İngilizce (MEB)-5
| Ders Tarihi | Saati |
|---|---|
| 15-19 Aralık | 3 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 3 PERSONAL LIFE |
| Konu (İçerik Çerçevesi) |
| Sub-Themes:Basic body parts and physical features; clothes; daily routines and activities Vocabulary for basic body parts and physical features:Nouns: A neck, a finger, an arm, a body, an eye,a face, a foot, hair, a hand, a head, a nose, a tooth, teeth, height, a leg. Adjectives: Thin, average, curly,straight, round, square, tall, short, wavy, oval. Vocabulary for clothes:Nouns: A belt, trousers (pants-AmE), a ring, a bag, boots, a cap, a coat, a (fancydress) costume, a dress, earrings, fashion, glasses, gloves, a handbag, a hat, a jacket, jeans, a jumper(a sweater-AmE), a necklace, a raincoat, a scarf, a headscarf, a shirt, shoes, shorts, a skirt, a sock,sunglasses, a T-shirt, an umbrella, a watch, silver, clothing, a bow, an outfit. Verbs: To own, to try on, towear, to create. Adjectives: Thick, thin, trendy, comfortable, ordinary, fancy, different, cool. Vocabulary for daily routines and activities:Nouns: A computer, a book, a magazine, music, a videogame, a map, a path, an adventure, an adventurer, a fashion show. Verbs: To watch, to draw, to read, to goshopping, to go out, to travel, to smile, to find. Adjectives: Daily, general. Adverbs of frequency:rarely, sometimes, always, never Target Grammatical Structures in Use: -The Simple Present Tense: (She wears her blue coat every winter.) -Question Tags for the Simple Present Tense: (She reads a book every evening, doesn’t she?)-Adverbs of Frequency (How often): (He usually wears sunglasses in summer.) -Possessive adjectives: My, your, his, her, our, your, their (I love my bag.) Functions of the Target Grammatical Structures in Use: -Use of The Simple Present Tense: Describing daily routines or habits. -Use of Question Tags for the Simple Present Tense: Checking or confirming general truths, actions orhabits. -Use of Adverbs of Frequency (How often): Expressing the frequency of actions or events.-Use of Possessive Adjectives: Showing ownership in relation to nouns. Target Social Language in Use : I’ll pop round to see you later! Don’t make fun of people! Let’s sort out the problem! Target Phonological Sounds in Use: Intonation of questions and question tags. |
| Öğrenme Çıktısı (Kazanımlar) |
|
ENG.5.3.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” carefully. ENG.5.3.L2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” together through significant details and main components while listening/watching it. ENG.5.3.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through significant details by listening/watching it carefully. ENG.5.3.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.P1. Students are expected to be able to select and use the target phonological elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.3.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.R2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.3.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” by reading it carefully. ENG.5.3.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. ENG.5.3.V1. Students are expected to be able to select and use the target vocabulary of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities” based on the model/example provided. ENG.5.3.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. ENG.5.3.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. ENG.5.3.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.S3. Students are expected to be able to organize a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. ENG.5.3.S4. Students are expected to be able to construct a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. ENG.5.3.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. ENG.5.3.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
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ENG.5.3.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “personal life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.3.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.3.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g)Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.3.L4. a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.3.P1. a)Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. c)Students recognize the target phonological elements of the current content when they are heard in different contexts. d)Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.3.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students make significant preliminary predictions about the current content based on recognized relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.3.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.3.R3. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognize significant horizontal/vertical/spiral relationships within the current content that contributes to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.3.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.3.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b)Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e)Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.3.G1. a)Being familiar with the current content by listening (to)/watching/reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g)Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j)Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.3.W1. a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.3.W2. a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.3.W3. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.3.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.3.W5. a)Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.3.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.3.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.3.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.3.S3. a)Students recognize what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example. b)Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.3.S4. a)Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.3.S5. a)Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.3.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. |
| Sosyal-Duygusal Öğrenme Becerileri |
|
→ 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 |
| Okur Yazarlık Becerileri |
|
→ LS1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy → LS9. Art Literacy |
| Değerler |
|
→ V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V10. Modesty → V11. Independence → V12. Patience → V13. Healthy Living → V16. Responsibility → V18.Cleanliness → V20. Benevolence |
| Ölçme |
|
→ PERFORMANCE ASSIGNMENT: Students will write a digital diary/journal describing their “daily routines → activities → and their timing in their personal lives” during a school term. They will present it with digital resources and/or realia by acting out the routines recorded in it. The assignment will be evaluated by using a rubric scheme → a rating scale → and/or a marking scheme. |
| Etkinlik |
| → Tutum, Yatırım ve Türk Malları Haftası |
| Ders Tarihi | Saati |
|---|---|
| 08-12 Aralık | 3 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 3 PERSONAL LIFE |
| Konu (İçerik Çerçevesi) |
| Sub-Themes:Basic body parts and physical features; clothes; daily routines and activities Vocabulary for basic body parts and physical features:Nouns: A neck, a finger, an arm, a body, an eye,a face, a foot, hair, a hand, a head, a nose, a tooth, teeth, height, a leg. Adjectives: Thin, average, curly,straight, round, square, tall, short, wavy, oval. Vocabulary for clothes:Nouns: A belt, trousers (pants-AmE), a ring, a bag, boots, a cap, a coat, a (fancydress) costume, a dress, earrings, fashion, glasses, gloves, a handbag, a hat, a jacket, jeans, a jumper(a sweater-AmE), a necklace, a raincoat, a scarf, a headscarf, a shirt, shoes, shorts, a skirt, a sock,sunglasses, a T-shirt, an umbrella, a watch, silver, clothing, a bow, an outfit. Verbs: To own, to try on, towear, to create. Adjectives: Thick, thin, trendy, comfortable, ordinary, fancy, different, cool. Vocabulary for daily routines and activities:Nouns: A computer, a book, a magazine, music, a videogame, a map, a path, an adventure, an adventurer, a fashion show. Verbs: To watch, to draw, to read, to goshopping, to go out, to travel, to smile, to find. Adjectives: Daily, general. Adverbs of frequency:rarely, sometimes, always, never Target Grammatical Structures in Use: -The Simple Present Tense: (She wears her blue coat every winter.) -Question Tags for the Simple Present Tense: (She reads a book every evening, doesn’t she?)-Adverbs of Frequency (How often): (He usually wears sunglasses in summer.) -Possessive adjectives: My, your, his, her, our, your, their (I love my bag.) Functions of the Target Grammatical Structures in Use: -Use of The Simple Present Tense: Describing daily routines or habits. -Use of Question Tags for the Simple Present Tense: Checking or confirming general truths, actions orhabits. -Use of Adverbs of Frequency (How often): Expressing the frequency of actions or events.-Use of Possessive Adjectives: Showing ownership in relation to nouns. Target Social Language in Use : I’ll pop round to see you later! Don’t make fun of people! Let’s sort out the problem! Target Phonological Sounds in Use: Intonation of questions and question tags. |
| Öğrenme Çıktısı (Kazanımlar) |
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ENG.5.3.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” carefully. ENG.5.3.L2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” together through significant details and main components while listening/watching it. ENG.5.3.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through significant details by listening/watching it carefully. ENG.5.3.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.P1. Students are expected to be able to select and use the target phonological elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.3.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.R2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.3.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” by reading it carefully. ENG.5.3.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. ENG.5.3.V1. Students are expected to be able to select and use the target vocabulary of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities” based on the model/example provided. ENG.5.3.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. ENG.5.3.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. ENG.5.3.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.S3. Students are expected to be able to organize a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. ENG.5.3.S4. Students are expected to be able to construct a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. ENG.5.3.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. ENG.5.3.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
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ENG.5.3.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “personal life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.3.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.3.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g)Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.3.L4. a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.3.P1. a)Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. c)Students recognize the target phonological elements of the current content when they are heard in different contexts. d)Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.3.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students make significant preliminary predictions about the current content based on recognized relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.3.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.3.R3. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognize significant horizontal/vertical/spiral relationships within the current content that contributes to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.3.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.3.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b)Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e)Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.3.G1. a)Being familiar with the current content by listening (to)/watching/reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g)Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j)Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.3.W1. a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.3.W2. a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.3.W3. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.3.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.3.W5. a)Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.3.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.3.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.3.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.3.S3. a)Students recognize what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example. b)Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.3.S4. a)Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.3.S5. a)Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.3.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. |
| Sosyal-Duygusal Öğrenme Becerileri |
|
→ 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 |
| Okur Yazarlık Becerileri |
|
→ LS1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy → LS9. Art Literacy |
| Değerler |
|
→ V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V10. Modesty → V11. Independence → V12. Patience → V13. Healthy Living → V16. Responsibility → V18.Cleanliness → V20. Benevolence |
| Ölçme |
|
→ PERFORMANCE ASSIGNMENT: Students will write a digital diary/journal describing their “daily routines → activities → and their timing in their personal lives” during a school term. They will present it with digital resources and/or realia by acting out the routines recorded in it. The assignment will be evaluated by using a rubric scheme → a rating scale → and/or a marking scheme. |
| Etkinlik |
| → Mevlana Haftası, İnsan Hakları ve Demokrasi Haftası |
| Ders Tarihi | Saati |
|---|---|
| 01-05 Aralık | 3 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 3 PERSONAL LIFE |
| Konu (İçerik Çerçevesi) |
| Sub-Themes:Basic body parts and physical features; clothes; daily routines and activities Vocabulary for basic body parts and physical features:Nouns: A neck, a finger, an arm, a body, an eye,a face, a foot, hair, a hand, a head, a nose, a tooth, teeth, height, a leg. Adjectives: Thin, average, curly,straight, round, square, tall, short, wavy, oval. Vocabulary for clothes:Nouns: A belt, trousers (pants-AmE), a ring, a bag, boots, a cap, a coat, a (fancydress) costume, a dress, earrings, fashion, glasses, gloves, a handbag, a hat, a jacket, jeans, a jumper(a sweater-AmE), a necklace, a raincoat, a scarf, a headscarf, a shirt, shoes, shorts, a skirt, a sock,sunglasses, a T-shirt, an umbrella, a watch, silver, clothing, a bow, an outfit. Verbs: To own, to try on, towear, to create. Adjectives: Thick, thin, trendy, comfortable, ordinary, fancy, different, cool. Vocabulary for daily routines and activities:Nouns: A computer, a book, a magazine, music, a videogame, a map, a path, an adventure, an adventurer, a fashion show. Verbs: To watch, to draw, to read, to goshopping, to go out, to travel, to smile, to find. Adjectives: Daily, general. Adverbs of frequency:rarely, sometimes, always, never Target Grammatical Structures in Use: -The Simple Present Tense: (She wears her blue coat every winter.) -Question Tags for the Simple Present Tense: (She reads a book every evening, doesn’t she?)-Adverbs of Frequency (How often): (He usually wears sunglasses in summer.) -Possessive adjectives: My, your, his, her, our, your, their (I love my bag.) Functions of the Target Grammatical Structures in Use: -Use of The Simple Present Tense: Describing daily routines or habits. -Use of Question Tags for the Simple Present Tense: Checking or confirming general truths, actions orhabits. -Use of Adverbs of Frequency (How often): Expressing the frequency of actions or events.-Use of Possessive Adjectives: Showing ownership in relation to nouns. Target Social Language in Use : I’ll pop round to see you later! Don’t make fun of people! Let’s sort out the problem! Target Phonological Sounds in Use: Intonation of questions and question tags. |
| Öğrenme Çıktısı (Kazanımlar) |
|
ENG.5.3.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” carefully. ENG.5.3.L2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” together through significant details and main components while listening/watching it. ENG.5.3.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through significant details by listening/watching it carefully. ENG.5.3.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.P1. Students are expected to be able to select and use the target phonological elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.3.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.R2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.3.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” by reading it carefully. ENG.5.3.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. ENG.5.3.V1. Students are expected to be able to select and use the target vocabulary of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities” based on the model/example provided. ENG.5.3.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. ENG.5.3.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. ENG.5.3.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.S3. Students are expected to be able to organize a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. ENG.5.3.S4. Students are expected to be able to construct a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. ENG.5.3.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. ENG.5.3.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
|
ENG.5.3.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “personal life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.3.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.3.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g)Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.3.L4. a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.3.P1. a)Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. c)Students recognize the target phonological elements of the current content when they are heard in different contexts. d)Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.3.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students make significant preliminary predictions about the current content based on recognized relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.3.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.3.R3. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognize significant horizontal/vertical/spiral relationships within the current content that contributes to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.3.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.3.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b)Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e)Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.3.G1. a)Being familiar with the current content by listening (to)/watching/reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g)Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j)Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.3.W1. a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.3.W2. a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.3.W3. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.3.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.3.W5. a)Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.3.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.3.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.3.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.3.S3. a)Students recognize what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example. b)Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.3.S4. a)Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.3.S5. a)Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.3.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. |
| Sosyal-Duygusal Öğrenme Becerileri |
|
→ 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 |
| Okur Yazarlık Becerileri |
|
→ LS1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy → LS9. Art Literacy |
| Değerler |
|
→ V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V10. Modesty → V11. Independence → V12. Patience → V13. Healthy Living → V16. Responsibility → V18.Cleanliness → V20. Benevolence |
| Ölçme |
|
→ PERFORMANCE ASSIGNMENT: Students will write a digital diary/journal describing their “daily routines → activities → and their timing in their personal lives” during a school term. They will present it with digital resources and/or realia by acting out the routines recorded in it. The assignment will be evaluated by using a rubric scheme → a rating scale → and/or a marking scheme. |
| Etkinlik |
| → Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi |
| Ders Tarihi | Saati |
|---|---|
| 24-28 Kasım | 3 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 3 PERSONAL LIFE |
| Konu (İçerik Çerçevesi) |
| Sub-Themes:Basic body parts and physical features; clothes; daily routines and activities Vocabulary for basic body parts and physical features:Nouns: A neck, a finger, an arm, a body, an eye,a face, a foot, hair, a hand, a head, a nose, a tooth, teeth, height, a leg. Adjectives: Thin, average, curly,straight, round, square, tall, short, wavy, oval. Vocabulary for clothes:Nouns: A belt, trousers (pants-AmE), a ring, a bag, boots, a cap, a coat, a (fancydress) costume, a dress, earrings, fashion, glasses, gloves, a handbag, a hat, a jacket, jeans, a jumper(a sweater-AmE), a necklace, a raincoat, a scarf, a headscarf, a shirt, shoes, shorts, a skirt, a sock,sunglasses, a T-shirt, an umbrella, a watch, silver, clothing, a bow, an outfit. Verbs: To own, to try on, towear, to create. Adjectives: Thick, thin, trendy, comfortable, ordinary, fancy, different, cool. Vocabulary for daily routines and activities:Nouns: A computer, a book, a magazine, music, a videogame, a map, a path, an adventure, an adventurer, a fashion show. Verbs: To watch, to draw, to read, to goshopping, to go out, to travel, to smile, to find. Adjectives: Daily, general. Adverbs of frequency:rarely, sometimes, always, never Target Grammatical Structures in Use: -The Simple Present Tense: (She wears her blue coat every winter.) -Question Tags for the Simple Present Tense: (She reads a book every evening, doesn’t she?)-Adverbs of Frequency (How often): (He usually wears sunglasses in summer.) -Possessive adjectives: My, your, his, her, our, your, their (I love my bag.) Functions of the Target Grammatical Structures in Use: -Use of The Simple Present Tense: Describing daily routines or habits. -Use of Question Tags for the Simple Present Tense: Checking or confirming general truths, actions orhabits. -Use of Adverbs of Frequency (How often): Expressing the frequency of actions or events.-Use of Possessive Adjectives: Showing ownership in relation to nouns. Target Social Language in Use : I’ll pop round to see you later! Don’t make fun of people! Let’s sort out the problem! Target Phonological Sounds in Use: Intonation of questions and question tags. |
| Öğrenme Çıktısı (Kazanımlar) |
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ENG.5.3.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” carefully. ENG.5.3.L2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” together through significant details and main components while listening/watching it. ENG.5.3.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through significant details by listening/watching it carefully. ENG.5.3.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.P1. Students are expected to be able to select and use the target phonological elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.3.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.R2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.3.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” by reading it carefully. ENG.5.3.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. ENG.5.3.V1. Students are expected to be able to select and use the target vocabulary of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities” based on the model/example provided. ENG.5.3.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. ENG.5.3.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. ENG.5.3.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. ENG.5.3.S3. Students are expected to be able to organize a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. ENG.5.3.S4. Students are expected to be able to construct a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. ENG.5.3.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. ENG.5.3.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
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ENG.5.3.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “personal life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.3.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.3.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g)Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.3.L4. a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.3.P1. a)Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. c)Students recognize the target phonological elements of the current content when they are heard in different contexts. d)Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.3.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students make significant preliminary predictions about the current content based on recognized relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.3.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.3.R3. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognize significant horizontal/vertical/spiral relationships within the current content that contributes to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.3.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.3.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b)Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e)Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.3.G1. a)Being familiar with the current content by listening (to)/watching/reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g)Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j)Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.3.W1. a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.3.W2. a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.3.W3. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.3.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.3.W5. a)Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.3.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.3.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.3.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.3.S3. a)Students recognize what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example. b)Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.3.S4. a)Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.3.S5. a)Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.3.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. |
| Sosyal-Duygusal Öğrenme Becerileri |
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→ 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 |
| Okur Yazarlık Becerileri |
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→ LS1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy → LS9. Art Literacy |
| Değerler |
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→ V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V10. Modesty → V11. Independence → V12. Patience → V13. Healthy Living → V16. Responsibility → V18.Cleanliness → V20. Benevolence |
| Ölçme |
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→ PERFORMANCE ASSIGNMENT: Students will write a digital diary/journal describing their “daily routines → activities → and their timing in their personal lives” during a school term. They will present it with digital resources and/or realia by acting out the routines recorded in it. The assignment will be evaluated by using a rubric scheme → a rating scale → and/or a marking scheme. |
| Etkinlik |
| → Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü |
| Ders Tarihi | Saati |
|---|---|
| 17-21 Kasım | 3 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 2 CLASSROOM LUFE |
| Konu (İçerik Çerçevesi) |
| Sub-Themes:Classroom rules and language; school subjects; timetables; classroom objects; days of theweek; time. Vocabulary for classroom rules and language:Nouns: Rubbish (trash-garbage-AmE), attention, (no) running.Adjectives: Careful. Verbs: To shout, to smile, to raise a hand, to follow, to borrow, to lend, to tidy (up), toleave, to forget, to bring, to hang (your coat), to hold on. Adverbs: Quietly, loudly, carefully, slowly. Vocabulary for school subjects:Maths, Turkish, Science, Social Studies, Foreign Language, English, Religionand Morals, Art, Music, P.E. (Physical Education), IT (Information Technology), Drama. Vocabulary for timetables:Nouns: A timetable, a day, a week, a weekday, a weekend, morning, afternoon,noon, a break, lunch, double lessons. Verbs: To start, to finish. Vocabulary for classroom objects:Nouns: A rubbish bin (a trash/garbage can -AmE), a (smart)board, aposter, a seat, a bookshelf, a rubber (an eraser-AmE), a dictionary, a board marker, a pencil case, a (school)material, a sheet, a notebook (exercise book-AmE), a desk. Vocabulary for days of the week:Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.Vocabulary for time:Half past, to, past, o’clock, quarter, a minute. Vocabulary for numbers 50-100:From 50 to 100. Target Grammatical Structures in Use: -The Simple Present Tense: (We have got an Art class every Wednesday.) -There is/are: (There is a new student in the class. There are fifty students in my class.)-Object Pronouns: Me, you, him, her, us, you, them (Can you give me your eraser?)-“To Be” for Time (What time is it?): (What time is it? It is half past four.) -Wh questions (What time..?): (What time does the English class start?) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing the responsibilities of different roles in the classroom anddaily routines and study routines in a classroom. -Use of “There is/There are”: Expressing the presence of something or somebody.-Use of Object Pronouns: Replacing nouns that receive the action in a sentence.-Use of “To Be” for time (What time is it?): Telling the time. -Use of “Wh- questions” (What time..?): Asking about time of actions. Target Social Language in Use: Make the grade if you want to join the Sports Club! Don’t skip the lesson! (Please don’t cut the class!) Give me a hand for this homework! I don’t feel all right.I’d love to. Target Phonological Sounds in Use: Intonation of negative statements. |
| Öğrenme Çıktısı (Kazanımlar) |
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ENG.5.2.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” carefully. ENG.5.2.L2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” together through significant details and main components while listening/watching it. ENG.5.2.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through significant details by listening/watching it carefully. ENG.5.2.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.P1. Students are expected to be able to select and use the target phonological elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.2.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.R2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.2.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by reading it carefully. ENG.5.2.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others. ENG.5.2.V1. Students are expected to be able to select and use the target vocabulary of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” based on the model/example provided. ENG.5.2.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people. ENG.5.2.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others. ENG.5.2.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.S2. Students are expected to be able to use the model /example for producing verbal content about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.S3. Students are expected to be able to organize a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically. ENG.5.2.S4. Students are expected to be able to construct a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically. ENG.5.2.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people. ENG.5.2.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
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ENG.5.2.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “classroom life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.2.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.2.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g)Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.2.L4. a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.2.P1. a)Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. c)Students recognize the target phonological elements of the current content when they are heard in different contexts. d)Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.2.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students make significant preliminary predictions about the current content based on recognized relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.2.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.2.R3. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.2.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.2.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition. b)Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening(to) /watching /reading the source material. e)Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.2.G1. a)Being familiar with the current content by listening (to) /watching /reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g)Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j)Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.2.W1. a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.2.W2. a)Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.2.W3. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.2.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.2.W5. a)Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.2.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.2.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.2.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.2.S3. a)Students recognize what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/ example. b)Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organize the information about the current content to be presented for prepared/unprepared speaking situations in an appropriate way as required. ENG.5.2.S4. a)Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared/unprepared speaking situations. ENG.5.2.S5. a)Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.2.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. |
| Sosyal-Duygusal Öğrenme Becerileri |
|
→ 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 |
| Okur Yazarlık Becerileri |
|
→ S1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy → LS9. Art Literacy |
| Değerler |
|
→ V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V9. Compassion → V10. Modesty → V12. Patience → V16. Responsibility → V20. Benevolence |
| Ölçme |
|
→ PERFORMANCE ASSIGNMENT: The students will create a dream classroom. First → they will decide the schedule for their classroom → classroom rules → and subjects. Then → they will prepare a poster about these dream classes that include the lesson schedule and classroom rules. The posters may include photos → pictures or drawings. Finally → they will present their dream classes. The assignment will be evaluated by using a rubric scheme → a rating scale → and/or a marking scheme. |
| Etkinlik |
| → Dünya Felsefe Günü, Dünya Çocuk Hakları Günü |
| Ders Tarihi | Saati |
|---|---|
| 10-14 Kasım | 3 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| FIRST MIDTERM BREAK: November 10 - 14 |
| Konu (İçerik Çerçevesi) |
| FIRST MIDTERM BREAK: November 10 - 14 |
| Öğrenme Çıktısı (Kazanımlar) |
| FIRST MIDTERM BREAK: November 10 - 14 |
| Süreç Bileşenleri(Kazanım Maddeleri) |
|
FIRST MIDTERM BREAK: November 10 -14 |
| Sosyal-Duygusal Öğrenme Becerileri |
| → FIRST MIDTERM BREAK: November 10 - 14 |
| Okur Yazarlık Becerileri |
| → FIRST MIDTERM BREAK: November 10 - 14 |
| Değerler |
| → FIRST MIDTERM BREAK: November 10 - 14 |
| Ölçme |
| → FIRST MIDTERM BREAK: November 10 - 14 |
| Etkinlik |
| → Atatürk Haftası, Afet Eğitimi Hazırlık Günü, Dünya Diyabet Günü |
| Ders Tarihi | Saati |
|---|---|
| 03-07 Kasım | 3 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 2 CLASSROOM LIFE |
| Konu (İçerik Çerçevesi) |
| Sub-Themes:Classroom rules and language; school subjects; timetables; classroom objects; days of theweek; time. Vocabulary for classroom rules and language:Nouns: Rubbish (trash-garbage-AmE), attention, (no) running.Adjectives: Careful. Verbs: To shout, to smile, to raise a hand, to follow, to borrow, to lend, to tidy (up), toleave, to forget, to bring, to hang (your coat), to hold on. Adverbs: Quietly, loudly, carefully, slowly. Vocabulary for school subjects:Maths, Turkish, Science, Social Studies, Foreign Language, English, Religionand Morals, Art, Music, P.E. (Physical Education), IT (Information Technology), Drama. Vocabulary for timetables:Nouns: A timetable, a day, a week, a weekday, a weekend, morning, afternoon,noon, a break, lunch, double lessons. Verbs: To start, to finish. Vocabulary for classroom objects:Nouns: A rubbish bin (a trash/garbage can -AmE), a (sMarch)board, aposter, a seat, a bookshelf, a rubber (an eraser-AmE), a dictionary, a board marker, a pencil case, a (school)material, a sheet, a notebook (exercise book-AmE), a desk. Vocabulary for days of the week:Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.Vocabulary for time:Half past, to, past, o’clock, quarter, a minute. Vocabulary for numbers 50-100:From 50 to 100. Target Grammatical Structures in Use: -The Simple Present Tense: (We have got an Art class every Wednesday.) -There is/are: (There is a new student in the class. There are fifty students in my class.)-Object Pronouns: Me, you, him, her, us, you, them (Can you give me your eraser?)-“To Be” for Time (What time is it?): (What time is it? It is half past four.) -Wh questions (What time..?): (What time does the English class start?) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing the responsibilities of different roles in the classroom anddaily routines and study routines in a classroom. -Use of “There is/There are”: Expressing the presence of something or somebody.-Use of Object Pronouns: Replacing nouns that receive the action in a sentence.-Use of “To Be” for time (What time is it?): Telling the time. -Use of “Wh- questions” (What time..?): Asking about time of actions. Target Social Language in Use: Make the grade if you want to join the Sports Club! Don’t skip the lesson! (Please don’t cut the class!) Give me a hand for this homework! I don’t feel all right.I’d love to. Target Phonological Sounds in Use: Intonation of negative statements. |
| Öğrenme Çıktısı (Kazanımlar) |
|
ENG.5.2.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” carefully. ENG.5.2.L2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” together through significant details and main components while listening/watching it. ENG.5.2.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through significant details by listening/watching it carefully. ENG.5.2.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.P1. Students are expected to be able to select and use the target phonological elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.2.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.R2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.2.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by reading it carefully. ENG.5.2.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others. ENG.5.2.V1. Students are expected to be able to select and use the target vocabulary of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” based on the model/example provided. ENG.5.2.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people. ENG.5.2.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others. ENG.5.2.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.S2. Students are expected to be able to use the model /example for producing verbal content about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. ENG.5.2.S3. Students are expected to be able to organize a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically. ENG.5.2.S4. Students are expected to be able to construct a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically. ENG.5.2.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people. ENG.5.2.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
|
ENG.5.2.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “classroom life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.2.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.2.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it. g)Students internalize the current content in an individualized and appropriate way according to age and language level. ENG.5.2.L4. a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. ENG.5.2.P1. a)Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. c)Students recognize the target phonological elements of the current content when they are heard in different contexts. d)Students recognize target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.2.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students make significant preliminary predictions about the current content based on recognized relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.2.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.2.R3. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalize the information in the current content in an individualized and appropriate way according to age and language level. ENG.5.2.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.2.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition. b)Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening(to) /watching /reading the source material. e)Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.2.G1. a)Being familiar with the current content by listening (to) /watching /reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analyzing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g)Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules. j)Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts. ENG.5.2.W1. a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.2.W2. a)Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.2.W3. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.2.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.2.W5. a)Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.2.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.2.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.2.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.2.S3. a)Students recognize what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/ example. b)Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organize the information about the current content to be presented for prepared/unprepared speaking situations in an appropriate way as required. ENG.5.2.S4. a)Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared/unprepared speaking situations. ENG.5.2.S5. a)Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.2.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. |
| Sosyal-Duygusal Öğrenme Becerileri |
|
→ 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 |
| Okur Yazarlık Becerileri |
|
→ S1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy → LS9. Art Literacy |
| Değerler |
|
→ V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V9. Compassion → V10. Modesty → V12. Patience → V16. Responsibility → V20. Benevolence |
| Ölçme |
|
→ PERFORMANCE ASSIGNMENT: The students will create a dream classroom. First → they will decide the schedule for their classroom → classroom rules → and subjects. Then → they will prepare a poster about these dream classes that include the lesson schedule and classroom rules. The posters may include photos → pictures or drawings. Finally → they will present their dream classes. The assignment will be evaluated by using a rubric scheme → a rating scale → and/or a marking scheme. |
| Etkinlik |
| → Kızılay Haftası, Organ Bağışı ve Nakli Haftası, Lösemili Çocuklar Haftası |
