1. Kültür Dersleri
  2. İngilizce
  3. İngilizce Çyd (Meb)-5
İngilizce ÇYD (MEB)-5
Düzenle
PDF İndir Word İndir
Ders Tarihi Saati
26-30 Ocak 14
Ünite/Tema/Öğrenme Alanı

SEMESTER: January 19 - 30
Konu (İçerik Çerçevesi)
SEMESTER: January 19 - 30
Öğrenme Çıktısı (Kazanımlar)
SEMESTER: January 19 - 30
Süreç Bileşenleri(Kazanım Maddeleri)
SEMESTER: January 19
-30
Sosyal-Duygusal Öğrenme Becerileri
→ SEMESTER: January 19 - 30
Okur Yazarlık Becerileri
→ SEMESTER: January 19 - 30
Değerler
→ SEMESTER: January 19 - 30
Ölçme
→ SEMESTER: January 19 - 30
Etkinlik
Ders Tarihi Saati
19-23 Ocak 14
Ünite/Tema/Öğrenme Alanı

SEMESTER: January 19 - 30
Konu (İçerik Çerçevesi)
SEMESTER: January 19 - 30
Öğrenme Çıktısı (Kazanımlar)
SEMESTER: January 19 - 30
Süreç Bileşenleri(Kazanım Maddeleri)
SEMESTER: January 19
-30
Sosyal-Duygusal Öğrenme Becerileri
→ SEMESTER: January 19 - 30
Okur Yazarlık Becerileri
→ SEMESTER: January 19 - 30
Değerler
→ SEMESTER: January 19 - 30
Ölçme
→ SEMESTER: January 19 - 30
Etkinlik
Ders Tarihi Saati
12-16 Ocak 7+7
Ünite/Tema/Öğrenme Alanı
  1. LIFE IN NATURE
Konu (İçerik Çerçevesi)
Sub-themes: “Animals in nature and habitats; daily activities and nature; activities in nature”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for animals and natural habitats: Land habitats: Nouns: A rainforest, a desert, a grassland, a savannah, a temperate forest, a tropical forest, a mountain. Water habitats: Nouns: The Arctic, the ocean, a lake, a wetland, the sea, the sky, ice, temperature, sand, storm, mud, wind. Adjectives: Hot, cold, cool, dry, wild, high, wide, endangered, warm, wet, magical. Animals: Nouns: A bird, a bear, a bee, a camel, a dolphin, a duck, an elephant, a fish, a frog, an insect, a monkey, a parrot, a rabbit, a snake, a tiger, a whale. Verbs: To kill, to protect, to blow, to destroy, to feed, to exist, to reach, to fly, to swim, to jump, to chirp, to hunt, to cut down. Vocabulary for daily activities and nature: Nouns: a storm. Verbs: To collect, to enjoy the view, to feed, to fish, to have a picnic, to plant, to pick, to recycle, to save, to swing, to blow Vocabulary for nature/outdoor activities: Nouns-Gerunds: Hiking, jogging, swimming, sunbathing, climbing. Target Grammatical Structures in Use: -The Past Progressive Tense: (Positive, Negative, Interrogative): (The bear was swimming in the river in the morning.) -The Past Progressive Tense vs The Simple Past Tense: (The dolphin was jumping out of the water in the ocean when the rabbit jumped quickly away from the grassland.) Modals: (Positive, Negative, Interrogative): -”Could” (Ability in The Past): (The butterfly could fly across the desert.) - “Could” (Polite Requests): (Could you help me plant seeds in the garden?) - “Should” For Advice: (You should feed the fish in the pond every day.) -Wh-Questions: (Where do the elephants usually walk in the savannah?) -Modal “Will” for Help: (I will help you cut the grass around the mountain trail.) - “Need & Needn’t” (Necessity): (You need to collect rainwater to water plants in the desert. We needn’t worry about sandstorms in the grassland.) Background Grammatical Language Structures in Use: -The Simple Past Tense: (The elephants left the savannah last year.) Function of the Grammatical Structures in Use: -Use of the Past Progressive Tense: Describing ongoing or interrupted actions in the past; setting the background for a narrative. -Use of the Past Progressive versus The Simple Past Tense: Contrasting an ongoing action with a completed action in the past; showing which action was in progress when another action occurred. -Use of Modal “Could” for Ability in the Past: Describing abilities or possibilities in the past; expressing what someone was capable of doing. -Use of Modal “Could” for Polite Requests: Showing politeness and indirectness in making requests or asking for favours. -Use of Modal “Should” for Advice: Giving recommendations, suggestions and/or expressing opinions about what is appropriate or advisable. -Use of Modal “Will” for help: Describing assistance or making promises related to future actions. -“Wh-questions”: Expressing curiosity, seeking specific information about time, place, reason, or manner. -Use of Modal “Will” for Help: Indicating future intentions, offers, promises, and/or willingness to assist. -Use of Modal “Need & Needn’t” (Necessity): Expressing necessity, obligation, and/or the lack of requirement or need. Functions of the Target Grammatical Structures: -Use of the Simple Past Tense: Describing events and happenings in the past. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Animals are all around us! Pick up litter! Use less energy! Plant trees! Save water! Plant the seeds for a better future! Target Phonological Sounds in Use: Consonants: g, h Consonants: g: (/g/, /dʒ/, silent /g/); h: (/h/), silent /h/); *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme.
Öğrenme Çıktısı (Kazanımlar)
ENG.5.7.L1.

Students can get ready for the listening/watching-comprehension process for the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” carefully.

ENG.5.7.L2.

Students can bring information about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” together through significant details and main components while listening (to)/watching it.

ENG.5.7.L3.

Students can make meaning of/derive meaning from the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” through significant details by listening (to)/watching it carefully.

ENG.5.7.L4.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.

ENG.5.7.P1.

Students can select and use the target phonological elements of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.7.R1.

Students can get ready for the reading-comprehension process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.

ENG.5.7.R2.

Students can bring information about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.7.R3.

Students can make meaning of / derive meaning from the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by reading it carefully.

ENG.5.7.R4.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” in relation to themselves or others, both individually and/or with others.

ENG.5.7.V1.

Students can select and use the target vocabulary of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.7.G1.

Students can select and use the target grammatical elements of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.7.W1.

Students can get ready for the writing-expression process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.

ENG.5.7.W2.

Students can understand the model/example for the writing task about the current ontent on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.

ENG.5.7.W3.

Students can organise a content for the assigned writing task on the current content “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” based on the model/example provided.

ENG.5.7.W4.

Students can individually construct/form content for the assigned writing task on the current content “life in nature with animals in nature and habitats; daily activities and nature; ctivities in nature”.

ENG.5.7.W5.

Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people.

ENG.5.7.W6.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” in relation to themselves or others, both individually and/or with others.

ENG.5.7.S1.

Students can get ready for speaking-expression process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.

ENG.5.7.S2.

Students can use the model/example for producing verbal content about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.

ENG.5.7.S3.

Students can organise a new verbal content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by speaking accurately, efficiently, and authentically.

ENG.5.7.S4.

Students can construct a new verbal content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by speaking accurately, efficiently, and authentically.

ENG.5.7.S5.

Students can reorganise (reconstruct) and use information about the “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people.

ENG.5.7.S6.

Students can convey their knowledge, experiences, thoughts, and feelings related to the peaking-expression process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people in relation to themselves or others, both individually and/or with others.
Süreç Bileşenleri(Kazanım Maddeleri)
ENG.5.7.L1.
a)Students activate their pre-existing knowledge and experience related to the current themeand content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “life in nature” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.7.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.7.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.
g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.7.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.7.P1.
a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.
c)Students recognise the target phonological elements of the current content when they are heard in different contexts.
d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.7.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognise significant relationships between their pre-existing knowledge, past experiences, and clues to the current content.
c)Students make significant preliminary predictions about the current content based on recognised relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.7.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.7.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.7.R4.
a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.7.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.
b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.
e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.7.G1.
a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness.
g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.
j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.7.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.7.W2.
a)Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.7.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.7.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.7.W5.
a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.7.W6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.7.S1.
a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.7.S2.
a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.7.S3.
a)Students recognise what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.7.S4.
a)Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.7.S5.
a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.7.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.
Sosyal-Duygusal Öğrenme Becerileri
→ SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. SelfReflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill
Okur Yazarlık Becerileri
→ LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy LS8. Sustainability Literacy LS9. Art Literacy
Değerler
→ V3. Diligence V4. Friendship V5. Sensitivity V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12. Patience V13. Healthy Living V16. Responsibility V20. Benevolence
Ölçme
→ Students will imagine they are nature explorers and will write a journal/blog about a day they spent in nature. They will include the animals they saw and their habitats
→ like birds in trees or fish in a river. They will talk about some daily activities they did such as gardening
→ planting flowers
→ and/ or growing vegetables. They will also describe any fun activities they enjoyed in nature
→ like hiking
→ fishing
→ or having a picnic. Students will use at least five different animals and five nature-related activities in their journal/blog. Additionally
→ they will draw a picture of their favourite moment in nature and explain it in a few sentences. The assignment will be evaluated by using a rubric scheme
→ a rating scale
→ and/or a marking scheme.
Etkinlik
Ders Tarihi Saati
05-09 Ocak 14
Ünite/Tema/Öğrenme Alanı
  1. LIFE IN THE WORLD
Konu (İçerik Çerçevesi)
Sub-themes: “Continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for continents: Africa, Antarctica, Asia, Australia, Europe, North America, South America. Vocabulary for countries: Türkiye, England, Australia, Brazil, Canada, China, France, Germany, Ireland, Italy, Japan, New Zealand, Portugal, Russia, Spain, the USA, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus, Kazakhstan, Kyrgyzstan. Vocabulary for nationalities and languages: Turkish/Turkish, English/English, Australian/English, Brazilian/ Portuguese, Canadian/English, Chinese/Chinese (Mandarin), French/French, German/German, Irish/English, Italian/Italian, Japanese/Japanese, New Zealander/English, Portuguese/Portuguese, Russian/Russian, Spanish/Spanish, American/English, Azerbaijani Turkish/Azerbaijani Turkish, Uzbek/Turkish, Turkmen/ Turkish, Turkish Cypriot/Turkish, Kazakh/Russian, Kyrgyz/Russian. Vocabulary for different cuisines from the world (different dishes): Fruits: A melon, a strawberry, a lemon, an orange, a pear, grapes. Vegetables: An onion, a garlic, a mushroom. Dairy: Cream. Grains & Baked goods: A toast. Meat: Steak. Desserts: Jam, a sweet (candy-AmE). Meals & dishes: An omelette (omelet-AmE), a snack, a meal. Drinks: a drink (beverage-AmE), a fizzy drink (sodaAmE), fruit juice. Cooking: Verbs: To barbecue, to boil, to bake, to cook, to cut, to fry, to grill, to mix, to roast, to wash up. Kitchen tools: Nouns: A plate, a glass, a bowl, a cooker (stove-AmE). Adjectives: Delicious, sweet, boiled, fried, grilled, roasted. Dining context: A café, a chef. Vocabulary for food festivals: Orange Blossom Festival (Türkiye), Aydın Fig Festival (Türkiye), Pizzafest (Italy), Dumpling Festival (Hong Kong), La Tomatina (Spain), Ikura Festival (Japan), Chocolate Festival (France), Maine Lobster Festival (Australia), The National Cherry Festival (the USA). Verbs for food festivals: To celebrate, to join, to serve, to throw. Nouns for food festivals: A dumpling, a lobster, a cherry, a festival, a tradition, a dish, an event, sauce, a food stand, a crowd. Target Grammatical Structures in Use: -The Present Perfect Tense (How long? since, for, already, just, ever, never): (I have lived in the USA since 2015 and I have never seen a festival like the National Cherry Festival.) -Superlative Adjectives (Regular, Irregular): (La Tomatina is the most exciting festival in Spain because everyone throws tomatoes at each other.) -Quantifiers (much, many, a lot of, very, some, any, no, few, a few, a little, little, all, both, enough, to, either, neither): (There are many dishes at the Pizzafest in Italy.) Background Grammatical Structures in Use: -Comparative Adjectives (Regular and Irregular): (Is Orange Blossom Festival in Adana more enjoyable than other Festivals for you?) -Countable & Uncountable: (I’ve eaten a melon and some pudding for breakfast.) Functions of the Grammatical Structures in Use: -Use of the Present Perfect Tense (how long? since, for, already, just, ever, never): Indicating recent action, experience, experience over time. -Use of Superlative adjectives (regular, irregular): Describing the highest or lowest degree of something within a group or category. -Use of quantifiers (much, many, a lot of, very, some, any, no, few, a few, a little, little, all, both, enough, to, either, neither): Indicating the amount or number of something. Functions of the Background Grammatical Structures in Use: -Use of Comparative Adjectives (Regular and Irregular): Describing comparisons between two people, things, places etc. -Use of Countable & Uncountable: Expressing the amount of quantity of nouns if they can be counted as individual units or cannot be counted as separate units. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: I have a sweet tooth and eat a lot of chocolate! It’s the icing on the cake! Each cuisine is a different kettle of fish! Those sandwiches sell like hotcakes! Target Phonological Sounds in Use: Vowel: e Consonant: f Vowel: e: (/e/; /i:/, /ə/, silent /e/) Consonant: f: (/f/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme.
Öğrenme Çıktısı (Kazanımlar)
ENG.5.6.L1.

Students can get ready for the listening/watching-comprehension process for the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” carefully.

ENG.5.6.L2.

Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” together through significant details and main components while listening (to)/watching it.

ENG.5.6.L3.

Students can make meaning of/derive meaning from the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through significant details by listening (to)/ watching it carefully.

ENG.5.6.L4.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.P1.

Students can select and use the target phonological elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.6.R1.

Students can get ready for the reading-comprehension process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.R2.

Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.6.R3.

Students can make meaning of / derive meaning from the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by reading it carefully.

ENG.5.6.R4.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others.

ENG.5.6.V1.

Students can select and use the target vocabulary of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.6.G1.

Students can select and use the target grammatical elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.6.W1.

Students can get ready for the writing-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.W2.

Students can understand the model/example for the writing task about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.W3.

Students can organise a content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” based on the model/example provided.

ENG.5.6.W4.

Students can individually construct/form content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.W5.

Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people.

ENG.5.6.W6.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others.

ENG.5.6.S1.

Students can get ready for speaking-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.S4.

Students can construct a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically.

ENG.5.6.S5.

Students can reorganise (reconstruct) and use information about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people.

ENG.5.6.S6.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people in relation to themselves or others, both individually and/or with others.
Süreç Bileşenleri(Kazanım Maddeleri)
ENG.5.6.L1.
a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “life in the world” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.6.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.6.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.
g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.6.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.6.P1.
a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, nand individually.
c)Students recognise the target phonological elements of the current content when they are heard in different contexts.
d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.6.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.
c)Students make significant preliminary predictions about the current content based on recognised relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.6.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.6.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.6.R4.
a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.6.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.
b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.
e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.6.G1.
a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness.
g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.
j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.6.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.6.W2.
a)Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.6.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.6.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.6.W5.
a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.6.W6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.6.S1.
a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.6.S2. Students can use the model/example for producing verbal content about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.S2.
a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.6.S3. Students can organise a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically. ENG.5.6.S3.
a)Students recognise what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.6.S4.
a)Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.6.S5.
a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.6.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.
Sosyal-Duygusal Öğrenme Becerileri
→ SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. SelfReflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1. Adaptability Skill SELS3.2. Flexibility Skill SELS3.3. Responsible Decision-Making Skill
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 V9. Compassion V10.Modesty V12. Patience V14. Respect V15. Love and Affection V16. Responsibility V19. Patriotism V20. Benevolence
Ölçme
→ Students will imagine they are food festival organisers and create a poster for an international food festival called “Tastes of the World”. They will choose three countries from different continents and show their national dishes. Students will write the names of the countries
→ their continents
→ and the dishes they are famous for. For example
→ they might write: eg. Türkiye (Eurasia)-Stuffed peppers Italy (Europe)-Pizza
→ Japan (Asia)-Sushi
→ and Mexico (North America)-Tacos. They will decorate their posters with drawings or pictures and write a short invitation at the bottom
→ such as “Come and taste the delicious food from around the world!” Finally
→ students will present their posters to the class. The assignment will be evaluated by using a rubric scheme
→ a rating scale
→ and/or a marking scheme.
Etkinlik
→ Enerji Tasarrufu Haftası
Ders Tarihi Saati
29 Aralık-02 Ocak 8+6
Ünite/Tema/Öğrenme Alanı
  1. LIFE IN THE WORLD
Konu (İçerik Çerçevesi)
Sub-themes: “Continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for continents: Africa, Antarctica, Asia, Australia, Europe, North America, South America. Vocabulary for countries: Türkiye, England, Australia, Brazil, Canada, China, France, Germany, Ireland, Italy, Japan, New Zealand, Portugal, Russia, Spain, the USA, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus, Kazakhstan, Kyrgyzstan. Vocabulary for nationalities and languages: Turkish/Turkish, English/English, Australian/English, Brazilian/ Portuguese, Canadian/English, Chinese/Chinese (Mandarin), French/French, German/German, Irish/English, Italian/Italian, Japanese/Japanese, New Zealander/English, Portuguese/Portuguese, Russian/Russian, Spanish/Spanish, American/English, Azerbaijani Turkish/Azerbaijani Turkish, Uzbek/Turkish, Turkmen/ Turkish, Turkish Cypriot/Turkish, Kazakh/Russian, Kyrgyz/Russian. Vocabulary for different cuisines from the world (different dishes): Fruits: A melon, a strawberry, a lemon, an orange, a pear, grapes. Vegetables: An onion, a garlic, a mushroom. Dairy: Cream. Grains & Baked goods: A toast. Meat: Steak. Desserts: Jam, a sweet (candy-AmE). Meals & dishes: An omelette (omelet-AmE), a snack, a meal. Drinks: a drink (beverage-AmE), a fizzy drink (sodaAmE), fruit juice. Cooking: Verbs: To barbecue, to boil, to bake, to cook, to cut, to fry, to grill, to mix, to roast, to wash up. Kitchen tools: Nouns: A plate, a glass, a bowl, a cooker (stove-AmE). Adjectives: Delicious, sweet, boiled, fried, grilled, roasted. Dining context: A café, a chef. Vocabulary for food festivals: Orange Blossom Festival (Türkiye), Aydın Fig Festival (Türkiye), Pizzafest (Italy), Dumpling Festival (Hong Kong), La Tomatina (Spain), Ikura Festival (Japan), Chocolate Festival (France), Maine Lobster Festival (Australia), The National Cherry Festival (the USA). Verbs for food festivals: To celebrate, to join, to serve, to throw. Nouns for food festivals: A dumpling, a lobster, a cherry, a festival, a tradition, a dish, an event, sauce, a food stand, a crowd. Target Grammatical Structures in Use: -The Present Perfect Tense (How long? since, for, already, just, ever, never): (I have lived in the USA since 2015 and I have never seen a festival like the National Cherry Festival.) -Superlative Adjectives (Regular, Irregular): (La Tomatina is the most exciting festival in Spain because everyone throws tomatoes at each other.) -Quantifiers (much, many, a lot of, very, some, any, no, few, a few, a little, little, all, both, enough, to, either, neither): (There are many dishes at the Pizzafest in Italy.) Background Grammatical Structures in Use: -Comparative Adjectives (Regular and Irregular): (Is Orange Blossom Festival in Adana more enjoyable than other Festivals for you?) -Countable & Uncountable: (I’ve eaten a melon and some pudding for breakfast.) Functions of the Grammatical Structures in Use: -Use of the Present Perfect Tense (how long? since, for, already, just, ever, never): Indicating recent action, experience, experience over time. -Use of Superlative adjectives (regular, irregular): Describing the highest or lowest degree of something within a group or category. -Use of quantifiers (much, many, a lot of, very, some, any, no, few, a few, a little, little, all, both, enough, to, either, neither): Indicating the amount or number of something. Functions of the Background Grammatical Structures in Use: -Use of Comparative Adjectives (Regular and Irregular): Describing comparisons between two people, things, places etc. -Use of Countable & Uncountable: Expressing the amount of quantity of nouns if they can be counted as individual units or cannot be counted as separate units. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: I have a sweet tooth and eat a lot of chocolate! It’s the icing on the cake! Each cuisine is a different kettle of fish! Those sandwiches sell like hotcakes! Target Phonological Sounds in Use: Vowel: e Consonant: f Vowel: e: (/e/; /i:/, /ə/, silent /e/) Consonant: f: (/f/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme.
Öğrenme Çıktısı (Kazanımlar)
OKUL TEMELLİ PLANLAMA*

ENG.5.6.L1.

Students can get ready for the listening/watching-comprehension process for the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” carefully.

ENG.5.6.L2.

Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” together through significant details and main components while listening (to)/watching it.

ENG.5.6.L3.

Students can make meaning of/derive meaning from the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through significant details by listening (to)/ watching it carefully.

ENG.5.6.L4.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.P1.

Students can select and use the target phonological elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.6.R1.

Students can get ready for the reading-comprehension process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.R2.

Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.6.R3.

Students can make meaning of / derive meaning from the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by reading it carefully.

ENG.5.6.R4.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others.

ENG.5.6.V1.

Students can select and use the target vocabulary of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.6.G1.

Students can select and use the target grammatical elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.6.W1.

Students can get ready for the writing-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.W2.

Students can understand the model/example for the writing task about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.W3.

Students can organise a content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” based on the model/example provided.

ENG.5.6.W4.

Students can individually construct/form content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.W5.

Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people.

ENG.5.6.W6.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others.

ENG.5.6.S1.

Students can get ready for speaking-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.S4.

Students can construct a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically.

ENG.5.6.S5.

Students can reorganise (reconstruct) and use information about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people.

ENG.5.6.S6.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people in relation to themselves or others, both individually and/or with others.
Süreç Bileşenleri(Kazanım Maddeleri)
ENG.5.6.L1.
a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “life in the world” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.6.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.6.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.
g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.6.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.6.P1.
a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, nand individually.
c)Students recognise the target phonological elements of the current content when they are heard in different contexts.
d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.6.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.
c)Students make significant preliminary predictions about the current content based on recognised relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.6.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.6.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.6.R4.
a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.6.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.
b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.
e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.6.G1.
a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness.
g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.
j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.6.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.6.W2.
a)Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.6.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.6.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.6.W5.
a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.6.W6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.6.S1.
a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.6.S2. Students can use the model/example for producing verbal content about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.S2.
a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.6.S3. Students can organise a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically. ENG.5.6.S3.
a)Students recognise what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.6.S4.
a)Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.6.S5.
a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.6.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.
Sosyal-Duygusal Öğrenme Becerileri
→ SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. SelfReflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1. Adaptability Skill SELS3.2. Flexibility Skill SELS3.3. Responsible Decision-Making Skill
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 V9. Compassion V10.Modesty V12. Patience V14. Respect V15. Love and Affection V16. Responsibility V19. Patriotism V20. Benevolence
Ölçme
→ Students will imagine they are food festival organisers and create a poster for an international food festival called “Tastes of the World”. They will choose three countries from different continents and show their national dishes. Students will write the names of the countries
→ their continents
→ and the dishes they are famous for. For example
→ they might write: eg. Türkiye (Eurasia)-Stuffed peppers Italy (Europe)-Pizza
→ Japan (Asia)-Sushi
→ and Mexico (North America)-Tacos. They will decorate their posters with drawings or pictures and write a short invitation at the bottom
→ such as “Come and taste the delicious food from around the world!” Finally
→ students will present their posters to the class. The assignment will be evaluated by using a rubric scheme
→ a rating scale
→ and/or a marking scheme.
Etkinlik
Ders Tarihi Saati
22-26 Aralık 10+4
Ünite/Tema/Öğrenme Alanı
  1. LIFE IN THE NEIGHBOURHOOD & CITY 6. LIFE IN THE WORLD
Konu (İçerik Çerçevesi)
Sub-themes: “Attractions and recreational places, services, and transportation in the neighbourhood and the city”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for attractions and recreational places in the neighbourhood & city: Nouns: An amusement park, a café, a castle, a cinema (movie theater-theater- AmE), a concert hall, a museum, a park, a shopping centre-shopping mall (mall-AmE), a sports stadium, a theatre. Adjectives: Amazing Vocabulary for services in the neighbourhood and the city: An airport, a bakery, a bookstore (bookshopAmE), a bus station, a department store, a fire station, a gas station (petrol station-AmE), a gallery, a hall, a hospital, a chemist’s (pharmacy, drugstore-AmE), a hotel, a library, a museum, a mosque, a post office, a railway station (train station-AmE), a store, a theatre (theatre-AmE), a train station. Vocabulary for transportation tools in the neighbourhood and the city: An aeroplane (airplane-AmE), an ambulance, a boat, a car, a bus, a coach, a helicopter, a lorry (truck-AmE), a motorbike (motorcycle-AmE), a ship, a train, (the British) tube-an underground (subway-AmE), a van. Vocabulary for transportation in the neighbourhood and the city: An airport, a bridge, a garage, a motorway (highway-AmE), a platform, a railway (railroad-AmE), a seat, a station, a stop. Target Grammatical Structures in Use: -The Simple Past Tense (was/were): (The library was quiet and peaceful yesterday.) -The Simple Past Tense (Regular/Irregular Verbs): (She visited the zoo last weekend. They drove to the railway station early in the morning.) -Question Tags: The Simple Past Tense: (You went to the shopping centre, didn’t you?) -Gerunds & Infinitives (-ing, -ed): (Visiting the museum is my favourite weekend activity. I plan to go to the amusement park this summer.) -Conjunctions (when-where-why): (I saw them when I visited the castle last week.) -Compound sentences (where-when-whose-why-who-that): (The cinema was the place where we watched the new film.) -Prepositions of place: (in front of, under, behind, among, beside, near, next to, between, -across, into, through, onto, out of, etc.): (The playground was behind the park in our neighbourhood.) -Something, anything: (I found something very different at the art gallery.) -Adjectives and adverbs (bad-badly): (She had a bad experience at the amusement park. He played the guitar badly during the concert at the concert hall.) Background Grammatical Structures in Use: -“Wh-Questions” (When-where-why: (Why did they build a new sports stadium in the city?) - Prepositions of Place (at, in, on): (She is in the park now.) -Prepositions of time: (I went to the supermarket on Saturday afternoon.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Past Tense (was/were): Describing states or conditions that existed in the past. -Use of the Simple Past Tense (regular/irregular verbs): Narrating completed actions or events that happened in the past. -Use of “Question tags” with the Simple Past Tense): Confirming or seeking agreement about past actions or events. -Use of Gerunds and Infinitives: Expressing actions or states in different grammatical functions. Gerunds are used for more general activities while infinitives are used for a purpose or a specific occasion. -Use of Conjunctions: Connecting clauses, phrases, or words to indicate relationships like time, place, or reason. -Use of the Compound Sentences (where-when-whose-why-who-that): Combining ideas to provide additional details or context. -Use of “Something, anything”: Referring to unspecified or general objects, actions, or ideas. -Use of Adjectives vs. Adverbs (Bad-Badly): Differentiating between describing nouns (adjectives) and modifying verbs, adjectives, or other adverbs (adverbs). Functions of the Background Grammatical Structures in Use: -Use of “Wh-questions” (when-where-why): Asking for specific information about people, places, times, or reasons. Indicating specific times, locations, or reasons for actions or events. -Use of Prepositions of Place (at, in, on, etc.): Indicating spatial relationships or positions of objects or people. -Use of Prepositions of Time: Specifying when actions or events occur. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffholded language. Target Social Language Expressions in Use: The museum is within walking distance from our house. Come on, pick up the pace! Let’s hop on the bus! Don’t hop off the bus here! Target Phonological Sounds in Use: Consonants: c, d Consonants: c: (/si/, /k/, /tʃ/, /z/, silent /c/); d: (/d/), silent /d/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. Sub-themes: “Continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for continents: Africa, Antarctica, Asia, Australia, Europe, North America, South America. Vocabulary for countries: Türkiye, England, Australia, Brazil, Canada, China, France, Germany, Ireland, Italy, Japan, New Zealand, Portugal, Russia, Spain, the USA, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus, Kazakhstan, Kyrgyzstan. Vocabulary for nationalities and languages: Turkish/Turkish, English/English, Australian/English, Brazilian/ Portuguese, Canadian/English, Chinese/Chinese (Mandarin), French/French, German/German, Irish/English, Italian/Italian, Japanese/Japanese, New Zealander/English, Portuguese/Portuguese, Russian/Russian, Spanish/Spanish, American/English, Azerbaijani Turkish/Azerbaijani Turkish, Uzbek/Turkish, Turkmen/ Turkish, Turkish Cypriot/Turkish, Kazakh/Russian, Kyrgyz/Russian. Vocabulary for different cuisines from the world (different dishes): Fruits: A melon, a strawberry, a lemon, an orange, a pear, grapes. Vegetables: An onion, a garlic, a mushroom. Dairy: Cream. Grains & Baked goods: A toast. Meat: Steak. Desserts: Jam, a sweet (candy-AmE). Meals & dishes: An omelette (omelet-AmE), a snack, a meal. Drinks: a drink (beverage-AmE), a fizzy drink (sodaAmE), fruit juice. Cooking: Verbs: To barbecue, to boil, to bake, to cook, to cut, to fry, to grill, to mix, to roast, to wash up. Kitchen tools: Nouns: A plate, a glass, a bowl, a cooker (stove-AmE). Adjectives: Delicious, sweet, boiled, fried, grilled, roasted. Dining context: A café, a chef. Vocabulary for food festivals: Orange Blossom Festival (Türkiye), Aydın Fig Festival (Türkiye), Pizzafest (Italy), Dumpling Festival (Hong Kong), La Tomatina (Spain), Ikura Festival (Japan), Chocolate Festival (France), Maine Lobster Festival (Australia), The National Cherry Festival (the USA). Verbs for food festivals: To celebrate, to join, to serve, to throw. Nouns for food festivals: A dumpling, a lobster, a cherry, a festival, a tradition, a dish, an event, sauce, a food stand, a crowd. Target Grammatical Structures in Use: -The Present Perfect Tense (How long? since, for, already, just, ever, never): (I have lived in the USA since 2015 and I have never seen a festival like the National Cherry Festival.) -Superlative Adjectives (Regular, Irregular): (La Tomatina is the most exciting festival in Spain because everyone throws tomatoes at each other.) -Quantifiers (much, many, a lot of, very, some, any, no, few, a few, a little, little, all, both, enough, to, either, neither): (There are many dishes at the Pizzafest in Italy.) Background Grammatical Structures in Use: -Comparative Adjectives (Regular and Irregular): (Is Orange Blossom Festival in Adana more enjoyable than other Festivals for you?) -Countable & Uncountable: (I’ve eaten a melon and some pudding for breakfast.) Functions of the Grammatical Structures in Use: -Use of the Present Perfect Tense (how long? since, for, already, just, ever, never): Indicating recent action, experience, experience over time. -Use of Superlative adjectives (regular, irregular): Describing the highest or lowest degree of something within a group or category. -Use of quantifiers (much, many, a lot of, very, some, any, no, few, a few, a little, little, all, both, enough, to, either, neither): Indicating the amount or number of something. Functions of the Background Grammatical Structures in Use: -Use of Comparative Adjectives (Regular and Irregular): Describing comparisons between two people, things, places etc. -Use of Countable & Uncountable: Expressing the amount of quantity of nouns if they can be counted as individual units or cannot be counted as separate units. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: I have a sweet tooth and eat a lot of chocolate! It’s the icing on the cake! Each cuisine is a different kettle of fish! Those sandwiches sell like hotcakes! Target Phonological Sounds in Use: Vowel: e Consonant: f Vowel: e: (/e/; /i:/, /ə/, silent /e/) Consonant: f: (/f/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme.
Öğrenme Çıktısı (Kazanımlar)
ENG.5.5.L1.

Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” carefully.

ENG.5.5.L2.

Students can bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” together through significant details and main components while listening (to)/ watching it.

ENG.5.5.L3.

Students can make meaning of/derive meaning from the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through significant details by listening (to)/watching it carefully.

ENG.5.5.L4.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.

ENG.5.5.P1.

Students can select and use the target phonological elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.5.R1.

Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.

ENG.5.5.R2.

Students can bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.5.R3.

Students can make meaning of / derive meaning from the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by reading it carefully.

ENG.5.5.R4.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others.

ENG.5.5.V1.

Students can select and use the target vocabulary of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.5.G1.

Students can select and use the target grammatical elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.5.W1.

Students can get ready for the writing-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.

ENG.5.5.W2.

Students can understand the model/example for the writing task about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.

ENG.5.5.W3.

Students can organise a content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” based on the model/example provided.

ENG.5.5.W4.

Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.

ENG.5.5.W5.

Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people.

ENG.5.5.W6.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others.

ENG.5.5.S1.

Students can get ready for speaking-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.

ENG.5.5.S2.

Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.

ENG.5.5.S3.

Students can organise a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically.

ENG.5.5.S4.

Students can construct a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically.

ENG.5.5.S5.

Students can reorganise (reconstruct) and use information about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people.

ENG.5.5.S6.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/or with others.

ENG.5.6.L1.

Students can get ready for the listening/watching-comprehension process for the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” carefully.

ENG.5.6.L2.

Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” together through significant details and main components while listening (to)/watching it.

ENG.5.6.L3.

Students can make meaning of/derive meaning from the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through significant details by listening (to)/ watching it carefully.

ENG.5.6.L4.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.P1.

Students can select and use the target phonological elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.6.R1.

Students can get ready for the reading-comprehension process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.R2.

Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.6.R3.

Students can make meaning of / derive meaning from the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by reading it carefully.

ENG.5.6.R4.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others.

ENG.5.6.V1.

Students can select and use the target vocabulary of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.6.G1.

Students can select and use the target grammatical elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.6.W1.

Students can get ready for the writing-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.W2.

Students can understand the model/example for the writing task about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.W3.

Students can organise a content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” based on the model/example provided.

ENG.5.6.W4.

Students can individually construct/form content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.W5.

Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people.

ENG.5.6.W6.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others.

ENG.5.6.S1.

Students can get ready for speaking-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

ENG.5.6.S4.

Students can construct a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically.

ENG.5.6.S5.

Students can reorganise (reconstruct) and use information about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people.

ENG.5.6.S6.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people in relation to themselves or others, both individually and/or with others.
Süreç Bileşenleri(Kazanım Maddeleri)
ENG.5.5.L1.
a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “life in the neighbourhood and city” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.5.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.5.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.
g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.5.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.5.P1.
a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.
c)Students recognise the target phonological elements of the current content when they are heard in different contexts.
d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.5.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.
c)Students making significant preliminary predictions about the current content based on recognised relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.5.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.5.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.5.R4.
a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.5.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.
b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.
e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.5.G1.
a)Student become familiar with the current content by listening (to)/watching/reading it a few times attentively.
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items/items presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks/items/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks/items/items provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks/items/items that are presented for the purpose of raising language awareness.
g)Students recognise the clauses/sentences containing the target grammatical chunks/items/items when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognised target grammatical chunks/items/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items/items in meaningful tasks without knowing and analysing their rules.
j)Students use the target language chunks/items/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.5.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.5.W2.
a)Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.5.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.5.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks/items/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.5.W5.
a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.5.W6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.5.S1.
a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.5.S2.
a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.5.S3.
a)Students recognise what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.5.S4.
a)Students use target pronunciation, vocabulary, language chunks/items/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.5.S5.
a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.5.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. ENG.5.6.L1.
a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “life in the world” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.6.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.6.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.
g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.6.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.6.P1.
a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, nand individually.
c)Students recognise the target phonological elements of the current content when they are heard in different contexts.
d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.6.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.
c)Students make significant preliminary predictions about the current content based on recognised relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.6.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.6.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.6.R4.
a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.6.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.
b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.
e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.6.G1.
a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness.
g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.
j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.6.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.6.W2.
a)Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.6.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.6.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.6.W5.
a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.6.W6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.6.S1.
a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.6.S2. Students can use the model/example for producing verbal content about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.S2.
a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.6.S3. Students can organise a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically. ENG.5.6.S3.
a)Students recognise what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.6.S4.
a)Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.6.S5.
a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.6.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.
Sosyal-Duygusal Öğrenme Becerileri
→ SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. SelfReflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1. Adaptability Skill SELS3.2. Flexibility Skill SELS3.3. Responsible Decision-Making Skill SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. SelfReflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1. Adaptability Skill SELS3.2. Flexibility Skill SELS3.3. Responsible Decision-Making Skill
Okur Yazarlık Becerileri
→ LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy LS8. Sustainability Literacy LS9. Art Literacy LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS9. Art Literacy
Değerler
→ V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12.Patience V14. Respect V16. Responsibility V19. Patriotism V20. Benevolence V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10.Modesty V12. Patience V14. Respect V15. Love and Affection V16. Responsibility V19. Patriotism V20. Benevolence
Ölçme
→ Students will create a Creative Mini Book (paper or digital: they can use Web 2.0 tools or AI) titled “Family Life in My Neighbourhood and City. ”Each student will make a 5-6 page mini-book that shows different parts of family life in their local community. They will include photos
→ drawings
→ captions
→ and short stories to share what they experience. The mini-book will cover attractions like parks
→ cafes
→ gyms
→ and cinemas
→ services such as chemists
→ hospitals
→ markets
→ and transportation ways like buses
→ taxis
→ and the metro. Through this project
→ they will show how these things help their family enjoy
→ travel
→ and connect with the community. The assignment will be evaluated by using a rubric scheme
→ a rating scale
→ and/or a marking scheme. Students will imagine they are food festival organisers and create a poster for an international food festival called “Tastes of the World”. They will choose three countries from different continents and show their national dishes. Students will write the names of the countries
→ their continents
→ and the dishes they are famous for. For example
→ they might write: eg. Türkiye (Eurasia)-Stuffed peppers Italy (Europe)-Pizza
→ Japan (Asia)-Sushi
→ and Mexico (North America)-Tacos. They will decorate their posters with drawings or pictures and write a short invitation at the bottom
→ such as “Come and taste the delicious food from around the world!” Finally
→ students will present their posters to the class. The assignment will be evaluated by using a rubric scheme
→ a rating scale
→ and/or a marking scheme.
Etkinlik
→ Mehmet Akif Ersoy'u Anma Haftası
Ders Tarihi Saati
15-19 Aralık 14
Ünite/Tema/Öğrenme Alanı
  1. LIFE IN THE NEIGHBOURHOOD & CITY
Konu (İçerik Çerçevesi)
Sub-themes: “Attractions and recreational places, services, and transportation in the neighbourhood and the city”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for attractions and recreational places in the neighbourhood & city: Nouns: An amusement park, a café, a castle, a cinema (movie theater-theater- AmE), a concert hall, a museum, a park, a shopping centre-shopping mall (mall-AmE), a sports stadium, a theatre. Adjectives: Amazing Vocabulary for services in the neighbourhood and the city: An airport, a bakery, a bookstore (bookshopAmE), a bus station, a department store, a fire station, a gas station (petrol station-AmE), a gallery, a hall, a hospital, a chemist’s (pharmacy, drugstore-AmE), a hotel, a library, a museum, a mosque, a post office, a railway station (train station-AmE), a store, a theatre (theatre-AmE), a train station. Vocabulary for transportation tools in the neighbourhood and the city: An aeroplane (airplane-AmE), an ambulance, a boat, a car, a bus, a coach, a helicopter, a lorry (truck-AmE), a motorbike (motorcycle-AmE), a ship, a train, (the British) tube-an underground (subway-AmE), a van. Vocabulary for transportation in the neighbourhood and the city: An airport, a bridge, a garage, a motorway (highway-AmE), a platform, a railway (railroad-AmE), a seat, a station, a stop. Target Grammatical Structures in Use: -The Simple Past Tense (was/were): (The library was quiet and peaceful yesterday.) -The Simple Past Tense (Regular/Irregular Verbs): (She visited the zoo last weekend. They drove to the railway station early in the morning.) -Question Tags: The Simple Past Tense: (You went to the shopping centre, didn’t you?) -Gerunds & Infinitives (-ing, -ed): (Visiting the museum is my favourite weekend activity. I plan to go to the amusement park this summer.) -Conjunctions (when-where-why): (I saw them when I visited the castle last week.) -Compound sentences (where-when-whose-why-who-that): (The cinema was the place where we watched the new film.) -Prepositions of place: (in front of, under, behind, among, beside, near, next to, between, -across, into, through, onto, out of, etc.): (The playground was behind the park in our neighbourhood.) -Something, anything: (I found something very different at the art gallery.) -Adjectives and adverbs (bad-badly): (She had a bad experience at the amusement park. He played the guitar badly during the concert at the concert hall.) Background Grammatical Structures in Use: -“Wh-Questions” (When-where-why: (Why did they build a new sports stadium in the city?) - Prepositions of Place (at, in, on): (She is in the park now.) -Prepositions of time: (I went to the supermarket on Saturday afternoon.) Functions of the Target Grammatical Structures in Use: -Use of the Simple Past Tense (was/were): Describing states or conditions that existed in the past. -Use of the Simple Past Tense (regular/irregular verbs): Narrating completed actions or events that happened in the past. -Use of “Question tags” with the Simple Past Tense): Confirming or seeking agreement about past actions or events. -Use of Gerunds and Infinitives: Expressing actions or states in different grammatical functions. Gerunds are used for more general activities while infinitives are used for a purpose or a specific occasion. -Use of Conjunctions: Connecting clauses, phrases, or words to indicate relationships like time, place, or reason. -Use of the Compound Sentences (where-when-whose-why-who-that): Combining ideas to provide additional details or context. -Use of “Something, anything”: Referring to unspecified or general objects, actions, or ideas. -Use of Adjectives vs. Adverbs (Bad-Badly): Differentiating between describing nouns (adjectives) and modifying verbs, adjectives, or other adverbs (adverbs). Functions of the Background Grammatical Structures in Use: -Use of “Wh-questions” (when-where-why): Asking for specific information about people, places, times, or reasons. Indicating specific times, locations, or reasons for actions or events. -Use of Prepositions of Place (at, in, on, etc.): Indicating spatial relationships or positions of objects or people. -Use of Prepositions of Time: Specifying when actions or events occur. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffholded language. Target Social Language Expressions in Use: The museum is within walking distance from our house. Come on, pick up the pace! Let’s hop on the bus! Don’t hop off the bus here! Target Phonological Sounds in Use: Consonants: c, d Consonants: c: (/si/, /k/, /tʃ/, /z/, silent /c/); d: (/d/), silent /d/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme.
Öğrenme Çıktısı (Kazanımlar)
ENG.5.5.L1.

Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” carefully.

ENG.5.5.L2.

Students can bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” together through significant details and main components while listening (to)/ watching it.

ENG.5.5.L3.

Students can make meaning of/derive meaning from the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through significant details by listening (to)/watching it carefully.

ENG.5.5.L4.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.

ENG.5.5.P1.

Students can select and use the target phonological elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.5.R1.

Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.

ENG.5.5.R2.

Students can bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.5.R3.

Students can make meaning of / derive meaning from the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by reading it carefully.

ENG.5.5.R4.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others.

ENG.5.5.V1.

Students can select and use the target vocabulary of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.5.G1.

Students can select and use the target grammatical elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.5.W1.

Students can get ready for the writing-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.

ENG.5.5.W2.

Students can understand the model/example for the writing task about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.

ENG.5.5.W3.

Students can organise a content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” based on the model/example provided.

ENG.5.5.W4.

Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.

ENG.5.5.W5.

Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people.

ENG.5.5.W6.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others.

ENG.5.5.S1.

Students can get ready for speaking-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.

ENG.5.5.S2.

Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.

ENG.5.5.S3.

Students can organise a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically.

ENG.5.5.S4.

Students can construct a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically.

ENG.5.5.S5.

Students can reorganise (reconstruct) and use information about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people.

ENG.5.5.S6.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/or with others.
Süreç Bileşenleri(Kazanım Maddeleri)
ENG.5.5.L1.
a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “life in the neighbourhood and city” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.5.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.5.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.
g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.5.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.5.P1.
a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.
c)Students recognise the target phonological elements of the current content when they are heard in different contexts.
d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.5.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.
c)Students making significant preliminary predictions about the current content based on recognised relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.5.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.5.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.5.R4.
a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.5.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.
b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.
e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.5.G1.
a)Student become familiar with the current content by listening (to)/watching/reading it a few times attentively.
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items/items presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks/items/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks/items/items provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks/items/items that are presented for the purpose of raising language awareness.
g)Students recognise the clauses/sentences containing the target grammatical chunks/items/items when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognised target grammatical chunks/items/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items/items in meaningful tasks without knowing and analysing their rules.
j)Students use the target language chunks/items/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.5.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.5.W2.
a)Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. ENG.5.5.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.5.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks/items/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.5.W5.
a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.5.W6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.5.S1.
a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.5.S2.
a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.5.S3.
a)Students recognise what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.5.S4.
a)Students use target pronunciation, vocabulary, language chunks/items/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.5.S5.
a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.5.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.
Sosyal-Duygusal Öğrenme Becerileri
→ SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. SelfReflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1. Adaptability Skill SELS3.2. Flexibility Skill SELS3.3. Responsible Decision-Making Skill
Okur Yazarlık Becerileri
→ LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5.Cultural Literacy LS6. Civic Literacy LS8. Sustainability Literacy LS9. Art Literacy
Değerler
→ V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12.Patience V14. Respect V16. Responsibility V19. Patriotism V20. Benevolence
Ölçme
→ Students will create a Creative Mini Book (paper or digital: they can use Web 2.0 tools or AI) titled “Family Life in My Neighbourhood and City. ”Each student will make a 5-6 page mini-book that shows different parts of family life in their local community. They will include photos
→ drawings
→ captions
→ and short stories to share what they experience. The mini-book will cover attractions like parks
→ cafes
→ gyms
→ and cinemas
→ services such as chemists
→ hospitals
→ markets
→ and transportation ways like buses
→ taxis
→ and the metro. Through this project
→ they will show how these things help their family enjoy
→ travel
→ and connect with the community. 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
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