Sub-Themes:Places for recreation and attractions in the neighbourhood and city different types of houses. Vocabulary for places for recreation and attractions in the neighbourhood and city:Nouns: A corner, asquare, a gym, a coast, a street fair, a hall, a sports centre, an art gallery, a shop (store-AmE), a castle, atower, a site, a museum, a mosque, a town. Verbs: To cycle, to fish, to jump, to guide, to joke, to experience,to attend. Adjectives: Social, ancient, close, famous, crowded, quiet, modern, traditional, peaceful, brand-new, local. Adverbs: Best, easily. Phrases: To take a tour, to attend an event, to take a photograph, to hire (abike) (rent-AmE). Vocabulary for different types of houses and furniture and kitchen utensils:Nouns: A flat (apartment AmE),a kitchen, a bathroom, a bedroom, a sitting room (a living room-AmE), a dining room, a toilet, a garden, agarage), a balcony, a terrace, a corridor (hallway-AmE), a floor, a lift ( elevator-AmE), a roof, a bookcase, asofa, an armchair, a bed, a cupboard, a fridge, an oven (a stove-AmE), a lamp, a knife, a spoon, a fork, a plate,a wardrobe, a dishwasher, a shelf, ground. Verbs: To repair. Adjectives: Wide, wooden, metal, plastic, bright,light, comfortable, bottom, top, glass, steel, handmade. Adverbs: Inside, outside. Target Grammatical Structures in Use: -Comparatives of adjectives (regular-irregular): (The sofa is more comfortable than the armchair).-Possessive ’s: (This is Anna’s bicycle; she uses it every day.) -Present Simple Tense: (We cycle to the park every Saturday.) -There is/are: (There are many paintings in the art gallery. There is a wide sofa in the living room.) Functions of the Target Grammatical Structures in Use: -Use of “Comparatives of Adjectives (regular-irregular)”: Expressing comparisons between two people,objects, or ideas. -Use of “Possessive ‘s”: Indicating ownership or relationship. -Use of the Present Simple Tense: Expressing habitual actions, general truths, and permanent states.-Use of “There is/There are”: Indicating existence or location. Target Social Language in Use: Where is the nearest library?Our kitchen is the heart of our house! Our new flat was ready to move into! (Our new flat was move-in-ready! AmE.) Target Phonological Sounds in Use: f, g, h, i, j, k, Vowel: i: i (/aı/, /ı/, /i:/) Consonants:f: (/f/); g: (/g/, /dʒ/); h: (/h/); j (/dʒeɪ/, /dʒ/); k: (/k/); *Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.

ENG.5.5.L1.

Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” carefully.

ENG.5.5.L2.

Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” together through significant details and main components while listening/watching it.

ENG.5.5.L3.

Students are expected to be able to make meaning of/derive meaning from the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through significant details by listening/watching it carefully.

ENG.5.5.L4.

Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.P1.

Students are expected to be able to select and use the target phonological elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.5.R1.

Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.R2.

Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.5.R3.

Students are expected to be able to make meaning of / derive meaning from the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by reading it carefully.

ENG.5.5.R4.

Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.

ENG.5.5.V1.

Students are expected to be able to select and use the target vocabulary of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.5.G1.

Students are expected to be able to select and use the target grammatical elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.5.W1.

Students are expected to be able to get ready for the writing-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.W2.

Students are expected to be able to understand the model/example for the writing task about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.W3.

Students are expected to be able to organize a content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” based on the model/example provided.

ENG.5.5.W4.

Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.W5.

Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people.

ENG.5.5.W6.

Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.

ENG.5.5.S1.

Students are expected to be able to get ready for speaking-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.S2.

Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ;different types of houses”.

ENG.5.5.S3.

Students are expected to be able to organize a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.

ENG.5.5.S4.

Students are expected to be able to construct a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.

ENG.5.5.S5.

Students are expected to be able to reorganize (reconstruct) and use information about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people.

ENG.5.5.S6.

Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.

ENG.5.5.L1
a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “life in the neighborhood and city” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.5.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.5.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.
g)Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.5.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.5.P1.
a)Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.
c)Students recognize the target phonological elements of the current content when they are heard in different contexts.
d)Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.5.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.
c)Students making significant preliminary predictions about the current content based on recognized relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.5.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.5.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.5.R4.
a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.5.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.
b)Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/ watching/reading the source material.
e)Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.5.G1.
a)Being familiar with the current content by listening (to)/watching/reading it a few times attentively
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/ viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.
g)Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.
j)Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.5.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.5.W2.
a)Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.5.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.5.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.5.W5.
a)Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.5.W6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.5.S1.
a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.5.S2.
a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.5.S3.
a)Students recognize what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b)Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.5.S4.
a)Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/ unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.5.S5.
a)Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.5.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.

SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill

LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy

V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V16.Responsibility, V20. Benevolence

PERFORMANCE ASSIGNMENT: Students will search the Internet for the types of the houses that they have learnt about in the theme so as to collect more information about them. Students will create a dream house for themselves, drawing it by hand or using pictures and/or digital sources. Then they will present it to theclass. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Sub-Themes:Places for recreation and attractions in the neighbourhood and city different types of houses. Vocabulary for places for recreation and attractions in the neighbourhood and city:Nouns: A corner, asquare, a gym, a coast, a street fair, a hall, a sports centre, an art gallery, a shop (store-AmE), a castle, atower, a site, a museum, a mosque, a town. Verbs: To cycle, to fish, to jump, to guide, to joke, to experience,to attend. Adjectives: Social, ancient, close, famous, crowded, quiet, modern, traditional, peaceful, brand-new, local. Adverbs: Best, easily. Phrases: To take a tour, to attend an event, to take a photograph, to hire (abike) (rent-AmE). Vocabulary for different types of houses and furniture and kitchen utensils:Nouns: A flat (apartment AmE),a kitchen, a bathroom, a bedroom, a sitting room (a living room-AmE), a dining room, a toilet, a garden, agarage), a balcony, a terrace, a corridor (hallway-AmE), a floor, a lift ( elevator-AmE), a roof, a bookcase, asofa, an armchair, a bed, a cupboard, a fridge, an oven (a stove-AmE), a lamp, a knife, a spoon, a fork, a plate,a wardrobe, a dishwasher, a shelf, ground. Verbs: To repair. Adjectives: Wide, wooden, metal, plastic, bright,light, comfortable, bottom, top, glass, steel, handmade. Adverbs: Inside, outside. Target Grammatical Structures in Use: -Comparatives of adjectives (regular-irregular): (The sofa is more comfortable than the armchair).-Possessive ’s: (This is Anna’s bicycle; she uses it every day.) -Present Simple Tense: (We cycle to the park every Saturday.) -There is/are: (There are many paintings in the art gallery. There is a wide sofa in the living room.) Functions of the Target Grammatical Structures in Use: -Use of “Comparatives of Adjectives (regular-irregular)”: Expressing comparisons between two people,objects, or ideas. -Use of “Possessive ‘s”: Indicating ownership or relationship. -Use of the Present Simple Tense: Expressing habitual actions, general truths, and permanent states.-Use of “There is/There are”: Indicating existence or location. Target Social Language in Use: Where is the nearest library?Our kitchen is the heart of our house! Our new flat was ready to move into! (Our new flat was move-in-ready! AmE.) Target Phonological Sounds in Use: f, g, h, i, j, k, Vowel: i: i (/aı/, /ı/, /i:/) Consonants:f: (/f/); g: (/g/, /dʒ/); h: (/h/); j (/dʒeɪ/, /dʒ/); k: (/k/); *Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.

ENG.5.5.L1.

Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” carefully.

ENG.5.5.L2.

Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” together through significant details and main components while listening/watching it.

ENG.5.5.L3.

Students are expected to be able to make meaning of/derive meaning from the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through significant details by listening/watching it carefully.

ENG.5.5.L4.

Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.P1.

Students are expected to be able to select and use the target phonological elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.5.R1.

Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.R2.

Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.5.R3.

Students are expected to be able to make meaning of / derive meaning from the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by reading it carefully.

ENG.5.5.R4.

Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.

ENG.5.5.V1.

Students are expected to be able to select and use the target vocabulary of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.5.G1.

Students are expected to be able to select and use the target grammatical elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.5.W1.

Students are expected to be able to get ready for the writing-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.W2.

Students are expected to be able to understand the model/example for the writing task about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.W3.

Students are expected to be able to organize a content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” based on the model/example provided.

ENG.5.5.W4.

Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.W5.

Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people.

ENG.5.5.W6.

Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.

ENG.5.5.S1.

Students are expected to be able to get ready for speaking-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.S2.

Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ;different types of houses”.

ENG.5.5.S3.

Students are expected to be able to organize a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.

ENG.5.5.S4.

Students are expected to be able to construct a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.

ENG.5.5.S5.

Students are expected to be able to reorganize (reconstruct) and use information about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people.

ENG.5.5.S6.

Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.

ENG.5.5.L1
a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “life in the neighborhood and city” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.5.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.5.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.
g)Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.5.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.5.P1.
a)Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.
c)Students recognize the target phonological elements of the current content when they are heard in different contexts.
d)Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.5.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.
c)Students making significant preliminary predictions about the current content based on recognized relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.5.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.5.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.5.R4.
a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.5.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.
b)Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/ watching/reading the source material.
e)Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.5.G1.
a)Being familiar with the current content by listening (to)/watching/reading it a few times attentively
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/ viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.
g)Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.
j)Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.5.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.5.W2.
a)Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.5.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.5.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.5.W5.
a)Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.5.W6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.5.S1.
a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.5.S2.
a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.5.S3.
a)Students recognize what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b)Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.5.S4.
a)Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/ unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.5.S5.
a)Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.5.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.

SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill

LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy

V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V16.Responsibility, V20. Benevolence

PERFORMANCE ASSIGNMENT: Students will search the Internet for the types of the houses that they have learnt about in the theme so as to collect more information about them. Students will create a dream house for themselves, drawing it by hand or using pictures and/or digital sources. Then they will present it to theclass. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Sub-Themes:Places for recreation and attractions in the neighbourhood and city different types of houses. Vocabulary for places for recreation and attractions in the neighbourhood and city:Nouns: A corner, asquare, a gym, a coast, a street fair, a hall, a sports centre, an art gallery, a shop (store-AmE), a castle, atower, a site, a museum, a mosque, a town. Verbs: To cycle, to fish, to jump, to guide, to joke, to experience,to attend. Adjectives: Social, ancient, close, famous, crowded, quiet, modern, traditional, peaceful, brand-new, local. Adverbs: Best, easily. Phrases: To take a tour, to attend an event, to take a photograph, to hire (abike) (rent-AmE). Vocabulary for different types of houses and furniture and kitchen utensils:Nouns: A flat (apartment AmE),a kitchen, a bathroom, a bedroom, a sitting room (a living room-AmE), a dining room, a toilet, a garden, agarage), a balcony, a terrace, a corridor (hallway-AmE), a floor, a lift ( elevator-AmE), a roof, a bookcase, asofa, an armchair, a bed, a cupboard, a fridge, an oven (a stove-AmE), a lamp, a knife, a spoon, a fork, a plate,a wardrobe, a dishwasher, a shelf, ground. Verbs: To repair. Adjectives: Wide, wooden, metal, plastic, bright,light, comfortable, bottom, top, glass, steel, handmade. Adverbs: Inside, outside. Target Grammatical Structures in Use: -Comparatives of adjectives (regular-irregular): (The sofa is more comfortable than the armchair).-Possessive ’s: (This is Anna’s bicycle; she uses it every day.) -Present Simple Tense: (We cycle to the park every Saturday.) -There is/are: (There are many paintings in the art gallery. There is a wide sofa in the living room.) Functions of the Target Grammatical Structures in Use: -Use of “Comparatives of Adjectives (regular-irregular)”: Expressing comparisons between two people,objects, or ideas. -Use of “Possessive ‘s”: Indicating ownership or relationship. -Use of the Present Simple Tense: Expressing habitual actions, general truths, and permanent states.-Use of “There is/There are”: Indicating existence or location. Target Social Language in Use: Where is the nearest library?Our kitchen is the heart of our house! Our new flat was ready to move into! (Our new flat was move-in-ready! AmE.) Target Phonological Sounds in Use: f, g, h, i, j, k, Vowel: i: i (/aı/, /ı/, /i:/) Consonants:f: (/f/); g: (/g/, /dʒ/); h: (/h/); j (/dʒeɪ/, /dʒ/); k: (/k/); *Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.

ENG.5.5.L1.

Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” carefully.

ENG.5.5.L2.

Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” together through significant details and main components while listening/watching it.

ENG.5.5.L3.

Students are expected to be able to make meaning of/derive meaning from the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through significant details by listening/watching it carefully.

ENG.5.5.L4.

Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.P1.

Students are expected to be able to select and use the target phonological elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.5.R1.

Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.R2.

Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.5.R3.

Students are expected to be able to make meaning of / derive meaning from the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by reading it carefully.

ENG.5.5.R4.

Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.

ENG.5.5.V1.

Students are expected to be able to select and use the target vocabulary of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.5.G1.

Students are expected to be able to select and use the target grammatical elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.5.W1.

Students are expected to be able to get ready for the writing-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.W2.

Students are expected to be able to understand the model/example for the writing task about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.W3.

Students are expected to be able to organize a content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” based on the model/example provided.

ENG.5.5.W4.

Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.W5.

Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people.

ENG.5.5.W6.

Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.

ENG.5.5.S1.

Students are expected to be able to get ready for speaking-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.

ENG.5.5.S2.

Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ;different types of houses”.

ENG.5.5.S3.

Students are expected to be able to organize a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.

ENG.5.5.S4.

Students are expected to be able to construct a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.

ENG.5.5.S5.

Students are expected to be able to reorganize (reconstruct) and use information about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people.

ENG.5.5.S6.

Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.

ENG.5.5.L1
a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “life in the neighborhood and city” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.5.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.5.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.
g)Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.5.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.5.P1.
a)Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.
c)Students recognize the target phonological elements of the current content when they are heard in different contexts.
d)Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.5.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.
c)Students making significant preliminary predictions about the current content based on recognized relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.5.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.5.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.5.R4.
a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.5.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.
b)Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/ watching/reading the source material.
e)Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.5.G1.
a)Being familiar with the current content by listening (to)/watching/reading it a few times attentively
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/ viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.
g)Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.
j)Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.5.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.5.W2.
a)Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.5.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.5.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.5.W5.
a)Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.5.W6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.5.S1.
a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.5.S2.
a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.5.S3.
a)Students recognize what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b)Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.5.S4.
a)Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/ unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.5.S5.
a)Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.5.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.

SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill

LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy

V1. Justice, V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V16.Responsibility, V20. Benevolence

PERFORMANCE ASSIGNMENT: Students will search the Internet for the types of the houses that they have learnt about in the theme so as to collect more information about them. Students will create a dream house for themselves, drawing it by hand or using pictures and/or digital sources. Then they will present it to theclass. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

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

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

Sub-Themes:Family members’ routines; family members’ hobbies and activities Vocabulary for Family members’ Routines:Nouns: A couple, a role, a task, focus, resting, tidying, pet care,organisation. Verbs: To brush, to take care (of), to organise. Adjectives: Everyday, specific. Pronouns:Hers, his, mine (belongs to me), yours. Vocabulary for family members’ hobbies and activities:Nouns: A board game, a beach, a barbecue, abicycle, a camera, a festival, a guitar, a hobby, a holiday, a member, a museum, a photograph, a photo, a tent,a party, a computer game, a forest, a scooter, a piano, cooking, camping, cycling, dancing, fishing, playinggolf, swimming, playing football. Verbs: To have a picnic, to relax, to join, Adjectives: Active, usual. Target Grammatical Structures in Use: -Present Progressive Tense: (She is brushing her teeth.) -Present Progressive Tense vs Present Simple Tense: (We are camping in the forest this weekend, but wenormally stay at home during holidays.) -Question tags for the Present Progressive Tense: (She is brushing her teeth, isn’t she?) Functions of the Target Grammatical Structures in use: -Use of the Present Progressive Tense: Expressing actions or events that are happening at the moment ofspeaking, temporary actions, or planned future actions. -Use of the Present Progressive Tense vs Present Simple Tense: Contrasting ongoing or temporary actions(Present Progressive) with habitual actions, general truths, or permanent states (Present Simple). -Use of question tags for Present Progressive Tense: Confirming or checking ongoing actions that match the tense, tone, or polarity of the statement. Target Social Language in Use: We always get on well as a family! Can you lend your father a hand washing the car?Let’s tidy up the house together. Target Phonological Sounds in Use: a, b, c, d, e Vowels:a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/); e: (/e/; /i:/, /ə/)Consonants: b: (/b/), silent /b/); c: (/si/, /k/); d: (/d/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.

ENG.5.4.L1.

Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “family life with family members’ routines; family members’ hobbies and activities” carefully.

ENG.5.4.L2.

Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” together through significant details and main components while listening/watching it.

ENG.5.4.L3.

Students are expected to be able to make meaning of/derive meaning from the current content on “family life with family members’ routines; family members’ hobbies and activities” through significant details by listening/watching it carefully.

ENG.5.4.L4.

Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ routines; family members’ hobbies and activities”.

ENG.5.4.P1.

Students are expected to be able to select and use the target phonological elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.4.R1.

Students are expected to be able to get ready for the writing-comprehension process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.

ENG.5.4.R2.

Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.4.R3.

Students are expected to be able to make meaning of / derive meaning from the current content about “family life with family members’ routines; family members’ hobbies and activities” by reading it carefully.

ENG.5.4.R4.

Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others.

ENG.5.4.V1.

Students are expected to be able to select and use the target vocabulary of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.4.G1.

Students are expected to be able to select and use the target grammatical elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.4.W1.

Students are expected to be able to get ready for the writing-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.

ENG.5.4.W2.

Students are expected to be able to understand the model/example for the writing task about the current content on “family life with family members’ routines; family members’ hobbies and activities”.

ENG.5.4.W3.

Students are expected to be able to organize a content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities” based on the model/example provided.

ENG.5.4.W4.

Students are expected to be able to individually construct/form content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities”.

ENG.5.4.W5.

Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people.

ENG.5.4.W6.

Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others.

ENG.5.4.S1.

Students are expected to be able to get ready for speaking-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.

ENG.5.4.S2.

Students are expected to be able to use the model/example for producing verbal content about the current content on “family life with family members’ routines; family members’ hobbies and activities”.

ENG.5.4.S3.

Students are expected to be able to organize a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically.

ENG.5.4.S4.

Students are expected to be able to construct a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically.

ENG.5.4.S5.

Students are expected to be able to reorganize (reconstruct) and use information about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people.

ENG.5.4.S6.

Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.

ENG.5.4.L1.
a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “family life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.4.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.4.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.
g)Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.4.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.4.P1.
a)Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.
c)Students recognize the target phonological elements of the current content when they are heard in different contexts.
d)Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.4.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognize significant relationships between their pre-existing knowledge, past experiences, and clues to the current content.
c)Students make significant preliminary predictions about the current content based on recognized relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.4.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.4.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.4.R4.
a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.4.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.
b)Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening(to) /watching /reading the source material.
e)Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.4.G1.
a)Being familiar with the current content by listening (to)/watching /reading it a few times attentively.
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.
g)Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.
j)Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.4.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.4.W2.
a)Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.4.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.4.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.4.W5.
a)Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge with others. ENG.5.4.W6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.4.S1.
a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.4.S2.
a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.4.S3.
a)Students recognize what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/ example.
b)Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.4.S4.
a)Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/ unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.4.S5.
a)Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.4.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.

SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill

LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy

V2. Family Integrity, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V16.Responsibility, V20. Benevolence

PERFORMANCE ASSIGNMENT: Students will conduct a questionnaire on the daily routines, free-time activities, and hobbies of their family members through interviews and present the written results with digital resources and/or realia by acting out some of the routines, free-time activities, and hobbies reported in the questionnaire. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Sub-Themes:Family members’ routines; family members’ hobbies and activities Vocabulary for Family members’ Routines:Nouns: A couple, a role, a task, focus, resting, tidying, pet care,organisation. Verbs: To brush, to take care (of), to organise. Adjectives: Everyday, specific. Pronouns:Hers, his, mine (belongs to me), yours. Vocabulary for family members’ hobbies and activities:Nouns: A board game, a beach, a barbecue, abicycle, a camera, a festival, a guitar, a hobby, a holiday, a member, a museum, a photograph, a photo, a tent,a party, a computer game, a forest, a scooter, a piano, cooking, camping, cycling, dancing, fishing, playinggolf, swimming, playing football. Verbs: To have a picnic, to relax, to join, Adjectives: Active, usual. Target Grammatical Structures in Use: -Present Progressive Tense: (She is brushing her teeth.) -Present Progressive Tense vs Present Simple Tense: (We are camping in the forest this weekend, but wenormally stay at home during holidays.) -Question tags for the Present Progressive Tense: (She is brushing her teeth, isn’t she?) Functions of the Target Grammatical Structures in use: -Use of the Present Progressive Tense: Expressing actions or events that are happening at the moment ofspeaking, temporary actions, or planned future actions. -Use of the Present Progressive Tense vs Present Simple Tense: Contrasting ongoing or temporary actions(Present Progressive) with habitual actions, general truths, or permanent states (Present Simple). -Use of question tags for Present Progressive Tense: Confirming or checking ongoing actions that match the tense, tone, or polarity of the statement. Target Social Language in Use: We always get on well as a family! Can you lend your father a hand washing the car?Let’s tidy up the house together. Target Phonological Sounds in Use: a, b, c, d, e Vowels:a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/); e: (/e/; /i:/, /ə/)Consonants: b: (/b/), silent /b/); c: (/si/, /k/); d: (/d/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.

ENG.5.4.L1.

Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “family life with family members’ routines; family members’ hobbies and activities” carefully.

ENG.5.4.L2.

Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” together through significant details and main components while listening/watching it.

ENG.5.4.L3.

Students are expected to be able to make meaning of/derive meaning from the current content on “family life with family members’ routines; family members’ hobbies and activities” through significant details by listening/watching it carefully.

ENG.5.4.L4.

Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ routines; family members’ hobbies and activities”.

ENG.5.4.P1.

Students are expected to be able to select and use the target phonological elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.4.R1.

Students are expected to be able to get ready for the writing-comprehension process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.

ENG.5.4.R2.

Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.4.R3.

Students are expected to be able to make meaning of / derive meaning from the current content about “family life with family members’ routines; family members’ hobbies and activities” by reading it carefully.

ENG.5.4.R4.

Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others.

ENG.5.4.V1.

Students are expected to be able to select and use the target vocabulary of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.4.G1.

Students are expected to be able to select and use the target grammatical elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.4.W1.

Students are expected to be able to get ready for the writing-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.

ENG.5.4.W2.

Students are expected to be able to understand the model/example for the writing task about the current content on “family life with family members’ routines; family members’ hobbies and activities”.

ENG.5.4.W3.

Students are expected to be able to organize a content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities” based on the model/example provided.

ENG.5.4.W4.

Students are expected to be able to individually construct/form content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities”.

ENG.5.4.W5.

Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people.

ENG.5.4.W6.

Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others.

ENG.5.4.S1.

Students are expected to be able to get ready for speaking-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.

ENG.5.4.S2.

Students are expected to be able to use the model/example for producing verbal content about the current content on “family life with family members’ routines; family members’ hobbies and activities”.

ENG.5.4.S3.

Students are expected to be able to organize a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically.

ENG.5.4.S4.

Students are expected to be able to construct a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically.

ENG.5.4.S5.

Students are expected to be able to reorganize (reconstruct) and use information about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people.

ENG.5.4.S6.

Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.

ENG.5.4.L1.
a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “family life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.4.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.4.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.
g)Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.4.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.4.P1.
a)Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.
c)Students recognize the target phonological elements of the current content when they are heard in different contexts.
d)Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.4.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognize significant relationships between their pre-existing knowledge, past experiences, and clues to the current content.
c)Students make significant preliminary predictions about the current content based on recognized relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.4.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.4.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.4.R4.
a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.4.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.
b)Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening(to) /watching /reading the source material.
e)Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.4.G1.
a)Being familiar with the current content by listening (to)/watching /reading it a few times attentively.
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.
g)Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.
j)Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.4.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.4.W2.
a)Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.4.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.4.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.4.W5.
a)Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge with others. ENG.5.4.W6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.4.S1.
a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.4.S2.
a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.4.S3.
a)Students recognize what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/ example.
b)Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.4.S4.
a)Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/ unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.4.S5.
a)Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.4.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.

SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 FlexibilitySkill, SELS3.3. Responsible Decision-Making Skill

LS1. Information Literacy, LS2. Digital Literacy, LS3. Financial Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS9. Art Literacy

V2. Family Integrity, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V16.Responsibility, V20. Benevolence

PERFORMANCE ASSIGNMENT: Students will conduct a questionnaire on the daily routines, free-time activities, and hobbies of their family members through interviews and present the written results with digital resources and/or realia by acting out some of the routines, free-time activities, and hobbies reported in the questionnaire. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

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