İngilizce ÇYD (MEB)-5
| Ders Tarihi | Saati |
|---|---|
| 15-19 Aralık | 14 |
| Ünite/Tema/Öğrenme Alanı |
|---|
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| 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) |
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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) |
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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 |
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→ 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 |
| Ders Tarihi | Saati |
|---|---|
| 08-12 Aralık | 14 |
| Ünite/Tema/Öğrenme Alanı |
|---|
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| Konu (İçerik Çerçevesi) |
| Sub-themes: “Family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for family members: Nouns: An aunt, a child, a cousin, a dad, a daddy, a grandchild, a granddad, a granddaughter, a grandma, a grandpa, a grandparent, a grandson, a granny, a mum (mom-AmE), a mummy (a mommy-AmE), a nephew, a niece, a parent, a son, twin(s), an uncle, a brother, a sister. Vocabulary for family members’ jobs: Nouns: An actor, an artist, a boss, a businessman, a businesswoman, a chemist (pharmacist-AmE), a coach, a cook, a customer, a dentist, a doctor (Dr), a driver, an engineer, an explorer, a farmer, a footballer, a journalist, an imam, a manager, a mechanic, a musician, a nurse, a pilot, a receptionist, a teacher. Vocabulary for family members’ workplaces: Nouns: A cinema (movie theatre-AmE), a studio, a gallery, a company, a laboratory, a gym, a sports centre, a store, a hospital, a clinic, a truck, a factory, a construction site, a stadium, a newsroom, a garage, a concert hall, an airport, a hotel, a chemist’s (pharmacist’s-AmE). Vocabulary for daily routines of family members: Verbs: To wake up early, to go to work, to start work, to check (emails or messages), to meet people, to use tools or equipment, to finish work, to rest at home. Vocabulary for job routines of family members: Verbs: To act, to perform, to work (in an office), to train, to cook, to follow (recipes), to check (teeth), to treat, to design, to travel, to grow, to feed, to train, to interview (people), to write (news stories), to take (photos or videos), to fix (cars or machines), to write (songs), to sing, to help, to give (medicine), to take care of (patients), to fly, to protect, to catch, to welcome, to answer, to teach. Vocabulary for different types of houses: Nouns: A caravan, a bungalow, a cabin, a cave house, a skyscraper, an apartment house/ a block of flats (block-AmE), a tiny house, countryside, seaside. Vocabulary for parts of the house: Nouns: An attic, a basement, a garage, a guest room, a laundry room, stairs, a corridor (hallway-AmE), a patio, a porch, a storage room, a study (room), a game room, floor. Target Grammatical Structures in Use: -The Present Progressive Tense for the Future: (My aunt is visiting the studio tomorrow to see her latest paintings). -The Simple Present Tense for the Future: (The plane leaves for New York at 9 a.m., and my uncle, the pilot, will fly it.) -The Simple Future Tense: (My cousin will work as a doctor in a hospital after her graduation.) -Be Going to Future Tense: (My dad is going to buy a bungalow near the beach next summer.) -“Wh-Questions”: Where: (Where does your mum work?) -Word Order with Adverbs: (My grandma always wakes up early to prepare breakfast for the family.) -Conjunctions “When-While”: (I was cleaning the porch while my brother was organising the garage.) |
| Öğrenme Çıktısı (Kazanımlar) |
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ENG.5.4.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” carefully. ENG.5.4.L2. Students can bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” together through significant details and main components while listening (to)/watching it. ENG.5.4.L3. Students can make meaning of/derive meaning from the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through significant details by listening (to)/watching it carefully. ENG.5.4.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.P1. Students can select and use the target phonological elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.R2. Students can bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.4.R3. Students can make meaning of / derive meaning from the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by reading it carefully. ENG.5.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.4.V1. Students can select and use the target vocabulary of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.G1. Students can select and use the target grammatical elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.W1. Students can get ready for the writing-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.W2. Students can understand the model/example for the writing task about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.W3. Students can organise a content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” based on the model/example provided. ENG.5.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people. ENG.5.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.4.S1. Students can get ready for speaking-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.S2. Students can use the model/example for producing verbal content about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.S3. Students can organise a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.4.S4. Students can construct a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.4.S5. Students can reorganise (reconstruct) and use information about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people. ENG.5.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
|
ENG.5.4.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “family life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.4.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.4.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.4.L4. a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.4.P1. a)Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c)Students recognise the target phonological elements of the current content when they are heard in different contexts. d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.4.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students making significant preliminary predictions about the current content based on recognised relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.4.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.4.R3. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.4.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.4.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.4.G1. a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.4.W1. a)Relating their pre-existing knowledge and experience used in the initial processes of writingexpression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.4.W2. a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.4.W3. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.4.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.4.W5. a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.4.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.4.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.4.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.4.S3. a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.4.S4. a)Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.4.S5. a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.4.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. |
| Sosyal-Duygusal Öğrenme Becerileri |
| → SELS1.1. Self-Awareness Skil SELS1.2. Self-Regulation Skill SELS1.3. SelfReflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1. Adaptability Skill SELS3.2. Flexibility Skill SELS3.3. Responsible Decision-Making Skill |
| Okur Yazarlık Becerileri |
| → LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS9. Art Literacy |
| Değerler |
| → V2. Family Integrity V4. Friendship V6. Honesty V7. Aesthetics V8. Privacy V9.Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence |
| Ölçme |
|
→ Students will explore the jobs → work routines → and homes of their extended family members and create a fun and creative project to share with the class. They will first talk to their family members such as parents → grandparents → aunts → or uncles → cousins → and ask about their jobs and where they work. They will learn about what they do every day and the type of house they live in → such as an apartment → a house → or a farmhouse. Then → they will draw a family tree or map by showing each family member’s job and workplace. They will add colourful pictures of the different types of houses they live in and include one interesting fact about their routines or homes. Finally → they will write a short story about a day in their family’s life how everyone’s work and daily routines connect by highlighting. They will present their project to the class. The assignment will be evaluated by using a rubric scheme → a rating scale → and/or a marking scheme. |
| Etkinlik |
| → Mevlana Haftası, İnsan Hakları ve Demokrasi Haftası |
| Ders Tarihi | Saati |
|---|---|
| 01-05 Aralık | 10+4 |
| Ünite/Tema/Öğrenme Alanı |
|---|
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| Konu (İçerik Çerçevesi) |
| Sub-themes: “Body parts and physical appearance and (features); clothing and dressing; personality traits”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for body parts: Nouns: Back, beard, a body, a bone, an ear, and eye, a face, a finger, a foot, hair, a hand, a head, a heart, a leg, a neck, a nose, skin, a toe, a tooth, a chin, an eyelash(es), an eyebrow(s), a moustache, a tongue. Vocabulary for physical appearance: Adjectives: Attractive, big, blonde, bright, brunette, chubby, curly, dark, fair, heavy, large, light, long, medium-height, old, plump, pretty, short, silver, slim, straight, strong, tall, wavy, round, huge, beautiful, nice, ugly. Colours: Black, blue, brown, green, grey, hazel, orange, pink, purple, red, yellow, white. Vocabulary for physical appearance: Nouns: Weight, height, kilogramme (kg) (kilogram-AmE), metre (meter- AmE). Vocabulary for physical appearance: Verbs: To look. Vocabulary for clothing and dressing: Nouns: Fashion, a mirror. Accessories: A bag, a hat, a handbag, a jewellery, a necklace, a bracelet, earrings, a ring, sunglasses (sunnies), gloves, socks, a belt, a tie, a helmet, a watch, a headscarf. Clothes: Tops: a blouse, a jumper (a sweater-AmE), a blouse, a hoodie, a swimming costume (swimming suit/bathing suit-AmE), a cardigan, Dresses: a dress, Clothes: Bottoms: trousers (pants- AmE) a skirt, leggings, tights, jeans Footwear: shoes, boots, slippers, flip-flops, trainers (sneakers-AmE), flats Outwear: a coat, a jacket, a raincoat, a uniform, a suit, Sleepwear: pyjamas (pajamas-AmE). Adjectives: fashionable. Verbs: To fit, to seem, to wear, to get dressed, to try on. Vocabulary for personality traits: Adjectives: Positive: Brave, clever, friendly, happy, funny, kind, polite, hardworking, sweet, creative. Neutral: Careful, cool, lucky, quiet, shy, serious, tidy, strange. Negative: Angry, boring, rude, nervous, worried, naughty. Target Grammatical Structures in Use: -The Present Progressive Tense: (He is wearing a red T-shirt and jeans today). -Question Tags with the Present Progressive Tense: (She is carrying a big handbag, isn’t she?) -Comparative Adjectives (Regular, Irregular): (He is taller than his younger brother). (She is more intelligent than everyone in the class). -Possessive Pronouns: (That dress is hers, not yours). -Possessive Adjectives: (This is my favourite hat, and that is your favourite jacket). -Possessive (’s): (The dog’s fur is soft and thick). Background Grammatical Structures in Use: - “Have/Has Got”: (She has got curly blonde hair and hazel eyes). - “Wh- Questions” (whose): (Whose belt is on the chair?) - “Can/Can’t” (Ability): (She can paint beautiful pictures, but she can’t draw well) - “Can” (Possibility): (You can wear this necklace with your dress). Functions of the Target Grammatical Structures in Use: -Use of the Present Progressive Tense: Describing actions happening now. -Use of Question Tags with the Present Progressive Tense: Confirming ongoing actions. -Use of Comparative Adjectives (regular, irregular): Comparing two people or things. -Use of Possessive Pronouns: Replacing nouns to indicate possession. -Use of Possessive Adjectives: Showing ownership in relation to nouns. -Use of Possessive (’s): Indicating relationships or possession. Functions of the Background Grammatical Structures in Use: -Use of “Have/Has got”: Expressing possession. -Use of “Wh-Questions” (whose): Asking about ownership. -Use of “Can/Can’t” (ability): Expressing ability or inability. -Use of “Can” (Possibility): Talking about options or possibilities *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded languag Target Social Language Expressions in Use: Hold on! I’ll be back in a jiffy! It’s not fair! I’m not sure! That’s cool! Target Phonological Sounds in Use: - Intonation of questions and question tags. *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. Sub-themes: “Family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for family members: Nouns: An aunt, a child, a cousin, a dad, a daddy, a grandchild, a granddad, a granddaughter, a grandma, a grandpa, a grandparent, a grandson, a granny, a mum (mom-AmE), a mummy (a mommy-AmE), a nephew, a niece, a parent, a son, twin(s), an uncle, a brother, a sister. Vocabulary for family members’ jobs: Nouns: An actor, an artist, a boss, a businessman, a businesswoman, a chemist (pharmacist-AmE), a coach, a cook, a customer, a dentist, a doctor (Dr), a driver, an engineer, an explorer, a farmer, a footballer, a journalist, an imam, a manager, a mechanic, a musician, a nurse, a pilot, a receptionist, a teacher. Vocabulary for family members’ workplaces: Nouns: A cinema (movie theatre-AmE), a studio, a gallery, a company, a laboratory, a gym, a sports centre, a store, a hospital, a clinic, a truck, a factory, a construction site, a stadium, a newsroom, a garage, a concert hall, an airport, a hotel, a chemist’s (pharmacist’s-AmE). Vocabulary for daily routines of family members: Verbs: To wake up early, to go to work, to start work, to check (emails or messages), to meet people, to use tools or equipment, to finish work, to rest at home. Vocabulary for job routines of family members: Verbs: To act, to perform, to work (in an office), to train, to cook, to follow (recipes), to check (teeth), to treat, to design, to travel, to grow, to feed, to train, to interview (people), to write (news stories), to take (photos or videos), to fix (cars or machines), to write (songs), to sing, to help, to give (medicine), to take care of (patients), to fly, to protect, to catch, to welcome, to answer, to teach. Vocabulary for different types of houses: Nouns: A caravan, a bungalow, a cabin, a cave house, a skyscraper, an apartment house/ a block of flats (block-AmE), a tiny house, countryside, seaside. Vocabulary for parts of the house: Nouns: An attic, a basement, a garage, a guest room, a laundry room, stairs, a corridor (hallway-AmE), a patio, a porch, a storage room, a study (room), a game room, floor. Target Grammatical Structures in Use: -The Present Progressive Tense for the Future: (My aunt is visiting the studio tomorrow to see her latest paintings). -The Simple Present Tense for the Future: (The plane leaves for New York at 9 a.m., and my uncle, the pilot, will fly it.) -The Simple Future Tense: (My cousin will work as a doctor in a hospital after her graduation.) -Be Going to Future Tense: (My dad is going to buy a bungalow near the beach next summer.) -“Wh-Questions”: Where: (Where does your mum work?) -Word Order with Adverbs: (My grandma always wakes up early to prepare breakfast for the family.) -Conjunctions “When-While”: (I was cleaning the porch while my brother was organising the garage.) |
| Öğrenme Çıktısı (Kazanımlar) |
|
ENG.5.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” carefully. ENG.5.3.L2. Students can bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” together through significant details and main components while listening (to)/watching it. ENG.5.3.L3. Students can make meaning of/derive meaning from the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through significant details by listening (to)/watching it carefully. ENG.5.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” ENG.5.3.P1. Students can select and use the target phonological elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, and naturally through spontaneous decision- making processes and use it in an appropriate and effective way when communicating with others. ENG.5.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.R2. Students can bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.3.R3. Students can make meaning of / derive meaning from the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by reading it carefully. ENG.5.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others. ENG.5.3.V1. Students can select and use the target vocabulary of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.G1. Students can select and use the target grammatical elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.W1. Students can get ready for the writing-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.W2. Students can understand the model/example for the writing task about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.W3. Students can organise a content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” based on the model/example provided. ENG.5.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people. ENG.5.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others. ENG.5.3.S1. Students can get ready for speaking-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.S3. Students can organise a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically. ENG.5.3.S4. Students can construct a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically. ENG.5.3.S5. Students can reorganise (reconstruct) and use information about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people. ENG.5.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people in relation to themselves or others, both individually and/or with others. ENG.5.4.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” carefully. ENG.5.4.L2. Students can bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” together through significant details and main components while listening (to)/watching it. ENG.5.4.L3. Students can make meaning of/derive meaning from the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through significant details by listening (to)/watching it carefully. ENG.5.4.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.P1. Students can select and use the target phonological elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.R2. Students can bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.4.R3. Students can make meaning of / derive meaning from the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by reading it carefully. ENG.5.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.4.V1. Students can select and use the target vocabulary of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.G1. Students can select and use the target grammatical elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.W1. Students can get ready for the writing-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.W2. Students can understand the model/example for the writing task about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.W3. Students can organise a content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” based on the model/example provided. ENG.5.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people. ENG.5.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.4.S1. Students can get ready for speaking-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.S2. Students can use the model/example for producing verbal content about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.S3. Students can organise a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.4.S4. Students can construct a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.4.S5. Students can reorganise (reconstruct) and use information about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people. ENG.5.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
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ENG.5.3.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “personal life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.3.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.3.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.3.L4. a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.3.P1. a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c)Students recognise the target phonological elements of the current content when they are heard in different contexts. d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.3.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students make significant preliminary predictions about the current content based on recognised relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.3.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.3.R3. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.3.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.3.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.3.G1. a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.3.W1. a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.3.W2. a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.3.W3. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.3.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.3.W5. a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.3.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.3.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.3.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.3.S3. a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.3.S4. a)Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.3.S5. a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.3.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. ENG.5.4.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “family life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.4.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.4.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.4.L4. a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.4.P1. a)Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c)Students recognise the target phonological elements of the current content when they are heard in different contexts. d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.4.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students making significant preliminary predictions about the current content based on recognised relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.4.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.4.R3. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.4.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.4.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.4.G1. a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.4.W1. a)Relating their pre-existing knowledge and experience used in the initial processes of writingexpression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.4.W2. a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.4.W3. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.4.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.4.W5. a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.4.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.4.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.4.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.4.S3. a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.4.S4. a)Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.4.S5. a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.4.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. |
| Sosyal-Duygusal Öğrenme Becerileri |
| → SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill SELS1.1. Self-Awareness Skil SELS1.2. Self-Regulation Skill SELS1.3. SelfReflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1. Adaptability Skill SELS3.2. Flexibility Skill SELS3.3. Responsible Decision-Making Skill |
| Okur Yazarlık Becerileri |
| → LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS9. Art Literacy LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS9. Art Literacy |
| Değerler |
| → V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10.Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence V2. Family Integrity V4. Friendship V6. Honesty V7. Aesthetics V8. Privacy V9.Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence |
| Ölçme |
|
→ Students will prepare a project titled “My Favourite Character”. This character can be anyone or anything such as a real person → a cartoon character or a character from an animation etc. First → they will draw their character on a paper or they may use Web 2.0 tools. The drawings should include some details such as physical appearance → body parts → clothing → and dressing. Then → students will write a short paragraph about their character. The paragraphs should include some details about the characters’ personality traits. Students will present their work to the class. The assignment will be evaluated by using a rubric scheme → a rating scale → and/or a marking scheme. Students will explore the jobs → work routines → and homes of their extended family members and create a fun and creative project to share with the class. They will first talk to their family members such as parents → grandparents → aunts → or uncles → cousins → and ask about their jobs and where they work. They will learn about what they do every day and the type of house they live in → such as an apartment → a house → or a farmhouse. Then → they will draw a family tree or map by showing each family member’s job and workplace. They will add colourful pictures of the different types of houses they live in and include one interesting fact about their routines or homes. Finally → they will write a short story about a day in their family’s life how everyone’s work and daily routines connect by highlighting. They will present their project to the class. The assignment will be evaluated by using a rubric scheme → a rating scale → and/or a marking scheme. |
| Etkinlik |
| → Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi |
| Ders Tarihi | Saati |
|---|---|
| 24-28 Kasım | 14 |
| Ünite/Tema/Öğrenme Alanı |
|---|
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| Konu (İçerik Çerçevesi) |
| Sub-themes: “Body parts and physical appearance and (features); clothing and dressing; personality traits”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for body parts: Nouns: Back, beard, a body, a bone, an ear, and eye, a face, a finger, a foot, hair, a hand, a head, a heart, a leg, a neck, a nose, skin, a toe, a tooth, a chin, an eyelash(es), an eyebrow(s), a moustache, a tongue. Vocabulary for physical appearance: Adjectives: Attractive, big, blonde, bright, brunette, chubby, curly, dark, fair, heavy, large, light, long, medium-height, old, plump, pretty, short, silver, slim, straight, strong, tall, wavy, round, huge, beautiful, nice, ugly. Colours: Black, blue, brown, green, grey, hazel, orange, pink, purple, red, yellow, white. Vocabulary for physical appearance: Nouns: Weight, height, kilogramme (kg) (kilogram-AmE), metre (meter- AmE). Vocabulary for physical appearance: Verbs: To look. Vocabulary for clothing and dressing: Nouns: Fashion, a mirror. Accessories: A bag, a hat, a handbag, a jewellery, a necklace, a bracelet, earrings, a ring, sunglasses (sunnies), gloves, socks, a belt, a tie, a helmet, a watch, a headscarf. Clothes: Tops: a blouse, a jumper (a sweater-AmE), a blouse, a hoodie, a swimming costume (swimming suit/bathing suit-AmE), a cardigan, Dresses: a dress, Clothes: Bottoms: trousers (pants- AmE) a skirt, leggings, tights, jeans Footwear: shoes, boots, slippers, flip-flops, trainers (sneakers-AmE), flats Outwear: a coat, a jacket, a raincoat, a uniform, a suit, Sleepwear: pyjamas (pajamas-AmE). Adjectives: fashionable. Verbs: To fit, to seem, to wear, to get dressed, to try on. Vocabulary for personality traits: Adjectives: Positive: Brave, clever, friendly, happy, funny, kind, polite, hardworking, sweet, creative. Neutral: Careful, cool, lucky, quiet, shy, serious, tidy, strange. Negative: Angry, boring, rude, nervous, worried, naughty. Target Grammatical Structures in Use: -The Present Progressive Tense: (He is wearing a red T-shirt and jeans today). -Question Tags with the Present Progressive Tense: (She is carrying a big handbag, isn’t she?) -Comparative Adjectives (Regular, Irregular): (He is taller than his younger brother). (She is more intelligent than everyone in the class). -Possessive Pronouns: (That dress is hers, not yours). -Possessive Adjectives: (This is my favourite hat, and that is your favourite jacket). -Possessive (’s): (The dog’s fur is soft and thick). Background Grammatical Structures in Use: - “Have/Has Got”: (She has got curly blonde hair and hazel eyes). - “Wh- Questions” (whose): (Whose belt is on the chair?) - “Can/Can’t” (Ability): (She can paint beautiful pictures, but she can’t draw well) - “Can” (Possibility): (You can wear this necklace with your dress). Functions of the Target Grammatical Structures in Use: -Use of the Present Progressive Tense: Describing actions happening now. -Use of Question Tags with the Present Progressive Tense: Confirming ongoing actions. -Use of Comparative Adjectives (regular, irregular): Comparing two people or things. -Use of Possessive Pronouns: Replacing nouns to indicate possession. -Use of Possessive Adjectives: Showing ownership in relation to nouns. -Use of Possessive (’s): Indicating relationships or possession. Functions of the Background Grammatical Structures in Use: -Use of “Have/Has got”: Expressing possession. -Use of “Wh-Questions” (whose): Asking about ownership. -Use of “Can/Can’t” (ability): Expressing ability or inability. -Use of “Can” (Possibility): Talking about options or possibilities *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded languag Target Social Language Expressions in Use: Hold on! I’ll be back in a jiffy! It’s not fair! I’m not sure! That’s cool! Target Phonological Sounds in Use: - Intonation of questions and question tags. *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. |
| Öğrenme Çıktısı (Kazanımlar) |
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ENG.5.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” carefully. ENG.5.3.L2. Students can bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” together through significant details and main components while listening (to)/watching it. ENG.5.3.L3. Students can make meaning of/derive meaning from the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through significant details by listening (to)/watching it carefully. ENG.5.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” ENG.5.3.P1. Students can select and use the target phonological elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, and naturally through spontaneous decision- making processes and use it in an appropriate and effective way when communicating with others. ENG.5.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.R2. Students can bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.3.R3. Students can make meaning of / derive meaning from the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by reading it carefully. ENG.5.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others. ENG.5.3.V1. Students can select and use the target vocabulary of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.G1. Students can select and use the target grammatical elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.W1. Students can get ready for the writing-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.W2. Students can understand the model/example for the writing task about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.W3. Students can organise a content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” based on the model/example provided. ENG.5.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people. ENG.5.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others. ENG.5.3.S1. Students can get ready for speaking-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.S3. Students can organise a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically. ENG.5.3.S4. Students can construct a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically. ENG.5.3.S5. Students can reorganise (reconstruct) and use information about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people. ENG.5.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
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ENG.5.3.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “personal life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.3.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.3.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.3.L4. a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.3.P1. a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c)Students recognise the target phonological elements of the current content when they are heard in different contexts. d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.3.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students make significant preliminary predictions about the current content based on recognised relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.3.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.3.R3. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.3.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.3.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.3.G1. a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.3.W1. a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.3.W2. a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.3.W3. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.3.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.3.W5. a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.3.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.3.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.3.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.3.S3. a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.3.S4. a)Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.3.S5. a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.3.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. |
| Sosyal-Duygusal Öğrenme Becerileri |
| → SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 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 V16. Responsibility V20. Benevolence |
| Ölçme |
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→ Students will prepare a project titled “My Favourite Character”. This character can be anyone or anything such as a real person → a cartoon character or a character from an animation etc. First → they will draw their character on a paper or they may use Web 2.0 tools. The drawings should include some details such as physical appearance → body parts → clothing → and dressing. Then → students will write a short paragraph about their character. The paragraphs should include some details about the characters’ personality traits. Students will present their work to the class. The assignment will be evaluated by using a rubric scheme → a rating scale → and/or a marking scheme. |
| Etkinlik |
| → Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü |
| Ders Tarihi | Saati |
|---|---|
| 17-21 Kasım | 14 |
| Ünite/Tema/Öğrenme Alanı |
|---|
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| Konu (İçerik Çerçevesi) |
| Sub-themes: “Classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom (extended school subjects & timetables); cardinal numbers 100-500; ordinal numbers 1-50”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for classroom rules: Verbs: To ask for help, to attend lessons, to arrive on time, to be kind and helpful, to be ready, to do (your) best, to keep the classroom tidy, not to leave rubbish (trash-AmE), to share (ideas). Vocabulary for classroom instructions: Check (your) answers, please! Finish the exercise, please! Let’s return to (your) seats, please. Listen carefully, please! Look at the screen, please! Pack your things, please! Pair up with (your) peer/partner/friend, please! Read this, please! Turn to your peer, please! Write this down, please! Work quietly, please! Vocabulary for roles in the classroom: Nouns: A counsellor (counselor-AmE), a helper, a monitor, an assistant. Vocabulary for responsibilities in the classroom: To be on time, to do homework, to follow the rules, to listen to the teacher, to study for exams, to take notes, to take care of class objects, to decide on duties. Vocabulary for daily routines in the classroom: To enter, to take (your) seat, to stand up, to clean (your) desk, to leave the classroom, to return to the classroom, to study alone/individually. Vocabulary for study routines in the classroom: Verbs: To listen to the teacher, to raise (your) hand, to talk to (your) classmates, to take notes, to copy from the board, to work in groups/pairs, to finish (your) task, to do practice, to match the words/pictures, to complete the worksheet, to present (your) work, to give examples, to discuss in pairs/groups, to repeat after the teacher. Vocabulary for school subjects: Information Technology (IT), Religion and Ethics, Visual Arts, Tales and Legends, English Reading, Robotic Coding. Vocabulary for timetables: Verbs: To attend a class, to change (a lesson time), to organise (a timetable), to plan, to review (the timetable), to remind. Nouns: Subjects, lesson (class-AmE), start, finish, first lesson/ (class/period-AmE), last lesson/(class/period-(AmE), break time. Vocabulary for cardinal numbers: 100-500 Vocabulary for ordinal numbers: 1-50 Target Grammatical Structures in Use: -Question Tags with the Simple Present Tense: (The teacher plans the schedule every week, doesn’t she?) -There is/are: (There is an assistant in the lab now.) - “Shall” for Polite Requests: (Shall we start our lesson in ten minutes?) -Object Pronouns: (The teacher asks us to take our seats before the class starts.) -Demonstrative Pronouns: (This is the worksheet we should complete in the Visual Arts class.) -Adverbs of frequency: (Students always raise their hands before they ask questions in the classroom.) -“Have to” for Obligation (Present): (You have to take care of class objects.) -Wh- Questions (What time): (What time does the Visual Arts workshop begin?) Background Grammatical Structures in Use: -Imperatives: (Take notes during the Information Technology lesson and review them at home.) Functions of the Target Grammatical Structures in Use: -Use of The Simple Present Tense: Describing the responsibilities of different roles in the classroom and daily routines and study routines in a classroom. -Use of “Question Tags” with the Simple Present Tense: Confirming general truths, actions or habits. -Use of “There is/are”: Expressing the presence of something or somebody. -Use of “Shall” for Polite Requests: Making polite offers, suggestions, or requests, often in formal or traditional contexts. -Use of Object Pronouns: Replacing nouns that receive the action in a sentence. -Use of Demonstrative Pronouns: Replacing nouns to indicate specific things. -Use of Adverbs of Frequency: Expressing the frequency of actions or events. -“Use of Have to/ Has to” for Obligation (Present- Past): Describing general and impersonal obligation resulting from a fact or a rule in the past or at present. -Use of Wh- Questions (What time): Asking about time of actions. Functions of the Background Grammatical Structures: -Use of Imperatives: Giving instructions. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffholded language. Target Social Language Expressions in Use: That’s fantastic! Can I be excused? Sorry, I don’t get it! Could you explain again? Can we take a break! I’m stuck on this English problem! Target Phonological Sounds in Use: -Intonation of negative statements. *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme |
| Öğrenme Çıktısı (Kazanımlar) |
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ENG.5.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully. ENG.5.2.L2. Students can bring information about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening (to)/watching it. ENG.5.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” through significant details by listening (to)/watching it carefully. ENG.5.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.P1. Students can select and use the target phonological elements of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.R2. Students can bring information about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” by reading it carefully. ENG.5.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. ENG.5.2.V1. Students can select and use the target vocabulary of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.W2. Students can understand the model/example for the writing task about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided. ENG.5.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.5.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. ENG.5.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” ENG.5.2.S3. Students can organise a new verbal content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.5.2.S4. Students can construct a new verbal content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.5.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.5.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
|
ENG.5.2.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “classroom life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.2.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.2.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.2.L4 a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.2.P1. a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c)Students recognise the target phonological elements of the current content when they are heard in different contexts. d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.2.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students make significant preliminary predictions about the current content based on recognised relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.2.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.2.R3. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.2.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.2.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Students repeat aloud aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.2.G1. a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.2.W1. a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.2.W2. a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.2.W3. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.2.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.2.W5. a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.2.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities ENG.5.2.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.2.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.2.S3 a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.2.S4. a)Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.2.S5. a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.2.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. |
| Sosyal-Duygusal Öğrenme Becerileri |
| → SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 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 LS7. Data Literacy LS9. Art Literacy |
| Değerler |
|
→ V3. Diligence → V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10.Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence |
| Ölçme |
|
→ Students will imagine that they are reporters writing a special article about their classroom life. They will describe their classroom rules → their daily and study routines → and the roles and responsibilities of their classmates. Students will include what subjects they study during the week and talk about their timetable. They will use some cardinal numbers (100-500) to describe the number of books or pencils in their classroom and some ordinal numbers (1-50) to talk about activities → such as → “Our first activity is reading → and our fifth activity is science”. Students will make their article colourful and creative by drawing a picture of their classroom and labelling it with words such as “teacher’s desk” → “bookshelf” → and “calendar” etc. Finally → they will give their article a title → such as “My Fantastic Classroom Life!” The assignment will be evaluated by using a rubric scheme → a rating scale → and/or a marking scheme. |
| Etkinlik |
| → Dünya Felsefe Günü, Dünya Çocuk Hakları Günü |
| Ders Tarihi | Saati |
|---|---|
| 10-14 Kasım | 14 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| FIRST MIDTERM BREAK: November 10 - 14 |
| Konu (İçerik Çerçevesi) |
| FIRST MIDTERM BREAK: November 10 - 14 |
| Öğrenme Çıktısı (Kazanımlar) |
| FIRST MIDTERM BREAK: November 10 - 14 |
| Süreç Bileşenleri(Kazanım Maddeleri) |
|
FIRST MIDTERM BREAK: November 10 -14 |
| Sosyal-Duygusal Öğrenme Becerileri |
| → FIRST MIDTERM BREAK: November 10 - 14 |
| Okur Yazarlık Becerileri |
| → FIRST MIDTERM BREAK: November 10 - 14 |
| Değerler |
| → FIRST MIDTERM BREAK: November 10 - 14 |
| Ölçme |
| → FIRST MIDTERM BREAK: November 10 - 14 |
| Etkinlik |
| → Atatürk Haftası, Afet Eğitimi Hazırlık Günü, Dünya Diyabet Günü |
| Ders Tarihi | Saati |
|---|---|
| 03-07 Kasım | 7+7 |
| Ünite/Tema/Öğrenme Alanı |
|---|
|
| Konu (İçerik Çerçevesi) |
| Sub-themes: “Classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom (extended school subjects & timetables); cardinal numbers 100-500; ordinal numbers 1-50”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for classroom rules: Verbs: To ask for help, to attend lessons, to arrive on time, to be kind and helpful, to be ready, to do (your) best, to keep the classroom tidy, not to leave rubbish (trash-AmE), to share (ideas). Vocabulary for classroom instructions: Check (your) answers, please! Finish the exercise, please! Let’s return to (your) seats, please. Listen carefully, please! Look at the screen, please! Pack your things, please! Pair up with (your) peer/partner/friend, please! Read this, please! Turn to your peer, please! Write this down, please! Work quietly, please! Vocabulary for roles in the classroom: Nouns: A counsellor (counselor-AmE), a helper, a monitor, an assistant. Vocabulary for responsibilities in the classroom: To be on time, to do homework, to follow the rules, to listen to the teacher, to study for exams, to take notes, to take care of class objects, to decide on duties. Vocabulary for daily routines in the classroom: To enter, to take (your) seat, to stand up, to clean (your) desk, to leave the classroom, to return to the classroom, to study alone/individually. Vocabulary for study routines in the classroom: Verbs: To listen to the teacher, to raise (your) hand, to talk to (your) classmates, to take notes, to copy from the board, to work in groups/pairs, to finish (your) task, to do practice, to match the words/pictures, to complete the worksheet, to present (your) work, to give examples, to discuss in pairs/groups, to repeat after the teacher. Vocabulary for school subjects: Information Technology (IT), Religion and Ethics, Visual Arts, Tales and Legends, English Reading, Robotic Coding. Vocabulary for timetables: Verbs: To attend a class, to change (a lesson time), to organise (a timetable), to plan, to review (the timetable), to remind. Nouns: Subjects, lesson (class-AmE), start, finish, first lesson/ (class/period-AmE), last lesson/(class/period-(AmE), break time. Vocabulary for cardinal numbers: 100-500 Vocabulary for ordinal numbers: 1-50 Target Grammatical Structures in Use: -Question Tags with the Simple Present Tense: (The teacher plans the schedule every week, doesn’t she?) -There is/are: (There is an assistant in the lab now.) - “Shall” for Polite Requests: (Shall we start our lesson in ten minutes?) -Object Pronouns: (The teacher asks us to take our seats before the class starts.) -Demonstrative Pronouns: (This is the worksheet we should complete in the Visual Arts class.) -Adverbs of frequency: (Students always raise their hands before they ask questions in the classroom.) -“Have to” for Obligation (Present): (You have to take care of class objects.) -Wh- Questions (What time): (What time does the Visual Arts workshop begin?) Background Grammatical Structures in Use: -Imperatives: (Take notes during the Information Technology lesson and review them at home.) Functions of the Target Grammatical Structures in Use: -Use of The Simple Present Tense: Describing the responsibilities of different roles in the classroom and daily routines and study routines in a classroom. -Use of “Question Tags” with the Simple Present Tense: Confirming general truths, actions or habits. -Use of “There is/are”: Expressing the presence of something or somebody. -Use of “Shall” for Polite Requests: Making polite offers, suggestions, or requests, often in formal or traditional contexts. -Use of Object Pronouns: Replacing nouns that receive the action in a sentence. -Use of Demonstrative Pronouns: Replacing nouns to indicate specific things. -Use of Adverbs of Frequency: Expressing the frequency of actions or events. -“Use of Have to/ Has to” for Obligation (Present- Past): Describing general and impersonal obligation resulting from a fact or a rule in the past or at present. -Use of Wh- Questions (What time): Asking about time of actions. Functions of the Background Grammatical Structures: -Use of Imperatives: Giving instructions. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffholded language. Target Social Language Expressions in Use: That’s fantastic! Can I be excused? Sorry, I don’t get it! Could you explain again? Can we take a break! I’m stuck on this English problem! Target Phonological Sounds in Use: -Intonation of negative statements. *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme |
| Öğrenme Çıktısı (Kazanımlar) |
|
ENG.5.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully. ENG.5.2.L2. Students can bring information about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening (to)/watching it. ENG.5.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” through significant details by listening (to)/watching it carefully. ENG.5.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.P1. Students can select and use the target phonological elements of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.R2. Students can bring information about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” by reading it carefully. ENG.5.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. ENG.5.2.V1. Students can select and use the target vocabulary of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.W2. Students can understand the model/example for the writing task about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided. ENG.5.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.5.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. ENG.5.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” ENG.5.2.S3. Students can organise a new verbal content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.5.2.S4. Students can construct a new verbal content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.5.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.5.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
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ENG.5.2.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “classroom life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.2.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.2.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.2.L4 a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.2.P1. a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c)Students recognise the target phonological elements of the current content when they are heard in different contexts. d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.2.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students make significant preliminary predictions about the current content based on recognised relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.2.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.2.R3. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.2.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.2.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Students repeat aloud aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.2.G1. a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.2.W1. a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.2.W2. a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.2.W3. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.2.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.2.W5. a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.2.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities ENG.5.2.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.2.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.2.S3 a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.2.S4. a)Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.2.S5. a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.2.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. |
| Sosyal-Duygusal Öğrenme Becerileri |
| → SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 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 LS7. Data Literacy LS9. Art Literacy |
| Değerler |
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→ V3. Diligence → V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10.Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence |
| Ölçme |
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→ Students will imagine that they are reporters writing a special article about their classroom life. They will describe their classroom rules → their daily and study routines → and the roles and responsibilities of their classmates. Students will include what subjects they study during the week and talk about their timetable. They will use some cardinal numbers (100-500) to describe the number of books or pencils in their classroom and some ordinal numbers (1-50) to talk about activities → such as → “Our first activity is reading → and our fifth activity is science”. Students will make their article colourful and creative by drawing a picture of their classroom and labelling it with words such as “teacher’s desk” → “bookshelf” → and “calendar” etc. Finally → they will give their article a title → such as “My Fantastic Classroom Life!” The assignment will be evaluated by using a rubric scheme → a rating scale → and/or a marking scheme. |
| Etkinlik |
| → Kızılay Haftası, Organ Bağışı ve Nakli Haftası, Lösemili Çocuklar Haftası |
