use of the Future Perfect Tense: Describing an action which will be completed before a specific time in the future. -Use of the Future Perfect Progressive Tense: Describing actions that will have been ongoing for a period of time up to a point in the future. -Use of “Will” for Sudden Decisions: Expressing actions or decisions made spontaneously. -Use of “Could” (Probability): Expressing polite suggestions and possibilities (in the present/future). Functions of the Background Grammatical Structures: -Use of the “Be going to Future” Tense: Talking about plans or intentions for the future. -Use of the Simple Future Tense (Will): Expressing future facts, predictions, or promises. -Use of “Question Tags” with Future Tenses: Confirming future actions or making polite checks. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: My dad is very handy with repairing tools! My mum drops me off at school in the mornings. Mehmet and his father both love fishing. Like father, like son! Target Phonological Sounds in Use: Consonants: q, r Consonant: q: (/kjuː/, /k/); r: (/ɑː/(Br), silent /r/ (Br), /aɹ/ (AmE), /ɹ/ (AmE), silent /r/ (Br)); *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. "ENG.5.12.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” carefully. ENG.5.12.L2. Students can bring information about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” together through significant details and main components while listening (to)/watching it. ENG.5.12.L3. Students can make meaning of/derive meaning from the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” through significant details by listening (to)/watching it carefully. ENG.5.12.L4. Students can 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 and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” ENG.5.12.P1. Students can select and use the target phonological elements of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.12.R1. Students can get ready for the reading-comprehension process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. ENG.5.12.R2. Students can bring information about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.12.R3. Students can make meaning of / derive meaning from the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by reading it carefully. ENG.5.12.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” in relation to themselves or others, both individually and/or with others. ENG.5.12.V1. Students can select and use the target vocabulary of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.12.G1. Students can select and use the target grammatical elements of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.12.W1. Students can get ready for the writing-expression process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. ENG.5.12.W2. Students can understand the model/example for the writing task about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. ENG.5.12.W3. Students can organise a content for the assigned writing task on the current content “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” based on the model/example provided. ENG.5.12.W4. Students can individually construct/form content for the assigned writing task on the current content “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. ENG.5.12.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people. ENG.5.12.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” in relation to themselves or others, both individually and/or with others. ENG.5.12.S1. Students can get ready for speaking-expression process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” ENG.5.12.S2. Students can use the model/example for producing verbal content about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” ENG.5.12.S3. Students can organise a new verbal content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by speaking accurately, efficiently, and authentically. ENG.5.12.S4. Students can construct a new verbal content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by speaking accurately, efficiently, and authentically. ENG.5.12.S5. Students can reorganise (reconstruct) and use information about the “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people. ENG.5.12.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.12.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 and home” by using the relationships that they recognised 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.5.12.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.12.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.12.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.12.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.12.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.12.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.5.12.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.12.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.5.12.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.12.G1. a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.12.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.5.12.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.5.12.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 organise 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.5.12.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/items 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.5.12.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.12.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.5.12.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.5.12.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.12.S3.a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.12.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.12.S5. a) Students use the information presented in the current content by reorganising 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.5.12.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. 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 V2. Family Integrity V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V8. Privacy V9. Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS9. Art Literacy Turizm Haftası
NİSAN
33. Hafta:
20-24 Nisan
8+6 12. FAMILY LIFE & HOME 13.LIFE IN THE NEIGHBOURHOOD & CITY & SOCIAL LIFE Sub-themes: “Family members’ abilities and skills; hobbies of family members, different lifestyles of families in different houses”. Target Vocabulary in Use (with revisional vocabulary) Vocabulary for family members’ abilities and skills: Verbs: To act, to babysit, to barbecue, to build, to catch, to climb, to code, to communicate, to cycle, to create, to decide, to develop, to design, to describe, to explain, to film, to fish, to fly, to grill, to improve, to jump, to manage (time), to match, to organise, to perform, to peel, to programme, to run, to sail, to skateboard, to solve, to surf. Vocabulary for hobbies of family members (sports, films, music): Verbs: To do barbecue, to go to the beach, to ride a bicycle, to ride a bike, to camp, to collect, to go cycling, to go to a festival, to go out, to go shopping, to play the guitar, to go on a holiday, to join, to be a member, to go to a museum, to paint, to go to the park, to take a photograph, to go on a picnic, to do a quiz, to play a video game. Vocabulary for different lifestyles of families in different houses: Types of houses: Nouns: An attached house, a detached house (a single-family house), a semi-detached house, a duplex, a terraced house (a row house-AmE), a flat (an apartment-AmE), a block, a block of flats (an apartment buildingAmE), a villa (a vacation home-AmE), an igloo, a cottage, a bungalow (a ranch house-AmE), a penthouse, a hut, a houseboat, a farmhouse, a treehouse. Types of families: Nouns: An immediate family, an extended family, a foster family. Target Grammatical Structures in Use: -Passive Voice in Future Tenses: - Passive Voice in the “Be Going to Future Tense”: (The house is going to be cleaned later today.) -Passive Voice in the Simple Future Tense (Will): (The invitations will be sent tomorrow.) -(Active) The Future Progressive Tense: (This time next month, we will be camping in the mountains.) -(Active) The Future Perfect Tense: (I will have read all the books in my collection by next weekend.) -(Active) The Future Perfect Progressive Tense: (By next weekend, I will have been reading all the books in my collection.) -Question Tags with Future Tenses (Passive): (The project will be completed by the team by next Friday, won’t it?) - “Will” for Sudden Decisions: (What would you like to drink? Orange juice or apple juice? Err, I think I’ll take orange juice. Thank you.) 2 - “Could” (Probability and Ability): (I could clean the house before our guests arrive but I need some help. I could take photos when I was a child.) Background Grammatical Structures in Use: -The Simple Future Tense (Will): (We will clean the house tomorrow before the guests arrive.) -“Be going to” Future Tense: (We are going to move to our new house next week.) -Question Tags with Future Tenses: (They will complete the project by next Friday, won’t they?) Functions of the Grammatical Structures in Use: -Use of Passive Voice in Future Tenses: Emphasising a future action and its results rather than the doer. -Use of the Future Progressive Tense: Describing actions that will be in progress at a specific time in the future. -Use of the Future Perfect Tense: Describing an action which will be completed before a specific time in the future. -Use of the Future Perfect Progressive Tense: Describing actions that will have been ongoing for a period of time up to a point in the future. -Use of “Will” for Sudden Decisions: Expressing actions or decisions made spontaneously. -Use of “Could” (Probability): Expressing polite suggestions and possibilities (in the present/future). Functions of the Background Grammatical Structures: -Use of the “Be going to Future” Tense: Talking about plans or intentions for the future. -Use of the Simple Future Tense (Will): Expressing future facts, predictions, or promises. -Use of “Question Tags” with Future Tenses: Confirming future actions or making polite checks. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: My dad is very handy with repairing tools! My mum drops me off at school in the mornings. Mehmet and his father both love fishing. Like father, like son! Target Phonological Sounds in Use: Consonants: q, r Consonant: q: (/kjuː/, /k/); r: (/ɑː/(Br), silent /r/ (Br), /aɹ/ (AmE), /ɹ/ (AmE), silent /r/ (Br)); *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. Sub-themes: “Cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for cultural and historical places in the neighbourhood and the city: Verbs: to admire, to gather, to locate. Nouns: A fountain, a statue, a palace, a tower, an attraction, a collection, a custom, a highlight, an identity, a landmark, a booking (reservation-AmE), a theatre (theaterAmE), a cinema (movie theater-AmE). Adjectives: Historic, historical, ancient, local, traditional, peaceful, cultural, old-fashioned, romantic, worth, tiny. Vocabulary for festivals and events in the neighbourhood and the city: Vocabulary for food events and festivals: Nouns: A cuisine, traditional (food), street food, an international/ local dish, a feast. Vocabulary for food items: Nouns: Ingredients, corn (sweetcorn-AmE), seafood, salmon, beef, tuna, a pineapple, a coconut, a courgette (zucchini-AmE). Vocabulary for international dishes: Turkish pizza, couscous, barbeque (barbecue-AmE), a stew, a curry. Adjectives: Spicy, hot, sour, savoury (savory-AmE), juicy, creamy, frozen, folk, cheerful, continuous, sharp. Verbs: to entertain, to announce, to pour, to freeze. Nouns: An advert (ad,-AmE), an announcement, a celebration, a ceremony, a pot, a mixture, a pan, an organiser (organizer-AmE), flour, a container, a discount, leftover. Vocabulary for transportation: Nouns: A public transport (public transportation-AmE), the tube (Br-only), underground trains (subwayAmE), a ferry, an aeroplane (air) plane-AmE), an e-scooter, backpacking, a charter, a vehicle. Places: a parking space, a railway (railroad-AmE). Verbs: To check in, to check out, to deliver, to hitchhike, to land, to take off, to translate, to transport, to direct, to fasten. Travelling: Nouns: Accommodation, an application, an airline, luggage (baggage-AmE), a boarding pass, a brochure, a departure, a destination, a direction, an exchange, a rate, a gate, a journey, a trip, a pass, an embassy, roundabout, service, signpost, (road sign-AmE). Adjectives: Arrival, duty-free, on board, affordable, worldwide. Target Grammatical Structures in Use: -Conditional 2: (If I had more time, I would visit many attractions in the city.) -If only: (If only people could travel to distant places, they would know more about other cultures.) -Wish (was/were): (I wish there were more attractions to visit in this city). -Verbs Followed by Infinitives (want, hope, need, plan, expect, promise, decide, offer, refuse, try, forget, learn, would love, would like etc.): (They need to protect the historical statue from damage.) Verbs Followed by Gerunds (enjoy, mind, finish, suggest etc.): (I really enjoy exploring historical castles during my travels.) - “Shall” (Suggestions): (Shall we visit the historical tower after lunch?) Background Grammatical Structures: -Conditional Zero: (If tourists visit the museum, they discover the history of the city.) -Conditional 1: (If we attend the food fair, we will try some delicious street food.) Functions of the Target Grammatical Structures in Use: -Use of Conditional 2: Describing hypothetical or unreal situations and their possible outcomes. -Use of “If only”: Expressing regret or a strong wish for a present or past situation -Use of “Wish” (was/were): Expressing desires, regrets, or hypothetical situations contrary to the current reality. -Use of Verbs Followed by Infinitives (want, hope, need, plan, expect, promise, decide, offer, refuse, try, forget, learn, would like etc.): Expressing intention, preference or necessity. -Use of Verbs Followed by Gerunds (enjoy, mind, finish, suggest etc.): Expressing activities or preferences. -Use of “Shall” (suggestions): Making suggestions in a polite or formal way. Functions of the Background Grammatical Structures in Use: -Use of Conditional Zero: Describing general truths, facts, or habitual actions that are always true if certain conditions are fulfilled. -Use of Conditional 1: Describing possible or likely outcomes in the future based on a condition being fulfilled. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: This house is a hidden gem! This street is the backbone of our city! This neighbourhood always buzzes with activity! Target Phonological Sounds in Use: Consonants: s, t Consonants: (/s/, /ɛs/, /z/, silent /s/); t: (/tiː/, /t/, silent /t/); v: (/viː/, /v/) "ENG.5.12.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” carefully. ENG.5.12.L2. Students can bring information about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” together through significant details and main components while listening (to)/watching it. ENG.5.12.L3. Students can make meaning of/derive meaning from the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” through significant details by listening (to)/watching it carefully. ENG.5.12.L4. Students can 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 and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” ENG.5.12.P1. Students can select and use the target phonological elements of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.12.R1. Students can get ready for the reading-comprehension process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. ENG.5.12.R2. Students can bring information about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.12.R3. Students can make meaning of / derive meaning from the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by reading it carefully. ENG.5.12.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” in relation to themselves or others, both individually and/or with others. ENG.5.12.V1. Students can select and use the target vocabulary of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.12.G1. Students can select and use the target grammatical elements of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.12.W1. Students can get ready for the writing-expression process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. ENG.5.12.W2. Students can understand the model/example for the writing task about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. ENG.5.12.W3. Students can organise a content for the assigned writing task on the current content “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” based on the model/example provided. ENG.5.12.W4. Students can individually construct/form content for the assigned writing task on the current content “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. ENG.5.12.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people. ENG.5.12.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” in relation to themselves or others, both individually and/or with others. ENG.5.12.S1. Students can get ready for speaking-expression process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” ENG.5.12.S2. Students can use the model/example for producing verbal content about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” ENG.5.12.S3. Students can organise a new verbal content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by speaking accurately, efficiently, and authentically. ENG.5.12.S4. Students can construct a new verbal content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by speaking accurately, efficiently, and authentically. ENG.5.12.S5. Students can reorganise (reconstruct) and use information about the “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people. ENG.5.12.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.13.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” carefully. ENG.5.13.L2. Students can bring information about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” together through significant details and main components while listening (to)/watching it. ENG.5.13.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” through significant details by listening (to)/watching it carefully. ENG.5.13.L4. Students can 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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and 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.5.13.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.R2. Students can bring information about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.13.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by reading it carefully. ENG.5.13.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.5.13.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.13.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.13.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” based on the model/example provided. ENG.5.13.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” to communicate with other people. ENG.5.13.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.5.13.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.S3. Students can organise a new verbal content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.5.13.S4.Students can construct a new verbal content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.5.13.S5.Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” to communicate with other people. ENG.5.13.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/ or with others. ENG.5.12.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 and home” by using the relationships that they recognised 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.5.12.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.12.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.12.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.12.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.12.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.12.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.5.12.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.12.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.5.12.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.12.G1. a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.12.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.5.12.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.5.12.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 organise 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.5.12.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/items 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.5.12.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.12.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.5.12.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.5.12.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.12.S3.a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.12.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.12.S5. a) Students use the information presented in the current content by reorganising 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.5.12.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 ENG.5.13.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 neighbourhood, city and social life” by using the relationships that they recognised 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.5.13.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.13.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.13.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.13.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.13.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.13.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.5.13.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.13.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.5.13.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.13.G1. a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.13.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.5.13.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.5.13.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 organise 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.5.13.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/items 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.5.13.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.13.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.5.13.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.5.13.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.13.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.13.S4.a) Students use target pronunciation, vocabulary, language chunks/items, 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 unpreparedspeaking situations. ENG.5.13.S5.a) Students use the information presented in the current content by reorganising 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.5.13.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. 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 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 V2. Family Integrity V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V8. Privacy V9. Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence V3. Diligence V4. Friendship V5. Sensitivity V6. Honesty V7. Aesthetics V9. Compassion 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 LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS9. Art Literacy Ulusal Egemenlik ve Çocuk Bayramı
NİSAN
34. Hafta:
27 Nisan- 01 Mayıs
14 13.LIFE IN THE NEIGHBOURHOOD & CITY & SOCIAL LIFE Sub-themes: “Cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for cultural and historical places in the neighbourhood and the city: Verbs: to admire, to gather, to locate. Nouns: A fountain, a statue, a palace, a tower, an attraction, a collection, a custom, a highlight, an identity, a landmark, a booking (reservation-AmE), a theatre (theaterAmE), a cinema (movie theater-AmE). Adjectives: Historic, historical, ancient, local, traditional, peaceful, cultural, old-fashioned, romantic, worth, tiny. Vocabulary for festivals and events in the neighbourhood and the city: Vocabulary for food events and festivals: Nouns: A cuisine, traditional (food), street food, an international/ local dish, a feast. Vocabulary for food items: Nouns: Ingredients, corn (sweetcorn-AmE), seafood, salmon, beef, tuna, a pineapple, a coconut, a courgette (zucchini-AmE). Vocabulary for international dishes: Turkish pizza, couscous, barbeque (barbecue-AmE), a stew, a curry. Adjectives: Spicy, hot, sour, savoury (savory-AmE), juicy, creamy, frozen, folk, cheerful, continuous, sharp. Verbs: to entertain, to announce, to pour, to freeze. Nouns: An advert (ad,-AmE), an announcement, a celebration, a ceremony, a pot, a mixture, a pan, an organiser (organizer-AmE), flour, a container, a discount, leftover. Vocabulary for transportation: Nouns: A public transport (public transportation-AmE), the tube (Br-only), underground trains (subwayAmE), a ferry, an aeroplane (air) plane-AmE), an e-scooter, backpacking, a charter, a vehicle. Places: a parking space, a railway (railroad-AmE). Verbs: To check in, to check out, to deliver, to hitchhike, to land, to take off, to translate, to transport, to direct, to fasten. Travelling: Nouns: Accommodation, an application, an airline, luggage (baggage-AmE), a boarding pass, a brochure, a departure, a destination, a direction, an exchange, a rate, a gate, a journey, a trip, a pass, an embassy, roundabout, service, signpost, (road sign-AmE). Adjectives: Arrival, duty-free, on board, affordable, worldwide. Target Grammatical Structures in Use: -Conditional 2: (If I had more time, I would visit many attractions in the city.) -If only: (If only people could travel to distant places, they would know more about other cultures.) -Wish (was/were): (I wish there were more attractions to visit in this city). -Verbs Followed by Infinitives (want, hope, need, plan, expect, promise, decide, offer, refuse, try, forget, learn, would love, would like etc.): (They need to protect the historical statue from damage.) Verbs Followed by Gerunds (enjoy, mind, finish, suggest etc.): (I really enjoy exploring historical castles during my travels.) - “Shall” (Suggestions): (Shall we visit the historical tower after lunch?) Background Grammatical Structures: -Conditional Zero: (If tourists visit the museum, they discover the history of the city.) -Conditional 1: (If we attend the food fair, we will try some delicious street food.) Functions of the Target Grammatical Structures in Use: -Use of Conditional 2: Describing hypothetical or unreal situations and their possible outcomes. -Use of “If only”: Expressing regret or a strong wish for a present or past situation -Use of “Wish” (was/were): Expressing desires, regrets, or hypothetical situations contrary to the current reality. -Use of Verbs Followed by Infinitives (want, hope, need, plan, expect, promise, decide, offer, refuse, try, forget, learn, would like etc.): Expressing intention, preference or necessity. -Use of Verbs Followed by Gerunds (enjoy, mind, finish, suggest etc.): Expressing activities or preferences. -Use of “Shall” (suggestions): Making suggestions in a polite or formal way. Functions of the Background Grammatical Structures in Use: -Use of Conditional Zero: Describing general truths, facts, or habitual actions that are always true if certain conditions are fulfilled. -Use of Conditional 1: Describing possible or likely outcomes in the future based on a condition being fulfilled. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: This house is a hidden gem! This street is the backbone of our city! This neighbourhood always buzzes with activity! Target Phonological Sounds in Use: Consonants: s, t Consonants: (/s/, /ɛs/, /z/, silent /s/); t: (/tiː/, /t/, silent /t/); v: (/viː/, /v/) ENG.5.13.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” carefully. ENG.5.13.L2. Students can bring information about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” together through significant details and main components while listening (to)/watching it. ENG.5.13.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” through significant details by listening (to)/watching it carefully. ENG.5.13.L4. Students can 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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and 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.5.13.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.R2. Students can bring information about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.13.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by reading it carefully. ENG.5.13.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.5.13.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.13.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.13.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” based on the model/example provided. ENG.5.13.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” to communicate with other people. ENG.5.13.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.5.13.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.S3. Students can organise a new verbal content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.5.13.S4.Students can construct a new verbal content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.5.13.S5.Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” to communicate with other people. ENG.5.13.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/ or with others. ENG.5.13.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 neighbourhood, city and social life” by using the relationships that they recognised 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.5.13.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.13.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.13.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.13.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.13.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.13.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.5.13.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.13.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.5.13.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.13.G1. a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.13.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.5.13.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.5.13.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 organise 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.5.13.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/items 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.5.13.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.13.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.5.13.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.5.13.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.13.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.13.S4.a) Students use target pronunciation, vocabulary, language chunks/items, 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 unpreparedspeaking situations. ENG.5.13.S5.a) Students use the information presented in the current content by reorganising 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.5.13.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. 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 V5. Sensitivity V6. Honesty V7. Aesthetics V9. Compassion 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 Kût'ül Amâre Zaferi
MAYIS
35. Hafta:
04-08 Mayıs
14 14. LIFE IN THE WORLD & CULTURE Sub-themes: “Capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for capitals of countries: Ankara (Türkiye), London (UK-United Kingdom), Paris (France), Berlin (Germany), Rome (Italy), Madrid (Spain), Dublin (Ireland), Beijing (China), Tokyo (Japan), New Delhi (India), Washington D.C. (United States), Baku (Azerbaijan), Tashkent (Uzbekistan), Ashgabat (Turkmenistan), Astana (Kazakhstan), Lefkoşa (Nicosia) (Turkish Republic of Northern Cyprus). Nouns: A border, a flag, location, a nation, a prince, a princess. Verbs: To consist (of), to place, to state, to locate. Adjectives: Eastern, western, northern, southern, political, powerful, royal, private. Vocabulary for landmarks and famous places: Nouns: A Collection, an exhibition, a sculpture, a statue, scenery, a set, a stage, a hub. Adjectives: Calm, fantastic, impressive, modern, old-fashioned, original, typical, strange, outdoors, indoors, luxury, outdoor, private, central, familiar, unique. Nouns: A neighbourhood, architecture, a population, a skyscraper, city centre, a town hall, a location, a court, a hostel, a shopping centre (a shopping mall-AmE.), a stadium, a queue. Verbs: To attract, to face, to decorate, to represent. Vocabulary for sport events in various parts of the world and sports culture (fair play) Verbs: To take part, to coach, to join in, to cheat, to throw, to compete, to practice, to hit, to rest. Nouns: An athlete, a captain, a court, a cricketer, a goalkeeper, golf, a golfer, qualification, rugby, athletics, a champion, a championship, a climber, a competitor, a contest, a cyclist, an event, an extreme sport, a gold medal, a leader, a long jump, the Olympic Games, a racehorse, a race, a record holder, a rider, silver medal, a track, a trainer, training, a water jump, a diver, a diving board, a sail, a sailor, a surfer, surfing, boxing, sports facilities, a locker room/a changing room, an instructor, a point. Adjectives: Winning, competitive, athletic, Olympic. Target Grammatical Structures in Use: -Reported Speech of the Present Tenses: (The guide said that the population of Tokyo is one of the largest in the world). -Reported Speech of the Future tenses: (The organiser stated that the championship match would take place in the new stadium). -Ought to/need/must/needn’t/needed (in the past)/mustn’t (obligation): (Visitors must take a guided tour to see the architecture of the Eiffel Tower in Paris. Last year, the cricketer needed extra coaching to improve his techniques). Background Grammatical Structures in Use: Present Tenses: The Simple Present Tense, The Present Progressive Tense, The Present Perfect Tense. Future Tenses: The Simple Future Tense, “Be Going to” Future Tense, The Future Progressive Tense, The Future Perfect Progressive Tense. Functions of the Grammatical Structures in Use: -Use of ought to/need/must/needn’t/needed (in the past)/mustn’t (obligation): Use of expressing obligation, necessity, or prohibition. -Use of Reported Speech of the Present Tenses: Reporting current actions, states, or truths in indirect speech. -Use of Reported Speech of the Future Tenses: Reporting future intentions, plans, or predictions in indirect speech. Functions of the Background Grammatical Structures: Present Tenses: Describing present events, happenings, and situations. Future Tenses: Describing future events, happenings, and situations. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Play by the rules, then the game will be fair! It’s not cricket! Keep your eye on the ball during the match! Let’s pop round to this museum later! Target Phonological Sounds in Use: Vowel: u Consonant: v Vowel: u: (/juː/, /ʌ/, /juː/, silent /u/) Consonant: v: v: (/viː/, /v/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. ENG.5.14.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” carefully. ENG.5.14.L2. Students can bring information about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” together through significant details and main components while listening (to)/watching it. ENG.5.14.L3. Students can make meaning of/derive meaning from the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” through significant details by listening (to)/watching it carefully. ENG.5.14.L4. Students can 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 and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.P1. Students can select and use the target phonological elements of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.14.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.R2. Students can bring information about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.14.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by reading it carefully. ENG.5.14.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” in relation to themselves or others, both individually and/or with others. ENG.5.14.V1. Students can select and use the target vocabulary of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.14.G1. Students can select and use the target grammatical elements of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.14.W1. Students can get ready for the writing-expression process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.W2. Students can understand the model/example for the writing task about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.W3. Students can organise a content for the assigned writing task on the current content “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” based on the model/example provided. ENG.5.14.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people. ENG.5.14.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” in relation to themselves or others, both individually and/or with others. ENG.5.14.S1. Students can get ready for speaking-expression process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.S2. Students can use the model/example for producing verbal content about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.S3. Students can organise a new verbal content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by speaking accurately, efficiently, and authentically. ENG.5.14.S4. Students can construct a new verbal content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by speaking accurately, efficiently, and authentically. ENG.5.14.S5. Students can reorganise (reconstruct) and use information about the “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people. ENG.5.14.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.14.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 and culture” by using the relationships that they recognised 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.5.14.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.14.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.14.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.14.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.14.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.14.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.5.14.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.14.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.5.14.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.14.G1. a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.14.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.5.14.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.5.14.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 organise 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.5.14.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/items 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.5.14.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.14.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.5.14.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.5.14.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.14.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.14.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.14.S5. a) Students use the information presented in the current content by reorganising 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.5.14.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. 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 V1. Justice V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12. Patience V13. Healthy Living V14. Respect V15. Love and Affection V16. Responsibility V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS9. Art Literacy Bilişim Haftası, Trafik ve İlkyardım Haftası, İş Sağlığı ve Güvenliği Haftası
MAYIS
36. Hafta:
11-15 Mayıs
10+4 14. LIFE IN THE WORLD & CULTURE 15. LIFE IN NATURE Sub-themes: “Capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for capitals of countries: Ankara (Türkiye), London (UK-United Kingdom), Paris (France), Berlin (Germany), Rome (Italy), Madrid (Spain), Dublin (Ireland), Beijing (China), Tokyo (Japan), New Delhi (India), Washington D.C. (United States), Baku (Azerbaijan), Tashkent (Uzbekistan), Ashgabat (Turkmenistan), Astana (Kazakhstan), Lefkoşa (Nicosia) (Turkish Republic of Northern Cyprus). Nouns: A border, a flag, location, a nation, a prince, a princess. Verbs: To consist (of), to place, to state, to locate. Adjectives: Eastern, western, northern, southern, political, powerful, royal, private. Vocabulary for landmarks and famous places: Nouns: A Collection, an exhibition, a sculpture, a statue, scenery, a set, a stage, a hub. Adjectives: Calm, fantastic, impressive, modern, old-fashioned, original, typical, strange, outdoors, indoors, luxury, outdoor, private, central, familiar, unique. Nouns: A neighbourhood, architecture, a population, a skyscraper, city centre, a town hall, a location, a court, a hostel, a shopping centre (a shopping mall-AmE.), a stadium, a queue. Verbs: To attract, to face, to decorate, to represent. Vocabulary for sport events in various parts of the world and sports culture (fair play) Verbs: To take part, to coach, to join in, to cheat, to throw, to compete, to practice, to hit, to rest. Nouns: An athlete, a captain, a court, a cricketer, a goalkeeper, golf, a golfer, qualification, rugby, athletics, a champion, a championship, a climber, a competitor, a contest, a cyclist, an event, an extreme sport, a gold medal, a leader, a long jump, the Olympic Games, a racehorse, a race, a record holder, a rider, silver medal, a track, a trainer, training, a water jump, a diver, a diving board, a sail, a sailor, a surfer, surfing, boxing, sports facilities, a locker room/a changing room, an instructor, a point. Adjectives: Winning, competitive, athletic, Olympic. Target Grammatical Structures in Use: -Reported Speech of the Present Tenses: (The guide said that the population of Tokyo is one of the largest in the world). -Reported Speech of the Future tenses: (The organiser stated that the championship match would take place in the new stadium). -Ought to/need/must/needn’t/needed (in the past)/mustn’t (obligation): (Visitors must take a guided tour to see the architecture of the Eiffel Tower in Paris. Last year, the cricketer needed extra coaching to improve his techniques). Background Grammatical Structures in Use: Present Tenses: The Simple Present Tense, The Present Progressive Tense, The Present Perfect Tense. Future Tenses: The Simple Future Tense, “Be Going to” Future Tense, The Future Progressive Tense, The Future Perfect Progressive Tense. Functions of the Grammatical Structures in Use: -Use of ought to/need/must/needn’t/needed (in the past)/mustn’t (obligation): Use of expressing obligation, necessity, or prohibition. -Use of Reported Speech of the Present Tenses: Reporting current actions, states, or truths in indirect speech. -Use of Reported Speech of the Future Tenses: Reporting future intentions, plans, or predictions in indirect speech. Functions of the Background Grammatical Structures: Present Tenses: Describing present events, happenings, and situations. Future Tenses: Describing future events, happenings, and situations. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Play by the rules, then the game will be fair! It’s not cricket! Keep your eye on the ball during the match! Let’s pop round to this museum later! Target Phonological Sounds in Use: Vowel: u Consonant: v Vowel: u: (/juː/, /ʌ/, /juː/, silent /u/) Consonant: v: v: (/viː/, /v/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. "Sub-themes: “Capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for capitals of countries: Ankara (Türkiye), London (UK-United Kingdom), Paris (France), Berlin (Germany), Rome (Italy), Madrid (Spain), Dublin (Ireland), Beijing (China), Tokyo (Japan), New Delhi (India), Washington D.C. (United States), Baku (Azerbaijan), Tashkent (Uzbekistan), Ashgabat (Turkmenistan), Astana (Kazakhstan), Lefkoşa (Nicosia) (Turkish Republic of Northern Cyprus). Nouns: A border, a flag, location, a nation, a prince, a princess. Verbs: To consist (of), to place, to state, to locate. Adjectives: Eastern, western, northern, southern, political, powerful, royal, private. Vocabulary for landmarks and famous places: Nouns: A Collection, an exhibition, a sculpture, a statue, scenery, a set, a stage, a hub. Adjectives: Calm, fantastic, impressive, modern, old-fashioned, original, typical, strange, outdoors, indoors, luxury, outdoor, private, central, familiar, unique. Nouns: A neighbourhood, architecture, a population, a skyscraper, city centre, a town hall, a location, a court, a hostel, a shopping centre (a shopping mall-AmE.), a stadium, a queue. Verbs: To attract, to face, to decorate, to represent. Vocabulary for sport events in various parts of the world and sports culture (fair play) Verbs: To take part, to coach, to join in, to cheat, to throw, to compete, to practice, to hit, to rest. Nouns: An athlete, a captain, a court, a cricketer, a goalkeeper, golf, a golfer, qualification, rugby, athletics, a champion, a championship, a climber, a competitor, a contest, a cyclist, an event, an extreme sport, a gold medal, a leader, a long jump, the Olympic Games, a racehorse, a race, a record holder, a rider, silver medal, a track, a trainer, training, a water jump, a diver, a diving board, a sail, a sailor, a surfer, surfing, boxing, sports facilities, a locker room/a changing room, an instructor, a point. Adjectives: Winning, competitive, athletic, Olympic. Target Grammatical Structures in Use: -Reported Speech of the Present Tenses: (The guide said that the population of Tokyo is one of the largest in the world). -Reported Speech of the Future tenses: (The organiser stated that the championship match would take place in the new stadium). -Ought to/need/must/needn’t/needed (in the past)/mustn’t (obligation): (Visitors must take a guided tour to see the architecture of the Eiffel Tower in Paris. Last year, the cricketer needed extra coaching to improve his techniques). Background Grammatical Structures in Use: Present Tenses: The Simple Present Tense, The Present Progressive Tense, The Present Perfect Tense. Future Tenses: The Simple Future Tense, “Be Going to” Future Tense, The Future Progressive Tense, The Future Perfect Progressive Tense. Functions of the Grammatical Structures in Use: -Use of ought to/need/must/needn’t/needed (in the past)/mustn’t (obligation): Use of expressing obligation, necessity, or prohibition. -Use of Reported Speech of the Present Tenses: Reporting current actions, states, or truths in indirect speech. -Use of Reported Speech of the Future Tenses: Reporting future intentions, plans, or predictions in indirect speech. Functions of the Background Grammatical Structures: Present Tenses: Describing present events, happenings, and situations. Future Tenses: Describing future events, happenings, and situations. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Play by the rules, then the game will be fair! It’s not cricket! Keep your eye on the ball during the match! Let’s pop round to this museum later! Target Phonological Sounds in Use: Vowel: u Consonant: v Vowel: u: (/juː/, /ʌ/, /juː/, silent /u/) Consonant: v: v: (/viː/, /v/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. " "ENG.5.14.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” carefully. ENG.5.14.L2. Students can bring information about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” together through significant details and main components while listening (to)/watching it. ENG.5.14.L3. Students can make meaning of/derive meaning from the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” through significant details by listening (to)/watching it carefully. ENG.5.14.L4. Students can 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 and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.P1. Students can select and use the target phonological elements of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.14.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.R2. Students can bring information about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.14.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by reading it carefully. ENG.5.14.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” in relation to themselves or others, both individually and/or with others. ENG.5.14.V1. Students can select and use the target vocabulary of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.14.G1. Students can select and use the target grammatical elements of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.14.W1. Students can get ready for the writing-expression process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.W2. Students can understand the model/example for the writing task about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.W3. Students can organise a content for the assigned writing task on the current content “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” based on the model/example provided. ENG.5.14.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people. ENG.5.14.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” in relation to themselves or others, both individually and/or with others. ENG.5.14.S1. Students can get ready for speaking-expression process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.S2. Students can use the model/example for producing verbal content about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.S3. Students can organise a new verbal content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by speaking accurately, efficiently, and authentically. ENG.5.14.S4. Students can construct a new verbal content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by speaking accurately, efficiently, and authentically. ENG.5.14.S5. Students can reorganise (reconstruct) and use information about the “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people. ENG.5.14.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people in relation to themselves or others, both individually and/or with others. " "ENG.5.14.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 and culture” by using the relationships that they recognised 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.5.14.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.14.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.14.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.14.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.14.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.14.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.5.14.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.14.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.5.14.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.14.G1. a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.14.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.5.14.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.5.14.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 organise 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.5.14.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/items 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.5.14.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.14.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.5.14.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.5.14.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.14.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.14.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.14.S5. a) Students use the information presented in the current content by reorganising 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.5.14.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. " Students will explore culture and life in different parts of the world including Türkiye at first. They should choose a country and research its capital city by highlighting famous landmarks and/or historical places that make it unique. Then, they will focus on the sports culture and the famous sports events of the country held there. The questions to cover: “What role does fair play and sportsmanship have in their traditions?”. They can organise a travel journal and/or presentation featuring the landmarks, cultural highlights and its connection to sports in the capital. They can include drawings, photos, and pictures. They will then share their projects with the whole class to inspire everyone to perceive and appreciate the diversity and values of global cultures. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme "SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. SelfReflect ENG.5.14.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” carefully. ENG.5.14.L2. Students can bring information about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” together through significant details and main components while listening (to)/watching it. ENG.5.14.L3. Students can make meaning of/derive meaning from the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” through significant details by listening (to)/watching it carefully. ENG.5.14.L4. Students can 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 and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.P1. Students can select and use the target phonological elements of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.14.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.R2. Students can bring information about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.14.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by reading it carefully. ENG.5.14.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” in relation to themselves or others, both individually and/or with others. ENG.5.14.V1. Students can select and use the target vocabulary of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.14.G1. Students can select and use the target grammatical elements of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.14.W1. Students can get ready for the writing-expression process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.W2. Students can understand the model/example for the writing task about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.W3. Students can organise a content for the assigned writing task on the current content “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” based on the model/example provided. ENG.5.14.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people. ENG.5.14.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” in relation to themselves or others, both individually and/or with others. ENG.5.14.S1. Students can get ready for speaking-expression process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.S2. Students can use the model/example for producing verbal content about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.S3. Students can organise a new verbal content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by speaking accurately, efficiently, and authentically. ENG.5.14.S4. Students can construct a new verbal content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by speaking accurately, efficiently, and authentically. ENG.5.14.S5. Students can reorganise (reconstruct) and use information about the “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people. ENG.5.14.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.15.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” carefully. ENG.5.15.L2. Students can bring information about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” together through significant details and main components while listening (to)/watching it. ENG.5.15.L3. Students can make meaning of/derive meaning from the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” through significant details by listening (to)/watching it carefully. ENG.5.15.L4. Students can 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 natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.P1. Students can select and use the target phonological elements of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. ENG.5.15.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.R2. Students can bring information about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.15.R3. Students can make meaning of / derive meaning from the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by reading it carefully. ENG.5.15.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” in relation to themselves or others, both individually and/or with others. ENG.5.15.V1. Students can select and use the target vocabulary of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.15.G1. Students can select and use the target grammatical elements of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.15.W1. Students can get ready for the writing-expression process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.W2. Students can understand the model/example for the writing task about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.W3. Students can organise a content for the assigned writing task on the current content “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” based on the model/example provided. ENG.5.15.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people. ENG.5.15.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” in relation to themselves or others, both individually and/or with others. ENG.5.15.S1. Students can get ready for speaking-expression process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.S2. Students can use the model/example for producing verbal content about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.S3. Students can organise a new verbal content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by speaking accurately, efficiently, and authentically. ENG.5.15.S4. Students can construct a new verbal content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by speaking accurately, efficiently, and authentically. ENG.5.15.S5. Students can reorganise (reconstruct) and use information about the “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people. ENG.5.15.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people in relation to themselves or others, both individually and/ or with others. ENG.5.14.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 and culture” by using the relationships that they recognised 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.5.14.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.14.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.14.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.14.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.14.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.14.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.5.14.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.14.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.5.14.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.14.G1. a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.14.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.5.14.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.5.14.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 organise 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.5.14.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/items 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.5.14.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.14.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.5.14.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.5.14.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.14.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.14.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.14.S5. a) Students use the information presented in the current content by reorganising 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.5.14.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. ENG.5.15.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 recognised 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.5.15.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.15.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.15.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.15.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.15.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.15.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.5.15.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.15.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.5.15.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.15.G1. a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.15.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.5.15.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.5.15.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 organise 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.5.15.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/items 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.5.15.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.15.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.5.15.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.5.15.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.15.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.15.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.15.S5. a) Students use the information presented in the current content by reorganising 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.5.15.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. 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 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 V1. Justice V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12. Patience V13. Healthy Living V14. Respect V15. Love and Affection V16. Responsibility V20. Benevolence V3. Diligence V4. Friendship V5. Sensitivity V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V18. Cleanliness V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS9. Art Literacy LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS8. Sustainability Literacy LS9. Art Literacy Engelliler Haftası, Vakıflar Haftası
MAYIS
37. Hafta:
18-22 Mayıs
14 15. LIFE IN NATURE Sub-themes: “Natural resources; animals in nature and their habitats; protecting natural resources and animals”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for natural resources: Nouns: Renewable resources, non-renewable resources, wind energy, geothermal energy, coal, oil, petrol (gas,AmE), natural gas, a forest, a rainforest, a jungle, an island, farmland, sunshine, sand, oceans, freshwater, groundwater, nature, wood, a waterfall, a valley, (the) environment, recycling. Vocabulary for global problems related to natural resources: Nouns: Deforestation, pollution (air, water, soil), global warming, climate change, landslide, flood, overfishing, loss of biodiversity, energy crisis, overpopulation, urbanisation (urbanization-AmE), rubbish (trash-AmE), litter, industrialisation (industrialization-AmE), environmental problems. Vocabulary for animals in nature and their habitats: Vocabulary for endangered animals: Nouns: A polar bear, a sea turtle, an Asian elephant, a tiger, a whale, a great white shark, a penguin, a panda, a dolphin, a chimpanzee, a cheetah. Vocabulary for their habitats: Nouns: Grasslands, woodlands, jungles, coral reefs, wetlands. Vocabulary for protecting natural resources: Verbs: To recycle, to use energy, to protect wildlife, to reduce consumption, to raise awareness, to reuse, to take care of, to cut down on, to avoid, to limit, to survive, to lessen, to hunt, to hide, to donate, to produce, to prevent. Adjectives: Endangered. Other related vocabulary: Nouns: A disease, a food source, wildlife, volunteering, overhunting, overfishing, sea pollution, air pollution, safety, population. Target Grammatical Structures in Use: -Reported Speech of Past Tenses: (The researcher explained that the whale had survived despite the sea pollution.) -The Past Perfect Tense: (The team had finished their survey on air pollution before the flood occurred.) -The Past Perfect Progressive Tense: (The farmers had been cutting down trees which led to deforestation when they became aware of that.) -Quantifiers (much, many, a lot of, very, none, no, few, a few, little, a little, all, both, enough, too, such, such a, either, neither): (A lot of rainforest trees have been cut down.) -Countable or Uncountable Nouns (some, any, no, none): (Do you have any information about global warming?) -Broader Rang of Intensifiers (too, enough, all, both, so): (There are too many problems about air and water protection.) Background Grammatical Structures in Use: -Past Tenses: The Simple Past Tense, The Past Progressive Tense. Functions of the Grammatical Structures in Use: -Use of Reported Speech of the Past Tenses: Reporting past actions, states, or truths in indirect speech. -Use of the Past Perfect Tense: Describing actions or events that were completed before another point in the past. -Use of the Past Perfect Progressive Tense: Expressing an ongoing action in the past that continued until a specific point or was interrupted by another past action. -Use of Quantifiers (much, many, a lot of, very, none, no, few, a few, little, a little, all, both, enough, too, such, such a, either, neither): Expressing quantity or amount. -Use of Countable or Uncountable Nouns (some, any, no, none, no one): Expressing quantities and amounts, distinguishing between items that can be counted (countable nouns) and those that cannot (uncountable nouns). -Use of Broader Range of Intensifier such as too, enough, all, both, so: Expressing degree, quantity or emphasis. Functions of the Background Grammatical Structures: -Use of Past Tenses: Describing events, happenings and situations in the past at a specific time or were ongoing. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Please don’t waste a drop (of water)! Use less paper now and save it for a rainy day! The deer feel free as birds in the forest! Don’t harm nature! Target Phonological Sounds in Use: Consonants.: w, x Consonants: w: (/w/), silent /w/); x: (/ɛks/, /ks/, /gz/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. ENG.5.15.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” carefully. ENG.5.15.L2. Students can bring information about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” together through significant details and main components while listening (to)/watching it. ENG.5.15.L3. Students can make meaning of/derive meaning from the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” through significant details by listening (to)/watching it carefully. ENG.5.15.L4. Students can 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 natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.P1. Students can select and use the target phonological elements of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. ENG.5.15.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.R2. Students can bring information about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.15.R3. Students can make meaning of / derive meaning from the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by reading it carefully. ENG.5.15.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” in relation to themselves or others, both individually and/or with others. ENG.5.15.V1. Students can select and use the target vocabulary of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.15.G1. Students can select and use the target grammatical elements of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.15.W1. Students can get ready for the writing-expression process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.W2. Students can understand the model/example for the writing task about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.W3. Students can organise a content for the assigned writing task on the current content “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” based on the model/example provided. ENG.5.15.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people. ENG.5.15.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” in relation to themselves or others, both individually and/or with others. ENG.5.15.S1. Students can get ready for speaking-expression process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.S2. Students can use the model/example for producing verbal content about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.S3. Students can organise a new verbal content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by speaking accurately, efficiently, and authentically. ENG.5.15.S4. Students can construct a new verbal content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by speaking accurately, efficiently, and authentically. ENG.5.15.S5. Students can reorganise (reconstruct) and use information about the “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people. ENG.5.15.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people in relation to themselves or others, both individually and/ or with others. ENG.5.15.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 recognised 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.5.15.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.15.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.15.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.15.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.15.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.15.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.5.15.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.15.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.5.15.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.15.G1. a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.15.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.5.15.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.5.15.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 organise 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.5.15.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/items 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.5.15.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.15.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.5.15.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.5.15.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.15.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.15.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.15.S5. a) Students use the information presented in the current content by reorganising 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.5.15.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. 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 V5. Sensitivity V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V18. Cleanliness V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS8. Sustainability Literacy LS9. Art Literacy Müzeler Haftası, Atatürk'ü Anma ve Gençlik ve Spor Bayramı
MAYIS
38. Hafta:
25-29 Mayıs
14 EID AL-ADHA (26–30 May 2026) EID AL-ADHA (26–30 May 2026) EID AL-ADHA (26–30 May 2026) EID AL-ADHA (26–30 May 2026) EID AL-ADHA (26–30 May 2026) EID AL-ADHA (26–30 May 2026) EID AL-ADHA (26–30 May 2026) Etik Günü, İstanbul'un Fethi
HAZİRAN
39. Hafta:
01-05 Haziran
8+6 15. LIFE IN NATURE Sub-themes: “Natural resources; animals in nature and their habitats; protecting natural resources and animals”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for natural resources: Nouns: Renewable resources, non-renewable resources, wind energy, geothermal energy, coal, oil, petrol (gas,AmE), natural gas, a forest, a rainforest, a jungle, an island, farmland, sunshine, sand, oceans, freshwater, groundwater, nature, wood, a waterfall, a valley, (the) environment, recycling. Vocabulary for global problems related to natural resources: Nouns: Deforestation, pollution (air, water, soil), global warming, climate change, landslide, flood, overfishing, loss of biodiversity, energy crisis, overpopulation, urbanisation (urbanization-AmE), rubbish (trash-AmE), litter, industrialisation (industrialization-AmE), environmental problems. Vocabulary for animals in nature and their habitats: Vocabulary for endangered animals: Nouns: A polar bear, a sea turtle, an Asian elephant, a tiger, a whale, a great white shark, a penguin, a panda, a dolphin, a chimpanzee, a cheetah. Vocabulary for their habitats: Nouns: Grasslands, woodlands, jungles, coral reefs, wetlands. Vocabulary for protecting natural resources: Verbs: To recycle, to use energy, to protect wildlife, to reduce consumption, to raise awareness, to reuse, to take care of, to cut down on, to avoid, to limit, to survive, to lessen, to hunt, to hide, to donate, to produce, to prevent. Adjectives: Endangered. Other related vocabulary: Nouns: A disease, a food source, wildlife, volunteering, overhunting, overfishing, sea pollution, air pollution, safety, population. Target Grammatical Structures in Use: -Reported Speech of Past Tenses: (The researcher explained that the whale had survived despite the sea pollution.) -The Past Perfect Tense: (The team had finished their survey on air pollution before the flood occurred.) -The Past Perfect Progressive Tense: (The farmers had been cutting down trees which led to deforestation when they became aware of that.) -Quantifiers (much, many, a lot of, very, none, no, few, a few, little, a little, all, both, enough, too, such, such a, either, neither): (A lot of rainforest trees have been cut down.) -Countable or Uncountable Nouns (some, any, no, none): (Do you have any information about global warming?) -Broader Rang of Intensifiers (too, enough, all, both, so): (There are too many problems about air and water protection.) Background Grammatical Structures in Use: -Past Tenses: The Simple Past Tense, The Past Progressive Tense. Functions of the Grammatical Structures in Use: -Use of Reported Speech of the Past Tenses: Reporting past actions, states, or truths in indirect speech. -Use of the Past Perfect Tense: Describing actions or events that were completed before another point in the past. -Use of the Past Perfect Progressive Tense: Expressing an ongoing action in the past that continued until a specific point or was interrupted by another past action. -Use of Quantifiers (much, many, a lot of, very, none, no, few, a few, little, a little, all, both, enough, too, such, such a, either, neither): Expressing quantity or amount. -Use of Countable or Uncountable Nouns (some, any, no, none, no one): Expressing quantities and amounts, distinguishing between items that can be counted (countable nouns) and those that cannot (uncountable nouns). -Use of Broader Range of Intensifier such as too, enough, all, both, so: Expressing degree, quantity or emphasis. Functions of the Background Grammatical Structures: -Use of Past Tenses: Describing events, happenings and situations in the past at a specific time or were ongoing. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Please don’t waste a drop (of water)! Use less paper now and save it for a rainy day! The deer feel free as birds in the forest! Don’t harm nature! Target Phonological Sounds in Use: Consonants.: w, x Consonants: w: (/w/), silent /w/); x: (/ɛks/, /ks/, /gz/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. OKUL TEMELLİ PLANLAMA* ENG.5.15.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” carefully. ENG.5.15.L2. Students can bring information about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” together through significant details and main components while listening (to)/watching it. ENG.5.15.L3. Students can make meaning of/derive meaning from the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” through significant details by listening (to)/watching it carefully. ENG.5.15.L4. Students can 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 natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.P1. Students can select and use the target phonological elements of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. ENG.5.15.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.R2. Students can bring information about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.15.R3. Students can make meaning of / derive meaning from the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by reading it carefully. ENG.5.15.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” in relation to themselves or others, both individually and/or with others. ENG.5.15.V1. Students can select and use the target vocabulary of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.15.G1. Students can select and use the target grammatical elements of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.15.W1. Students can get ready for the writing-expression process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.W2. Students can understand the model/example for the writing task about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.W3. Students can organise a content for the assigned writing task on the current content “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” based on the model/example provided. ENG.5.15.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people. ENG.5.15.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” in relation to themselves or others, both individually and/or with others. ENG.5.15.S1. Students can get ready for speaking-expression process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.S2. Students can use the model/example for producing verbal content about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.S3. Students can organise a new verbal content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by speaking accurately, efficiently, and authentically. ENG.5.15.S4. Students can construct a new verbal content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by speaking accurately, efficiently, and authentically. ENG.5.15.S5. Students can reorganise (reconstruct) and use information about the “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people. ENG.5.15.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people in relation to themselves or others, both individually and/ or with others. ENG.5.15.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 recognised 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.5.15.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.15.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.15.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.15.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.15.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.15.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.5.15.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.15.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.5.15.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.15.G1. a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.15.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.5.15.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.5.15.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 organise 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.5.15.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/items 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.5.15.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.15.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.5.15.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.5.15.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.15.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.15.S4. a) Students use target pronunciation, vocabulary, language chunks/items, 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.5.15.S5. a) Students use the information presented in the current content by reorganising 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.5.15.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. 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 V5. Sensitivity V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V18. Cleanliness V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS8. Sustainability Literacy LS9. Art Literacy Etik Günü, Hayat Boyu Öğrenme Haftası
HAZİRAN
40. Hafta:
08-12 Haziran
14 16. LIFE IN THE UNIVERSE & FUTURE Sub-themes: “Astronaut life on space stations; space explorations; life in the future”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary about Space: Atmosphere, a starship, aerospace, an asteroid, a comet, a space module, a moonwalk, surface, faster-than-light (FTL), a flying saucer, an unidentified flying object (UFO). Verbs: To shine, to launch. Adjectives: Interplanetary, earthbound, crewed-uncrewed (manned, unmanned-AmE). Vocabulary for space exploration: Nouns: An astronaut, space travel, exploration, space mission, telescope, a spacecraft, rocket, spacewalk, discovery, a space suit, a spaceship, a space station, a space capsule, a space tourist, an autopilot, an airlock, a lander, a launcher, a mother ship, a module. Verbs: To capture, to rotate, to revolve, to launch, to take off, to land, to explore, to return to Earth, to exist. Vocabulary for life in the universe: Nouns: Life forms, living things, robots, creatures, space colonies. Adjectives: Rare, mysterious, unknown, smart, weird. Vocabulary for future Lifestyles (robots…): Nouns: Smart homes, wearable technology, telecommuting, virtual reality, digital environment, digital elements. Vocabulary for future technologies and inventions: Nouns: Robotics, 3D printing, drones, self-driving vehicles, solar panels, wireless earbuds, AR glasses, headsets, AI home assistants, artificial intelligence (AI), virtual reality (VR). Verbs: To be equipped with, to predict, to transform, to alert, to influence, to adapt. Target Grammatical Structures in Use: -Conditional 3: (If astronomers hadn’t gone to space we would not have learned about it.) -Modals in the Past: (Research on planets may have started years ago.) Background Target Grammatical Structures: -The Past Perfect Tense: (I had bought a new drone to take pictures.) -The Future Perfect Tense: (By 2050, scientists will have discovered evidence of life on Mars.) Functions of the Grammatical Structures in Use: -Use of Conditional 3: Talking about hypothetical situations in the past that did not happen. -Use of Modals in the Past: Expressing speculation, possibility, or necessity about past actions. Functions of the Background Grammatical Structures in Use: -Use of Past Perfect Tense: -Use of the Future Perfect Tense: Expressing an action that will be completed before a specific time in the future. About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: She was over the moon with happiness! I was lost in space feeling confused! She was on another planet while the teacher was talking! The sky’s the limit for the future of technology! Target Phonological Sounds in Use: Consonants: y, z Consonants: y: (/waɪ/, /j/, /ɪ/, /iː/); z: /(zed/ (Br), /ziː/ (AmE), /z/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. ENG.5.16.L1. Students can get ready for the listening /watching-comprehension process for the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” carefully. ENG.5.16.L2. Students can bring information about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” together through significant details and main components while listening (to)/watching it. ENG.5.16.L3. Students can make meaning of/derive meaning from the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” through significant details by listening (to)/watching it carefully. ENG.5.16.L4. Students can 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 astronaut life on space stations; space explorations; life in the future” ENG.5.16.P1. Students can select and use the target phonological elements of the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.16.R1. Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. ENG.5.16.R2. Students can bring information about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.16.R3. Students can make meaning of / derive meaning from the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” by reading it carefully. ENG.5.16.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with astronaut life on space stations; space explorations; life in the future” in relation to themselves or others, both individually and/or with others. ENG.5.16.V1. Students can select and use the target vocabulary of the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.16.G1. Students can select and use the target grammatical elements of the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.16.W1. Students can get ready for the writing-expression process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. ENG.5.16.W2. Students can understand the model/example for the writing task about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. ENG.5.16.W3. Students can organise a content for the assigned writing task on the current content “life in the universe and future with astronaut life on space stations; space explorations; life in the future” based on the model/example provided. ENG.5.16.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. ENG.5.16.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people. ENG.5.16.W6. Students can 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 astronaut life on space stations; space explorations; life in the future” in relation to themselves or others, both individually and/or with others. ENG.5.16.S1. Students can get ready for speaking-expression process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” ENG.5.16.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” ENG.5.16.S3. Students can organise a new verbal content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” by speaking accurately, efficiently, and authentically. ENG.5.16.S4. Students can construct a new verbal content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” by speaking accurately, efficiently, and authentically. ENG.5.16.S5. Students can reorganise (reconstruct) and use information about the “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people. ENG.5.16.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.16.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 recognised 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.5.16.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.16.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.16.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.16.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 recognise the target phonological elements of the current content when they are heard in different contexts. d) Students recognise 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.5.16.R1 a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b) Students recognise 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 recognised relationships. d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.16.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.5.16.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.16.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.5.16.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c) Students recognise 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) Students repeat 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 recognise 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 analysing 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.5.16.G1. a) Students become 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, analysing, 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 recognise 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 recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j) Students use the target language chunk/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.16.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.5.16.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.5.16.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 organise 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.5.16.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.5.16.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising 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.5.16.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.5.16.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.5.16.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.16.S3. a) Students recognise 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 organise 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 organise 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 organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required ENG.5.16.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.5.16.S5. a) Students use the information presented in the current content by reorganising 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.5.16.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 rölçme ve değerlendirme bölümüelation to the speaking-expression process about the current content with others. 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 V9. Compassion V10. Modesty V11. Independence V12. Patience V16. Responsibility V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS8. Sustainability Literacy LS9. Art Literacy Etik Günü, Çevre ve İklim Değişikliği Haftası
HAZİRAN
41. Hafta:
15-19 Haziran
7+7 16. LIFE IN THE UNIVERSE & FUTURE Sub-themes: “Astronaut life on space stations; space explorations; life in the future”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary about Space: Atmosphere, a starship, aerospace, an asteroid, a comet, a space module, a moonwalk, surface, faster-than-light (FTL), a flying sauce... ENG.5.16.L1. Students can get ready for the listening /watching-comprehension process for the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” carefully. ENG.5.16.L2. Students can bring information about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” together through significant details and main components while listening (to)/watching it. ENG.5.16.L3. Students can make meaning of/derive meaning from the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” through significant details by listening (to)/watching it carefully. ENG.5.16.L4. Students can 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 astronaut life on space stations; space explorations; life in the future” ENG.5.16.P1. Students can select and use the target phonological elements of the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.16.R1. Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. ENG.5.16.R2. Students can bring information about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.16.R3. Students can make meaning of / derive meaning from the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” by reading it carefully. ENG.5.16.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with astronaut life on space stations; space explorations; life in the future” in relation to themselves or others, both individually and/or with others. ENG.5.16.V1. Students can select and use the target vocabulary of the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.16.G1. Students can select and use the target grammatical elements of the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.16.W1. Students can get ready for the writing-expression process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. ENG.5.16.W2. Students can understand the model/example for the writing task about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. ENG.5.16.W3. Students can organise a content for the assigned writing task on the current content “life in the universe and future with astronaut life on space stations; space explorations; life in the future” based on the model/example provided. ENG.5.16.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. ENG.5.16.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people. ENG.5.16.W6. Students can 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 astronaut life on space stations; space explorations; life in the future” in relation to themselves or others, both individually and/or with others. ENG.5.16.S1. Students can get ready for speaking-expression process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” ENG.5.16.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” ENG.5.16.S3. Students can organise a new verbal content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” by speaking accurately, efficiently, and authentically. ENG.5.16.S4. Students can construct a new verbal content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” by speaking accurately, efficiently, and authentically. ENG.5.16.S5. Students can reorganise (reconstruct) and use information about the “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people. ENG.5.16.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.16.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 knowledg... 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 V9. Compassion V10. Modesty V11. Independence V12. Patience V16. Responsibility V20. Benevolence LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS8. Sustainability Literacy LS9. Art Literacy Etik Günü
HAZİRAN
42. Hafta:
22-26 Haziran
14 SOCIAL ACTIVITY SOCIAL ACTIVITY SOCIAL ACTIVITY SOCIAL ACTIVITY SOCIAL ACTIVITY SOCIAL ACTIVITY SOCIAL ACTIVITY 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.

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06.12.2025
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