Sub-themes: “Family members’ abilities and skills; hobbies of family members, different lifestyles of families in different houses”. Target Vocabulary in Use (with revisional vocabulary) Vocabulary for family members’ abilities and skills: Verbs: To act, to babysit, to barbecue, to build, to catch, to climb, to code, to communicate, to cycle, to create, to decide, to develop, to design, to describe, to explain, to film, to fish, to fly, to grill, to improve, to jump, to manage (time), to match, to organise, to perform, to peel, to programme, to run, to sail, to skateboard, to solve, to surf. Vocabulary for hobbies of family members (sports, films, music): Verbs: To do barbecue, to go to the beach, to ride a bicycle, to ride a bike, to camp, to collect, to go cycling, to go to a festival, to go out, to go shopping, to play the guitar, to go on a holiday, to join, to be a member, to go to a museum, to paint, to go to the park, to take a photograph, to go on a picnic, to do a quiz, to play a video game. Vocabulary for different lifestyles of families in different houses: Types of houses: Nouns: An attached house, a detached house (a single-family house), a semi-detached house, a duplex, a terraced house (a row house-AmE), a flat (an apartment-AmE), a block, a block of flats (an apartment buildingAmE), a villa (a vacation home-AmE), an igloo, a cottage, a bungalow (a ranch house-AmE), a penthouse, a hut, a houseboat, a farmhouse, a treehouse. Types of families: Nouns: An immediate family, an extended family, a foster family. Target Grammatical Structures in Use: -Passive Voice in Future Tenses: - Passive Voice in the “Be Going to Future Tense”: (The house is going to be cleaned later today.) -Passive Voice in the Simple Future Tense (Will): (The invitations will be sent tomorrow.) -(Active) The Future Progressive Tense: (This time next month, we will be camping in the mountains.) -(Active) The Future Perfect Tense: (I will have read all the books in my collection by next weekend.) -(Active) The Future Perfect Progressive Tense: (By next weekend, I will have been reading all the books in my collection.) -Question Tags with Future Tenses (Passive): (The project will be completed by the team by next Friday, won’t it?) - “Will” for Sudden Decisions: (What would you like to drink? Orange juice or apple juice? Err, I think I’ll take orange juice. Thank you.) 2 - “Could” (Probability and Ability): (I could clean the house before our guests arrive but I need some help. I could take photos when I was a child.) Background Grammatical Structures in Use: -The Simple Future Tense (Will): (We will clean the house tomorrow before the guests arrive.) -“Be going to” Future Tense: (We are going to move to our new house next week.) -Question Tags with Future Tenses: (They will complete the project by next Friday, won’t they?) Functions of the Grammatical Structures in Use: -Use of Passive Voice in Future Tenses: Emphasising a future action and its results rather than the doer. -Use of the Future Progressive Tense: Describing actions that will be in progress at a specific time in the future. -Use of the Future Perfect Tense: Describing an action which will be completed before a specific time in the future. -Use of the Future Perfect Progressive Tense: Describing actions that will have been ongoing for a period of time up to a point in the future. -Use of “Will” for Sudden Decisions: Expressing actions or decisions made spontaneously. -Use of “Could” (Probability): Expressing polite suggestions and possibilities (in the present/future). Functions of the Background Grammatical Structures: -Use of the “Be going to Future” Tense: Talking about plans or intentions for the future. -Use of the Simple Future Tense (Will): Expressing future facts, predictions, or promises. -Use of “Question Tags” with Future Tenses: Confirming future actions or making polite checks. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: My dad is very handy with repairing tools! My mum drops me off at school in the mornings. Mehmet and his father both love fishing. Like father, like son! Target Phonological Sounds in Use: Consonants: q, r Consonant: q: (/kjuː/, /k/); r: (/ɑː/(Br), silent /r/ (Br), /aɹ/ (AmE), /ɹ/ (AmE), silent /r/ (Br)); *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. Sub-themes: “Cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for cultural and historical places in the neighbourhood and the city: Verbs: to admire, to gather, to locate. Nouns: A fountain, a statue, a palace, a tower, an attraction, a collection, a custom, a highlight, an identity, a landmark, a booking (reservation-AmE), a theatre (theaterAmE), a cinema (movie theater-AmE). Adjectives: Historic, historical, ancient, local, traditional, peaceful, cultural, old-fashioned, romantic, worth, tiny. Vocabulary for festivals and events in the neighbourhood and the city: Vocabulary for food events and festivals: Nouns: A cuisine, traditional (food), street food, an international/ local dish, a feast. Vocabulary for food items: Nouns: Ingredients, corn (sweetcorn-AmE), seafood, salmon, beef, tuna, a pineapple, a coconut, a courgette (zucchini-AmE). Vocabulary for international dishes: Turkish pizza, couscous, barbeque (barbecue-AmE), a stew, a curry. Adjectives: Spicy, hot, sour, savoury (savory-AmE), juicy, creamy, frozen, folk, cheerful, continuous, sharp. Verbs: to entertain, to announce, to pour, to freeze. Nouns: An advert (ad,-AmE), an announcement, a celebration, a ceremony, a pot, a mixture, a pan, an organiser (organizer-AmE), flour, a container, a discount, leftover. Vocabulary for transportation: Nouns: A public transport (public transportation-AmE), the tube (Br-only), underground trains (subwayAmE), a ferry, an aeroplane (air) plane-AmE), an e-scooter, backpacking, a charter, a vehicle. Places: a parking space, a railway (railroad-AmE). Verbs: To check in, to check out, to deliver, to hitchhike, to land, to take off, to translate, to transport, to direct, to fasten. Travelling: Nouns: Accommodation, an application, an airline, luggage (baggage-AmE), a boarding pass, a brochure, a departure, a destination, a direction, an exchange, a rate, a gate, a journey, a trip, a pass, an embassy, roundabout, service, signpost, (road sign-AmE). Adjectives: Arrival, duty-free, on board, affordable, worldwide. Target Grammatical Structures in Use: -Conditional 2: (If I had more time, I would visit many attractions in the city.) -If only: (If only people could travel to distant places, they would know more about other cultures.) -Wish (was/were): (I wish there were more attractions to visit in this city). -Verbs Followed by Infinitives (want, hope, need, plan, expect, promise, decide, offer, refuse, try, forget, learn, would love, would like etc.): (They need to protect the historical statue from damage.) Verbs Followed by Gerunds (enjoy, mind, finish, suggest etc.): (I really enjoy exploring historical castles during my travels.) - “Shall” (Suggestions): (Shall we visit the historical tower after lunch?) Background Grammatical Structures: -Conditional Zero: (If tourists visit the museum, they discover the history of the city.) -Conditional 1: (If we attend the food fair, we will try some delicious street food.) Functions of the Target Grammatical Structures in Use: -Use of Conditional 2: Describing hypothetical or unreal situations and their possible outcomes. -Use of “If only”: Expressing regret or a strong wish for a present or past situation -Use of “Wish” (was/were): Expressing desires, regrets, or hypothetical situations contrary to the current reality. -Use of Verbs Followed by Infinitives (want, hope, need, plan, expect, promise, decide, offer, refuse, try, forget, learn, would like etc.): Expressing intention, preference or necessity. -Use of Verbs Followed by Gerunds (enjoy, mind, finish, suggest etc.): Expressing activities or preferences. -Use of “Shall” (suggestions): Making suggestions in a polite or formal way. Functions of the Background Grammatical Structures in Use: -Use of Conditional Zero: Describing general truths, facts, or habitual actions that are always true if certain conditions are fulfilled. -Use of Conditional 1: Describing possible or likely outcomes in the future based on a condition being fulfilled. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: This house is a hidden gem! This street is the backbone of our city! This neighbourhood always buzzes with activity! Target Phonological Sounds in Use: Consonants: s, t Consonants: (/s/, /ɛs/, /z/, silent /s/); t: (/tiː/, /t/, silent /t/); v: (/viː/, /v/)

"ENG.5.12.L1.

Students can get ready for the listening/watching-comprehension process for the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” carefully.

ENG.5.12.L2.

Students can bring information about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” together through significant details and main components while listening (to)/watching it.

ENG.5.12.L3.

Students can make meaning of/derive meaning from the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” through significant details by listening (to)/watching it carefully.

ENG.5.12.L4.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”

ENG.5.12.P1.

Students can select and use the target phonological elements of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.12.R1.

Students can get ready for the reading-comprehension process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”.

ENG.5.12.R2.

Students can bring information about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.12.R3.

Students can make meaning of / derive meaning from the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by reading it carefully.

ENG.5.12.R4.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” in relation to themselves or others, both individually and/or with others.

ENG.5.12.V1.

Students can select and use the target vocabulary of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.12.G1.

Students can select and use the target grammatical elements of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.12.W1.

Students can get ready for the writing-expression process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”.

ENG.5.12.W2.

Students can understand the model/example for the writing task about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”.

ENG.5.12.W3.

Students can organise a content for the assigned writing task on the current content “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” based on the model/example provided.

ENG.5.12.W4.

Students can individually construct/form content for the assigned writing task on the current content “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”.

ENG.5.12.W5.

Students can reorganise (reconstruct) and use information in the new written tasks about the “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people.

ENG.5.12.W6.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” in relation to themselves or others, both individually and/or with others.

ENG.5.12.S1.

Students can get ready for speaking-expression process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”

ENG.5.12.S2.

Students can use the model/example for producing verbal content about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”

ENG.5.12.S3.

Students can organise a new verbal content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by speaking accurately, efficiently, and authentically.

ENG.5.12.S4.

Students can construct a new verbal content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by speaking accurately, efficiently, and authentically.

ENG.5.12.S5.

Students can reorganise (reconstruct) and use information about the “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people.

ENG.5.12.S6.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people in relation to themselves or others, both individually and/or with others.

ENG.5.13.L1.

Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” carefully.

ENG.5.13.L2.

Students can bring information about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” together through significant details and main components while listening (to)/watching it.

ENG.5.13.L3.

Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” through significant details by listening (to)/watching it carefully.

ENG.5.13.L4.

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

ENG.5.13.P1.

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

ENG.5.13.R1.

Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”.

ENG.5.13.R2.

Students can bring information about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.13.R3.

Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by reading it carefully.

ENG.5.13.R4.

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

ENG.5.13.V1.

Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.13.G1.

Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.13.W1.

Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”.

ENG.5.13.W2.

Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”.

ENG.5.13.W3.

Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” based on the model/example provided.

ENG.5.13.W4.

Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”.

ENG.5.13.W5.

Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” to communicate with other people.

ENG.5.13.W6.

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

ENG.5.13.S1.

Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”.

ENG.5.13.S2.

Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”.

ENG.5.13.S3.

Students can organise a new verbal content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically.

ENG.5.13.S4.Students can construct a new verbal content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically.

ENG.5.13.S5.Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” to communicate with other people.

ENG.5.13.S6.

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

ENG.5.12.L1.a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “family life and home” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.12.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.12.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.
g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.12.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.12.P1.
a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.
c)Students recognise the target phonological elements of the current content when they are heard in different contexts.
d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.12.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.
c)Students make significant preliminary predictions about the current content based on recognised relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.12.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.12.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.12.R4.a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.12.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.
b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.
e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.12.G1.
a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.
g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.
j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.12.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.12.W2.a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.12.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.12.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.12.W5.
a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.12.W6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.12.S1.
a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.12.S2.
a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.12.S3.a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.12.S4.
a)Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.12.S5.
a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.12.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others ENG.5.13.L1.
a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “life in the neighbourhood, city and social life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.13.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.13.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.
g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.13.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.13.P1.
a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.
c)Students recognise the target phonological elements of the current content when they are heard in different contexts.
d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.13.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.
c)Students make significant preliminary predictions about the current content based on recognised relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.13.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.13.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.13.R4.
a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.13.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.
b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.
e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.13.G1.
a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.
g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.
j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.13.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.13.W2.
a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.13.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.13.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.13.W5.
a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.13.W6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.13.S1.
a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.13.S2.
a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.13.S3.
a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.13.S4.a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unpreparedspeaking situations. ENG.5.13.S5.a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.13.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.

SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. SelfReflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. SelfReflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill

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

V2. Family Integrity V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V8. Privacy V9. Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence V3. Diligence V4. Friendship V5. Sensitivity V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V19. Patriotism V20. Benevolence

Students will write a short story about their family and home. They will begin by introducing their family members and describing their special abilities or skills, such as cooking, drawing, or playing sports. Next, students will describe their family’s favourite hobbies, including activities they enjoy doing together, like watching movies, listening to music, or playing games. They will also compare their home and lifestyle with a family living in a different type of house, such as a big city apartment or a small countryside home. The story will include a word limit with colourful details, and a drawing of their family doing their favourite hobby. 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 prepare a brochure exemplifying the best parts of their neighbourhood and city. First, they will choose some cultural and historical places and include important information and facts about each one. They will also give information about the transportation options to arrive in these places. After creating the brochures, they will share the brochures with their classmates and make presentations. The brochures will include simple drawings or photos. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme

→ Ulusal Egemenlik ve Çocuk Bayramı

Sub-themes: “Family members’ abilities and skills; hobbies of family members, different lifestyles of families in different houses”. Target Vocabulary in Use (with revisional vocabulary) Vocabulary for family members’ abilities and skills: Verbs: To act, to babysit, to barbecue, to build, to catch, to climb, to code, to communicate, to cycle, to create, to decide, to develop, to design, to describe, to explain, to film, to fish, to fly, to grill, to improve, to jump, to manage (time), to match, to organise, to perform, to peel, to programme, to run, to sail, to skateboard, to solve, to surf. Vocabulary for hobbies of family members (sports, films, music): Verbs: To do barbecue, to go to the beach, to ride a bicycle, to ride a bike, to camp, to collect, to go cycling, to go to a festival, to go out, to go shopping, to play the guitar, to go on a holiday, to join, to be a member, to go to a museum, to paint, to go to the park, to take a photograph, to go on a picnic, to do a quiz, to play a video game. Vocabulary for different lifestyles of families in different houses: Types of houses: Nouns: An attached house, a detached house (a single-family house), a semi-detached house, a duplex, a terraced house (a row house-AmE), a flat (an apartment-AmE), a block, a block of flats (an apartment buildingAmE), a villa (a vacation home-AmE), an igloo, a cottage, a bungalow (a ranch house-AmE), a penthouse, a hut, a houseboat, a farmhouse, a treehouse. Types of families: Nouns: An immediate family, an extended family, a foster family. Target Grammatical Structures in Use: -Passive Voice in Future Tenses: - Passive Voice in the “Be Going to Future Tense”: (The house is going to be cleaned later today.) -Passive Voice in the Simple Future Tense (Will): (The invitations will be sent tomorrow.) -(Active) The Future Progressive Tense: (This time next month, we will be camping in the mountains.) -(Active) The Future Perfect Tense: (I will have read all the books in my collection by next weekend.) -(Active) The Future Perfect Progressive Tense: (By next weekend, I will have been reading all the books in my collection.) -Question Tags with Future Tenses (Passive): (The project will be completed by the team by next Friday, won’t it?) - “Will” for Sudden Decisions: (What would you like to drink? Orange juice or apple juice? Err, I think I’ll take orange juice. Thank you.) 2 - “Could” (Probability and Ability): (I could clean the house before our guests arrive but I need some help. I could take photos when I was a child.) Background Grammatical Structures in Use: -The Simple Future Tense (Will): (We will clean the house tomorrow before the guests arrive.) -“Be going to” Future Tense: (We are going to move to our new house next week.) -Question Tags with Future Tenses: (They will complete the project by next Friday, won’t they?) Functions of the Grammatical Structures in Use: -Use of Passive Voice in Future Tenses: Emphasising a future action and its results rather than the doer. -Use of the Future Progressive Tense: Describing actions that will be in progress at a specific time in the future. -Use of the Future Perfect Tense: Describing an action which will be completed before a specific time in the future. -Use of the Future Perfect Progressive Tense: Describing actions that will have been ongoing for a period of time up to a point in the future. -Use of “Will” for Sudden Decisions: Expressing actions or decisions made spontaneously. -Use of “Could” (Probability): Expressing polite suggestions and possibilities (in the present/future). Functions of the Background Grammatical Structures: -Use of the “Be going to Future” Tense: Talking about plans or intentions for the future. -Use of the Simple Future Tense (Will): Expressing future facts, predictions, or promises. -Use of “Question Tags” with Future Tenses: Confirming future actions or making polite checks. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: My dad is very handy with repairing tools! My mum drops me off at school in the mornings. Mehmet and his father both love fishing. Like father, like son! Target Phonological Sounds in Use: Consonants: q, r Consonant: q: (/kjuː/, /k/); r: (/ɑː/(Br), silent /r/ (Br), /aɹ/ (AmE), /ɹ/ (AmE), silent /r/ (Br)); *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme.

"ENG.5.12.L1.

Students can get ready for the listening/watching-comprehension process for the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” carefully.

ENG.5.12.L2.

Students can bring information about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” together through significant details and main components while listening (to)/watching it.

ENG.5.12.L3.

Students can make meaning of/derive meaning from the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” through significant details by listening (to)/watching it carefully.

ENG.5.12.L4.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”

ENG.5.12.P1.

Students can select and use the target phonological elements of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.12.R1.

Students can get ready for the reading-comprehension process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”.

ENG.5.12.R2.

Students can bring information about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.12.R3.

Students can make meaning of / derive meaning from the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by reading it carefully.

ENG.5.12.R4.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” in relation to themselves or others, both individually and/or with others.

ENG.5.12.V1.

Students can select and use the target vocabulary of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.12.G1.

Students can select and use the target grammatical elements of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.12.W1.

Students can get ready for the writing-expression process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”.

ENG.5.12.W2.

Students can understand the model/example for the writing task about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”.

ENG.5.12.W3.

Students can organise a content for the assigned writing task on the current content “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” based on the model/example provided.

ENG.5.12.W4.

Students can individually construct/form content for the assigned writing task on the current content “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”.

ENG.5.12.W5.

Students can reorganise (reconstruct) and use information in the new written tasks about the “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people.

ENG.5.12.W6.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” in relation to themselves or others, both individually and/or with others.

ENG.5.12.S1.

Students can get ready for speaking-expression process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”

ENG.5.12.S2.

Students can use the model/example for producing verbal content about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”

ENG.5.12.S3.

Students can organise a new verbal content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by speaking accurately, efficiently, and authentically.

ENG.5.12.S4.

Students can construct a new verbal content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by speaking accurately, efficiently, and authentically.

ENG.5.12.S5.

Students can reorganise (reconstruct) and use information about the “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people.

ENG.5.12.S6.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people in relation to themselves or others, both individually and/or with others.

ENG.5.12.L1.a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “family life and home” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.12.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.12.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.
g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.12.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.12.P1.
a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.
c)Students recognise the target phonological elements of the current content when they are heard in different contexts.
d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.12.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.
c)Students make significant preliminary predictions about the current content based on recognised relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.12.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.12.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.12.R4.a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.12.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.
b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.
e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.12.G1.
a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.
g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.
j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.12.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.12.W2.a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.12.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.12.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.12.W5.
a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.12.W6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.12.S1.
a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.12.S2.
a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.12.S3.a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.12.S4.
a)Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.12.S5.
a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.12.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others

SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. SelfReflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill

LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS9. Art Literacy

V2. Family Integrity V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V8. Privacy V9. Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence

Students will write a short story about their family and home. They will begin by introducing their family members and describing their special abilities or skills, such as cooking, drawing, or playing sports. Next, students will describe their family’s favourite hobbies, including activities they enjoy doing together, like watching movies, listening to music, or playing games. They will also compare their home and lifestyle with a family living in a different type of house, such as a big city apartment or a small countryside home. The story will include a word limit with colourful details, and a drawing of their family doing their favourite hobby. 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.

→ Turizm Haftası

Sub-themes: “Body parts; human illnesses and diseases; keeping good health”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for body parts: Nouns: A head, a face, hair, a forehead, an eyebrow, an eyelash, an eye, an ear, a nose, a mouth, lips, a tongue, a tooth, teeth, a chin, a neck, shoulders, a chest, a back, an arm, a hand, fingers, a leg, a knee, an ankle, a foot, toes, heart, brain, a stomach. Vocabulary for human illnesses and diseases: Nouns: A patient, a cold, the flu, cough, a headache, stomach ache, sore throat, a backache, earache, allergy, allergic reaction, treatment, COVID-19, a patient, pain, a painkiller, an emergency, blood, medical help. Verbs: To vomit, to lie down, to feel dizzy, to breathe, to get better, to get worse, to feel sick, to spin, to hurt, to treat, to examine. Adjectives: Painful, pale, weak. Vocabulary for keeping good health: Adjectives: Empathy, ambitious, creative, courageous. Nouns: Self-care, mindfulness, social connection, happiness, digital detox. Verbs: To keep fit, to exercise, to work out, to support, to explore. Target Grammatical Structures in Use: - Passive Voice in Past Tenses: (The patient was carefully examined by the doctor.) -Comparatives & Superlatives of Adjectives: (A toothache is more painful than a headache). (The most painful common illness is probably a headache.) - “Used to”: (People used to give importance to physical activity in the old days.) - “Should”: (You should drink plenty of water to stay hydrated.) Background Grammatical Structures in Use: -The Simple Past Tense: (He exercised every day last week). -The Past Progressive Tense: (The athlete was training hard for the football match last month.) - “Must/Can’t” for Deduction: (He must have a headache because he is pressing his forehead with both hands. She can’t be allergic to pollen as she exercises outdoors every day without any problems.) Functions of the Target Grammatical Structures in Use: -Use of Passive Voice in Past Tenses: Emphasising the action itself rather than who performed the action, often highlighting the receiver of an action in the past. -Use of “Used To”: Expressing habits, routines, and states in the past that no longer occur in the present. -Use of “Comparative Adjectives”: Expressing difference or degree between two things, people and/or entities. -Use of “Superlative Adjectives”: Expressing the highest or lowest degree among three or more things, people and/or entities. -Use of “Should”: Expressing advice, giving recommendations, and suggesting actions. Functions of the Background Grammatical Structures -Use of the Past Progressive Tense: Describing actions that were ongoing in the past, often emphasising the continuous nature of an event at a particular moment. -Use of the Simple Past Tense: Indicating actions that were completed in the past, often with a specific time reference. -Use of “Must” for Deduction: Expressing a strong certainty or logical deduction based on evidence or reasoning. -Use of “Can’t” for Deduction: Indicating a strong logical impossibility. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: You finished your work? Good on you! No worries! Stay calm! You look at the picture of health! My mother always wraps me in cotton wool! I’m on the mend after having a heavy flu! Target Phonological Sounds in Use: Vowels and Consonants: o, p Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonant: p: (piː//p/, silent /p/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme.

ENG.5.11.L1.

Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” carefully.

ENG.5.11.L2.

Students can bring information about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” together through significant details and main components while listening (to)/watching it.

ENG.5.11.L3.

Students can make meaning of/derive meaning from the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” through significant details by listening (to)/watching it carefully.

ENG.5.11.L4.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”

ENG.5.11.P1.

Students can select and use the target phonological elements of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.11.R1.

Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”.

ENG.5.11.R2.

Students can bring information about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.11.R3.

Students can make meaning of / derive meaning from the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by reading it carefully.

ENG.5.11.R4.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” in relation to themselves or others, both individually and/or with others.

ENG.5.11.V1.

Students can select and use the target vocabulary of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.11.G1.

Students can select and use the target grammatical elements of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.11.W1.

Students can get ready for the writing-expression process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”.

ENG.5.11.W2.

Students can understand the model/example for the writing task about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”.

ENG.5.11.W3.

Students can organise a content for the assigned writing task on the current content “personal life and well-being with body parts; human illnesses and diseases; keeping good health” based on the model/example provided.

ENG.5.11.W4.

Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with body parts; human illnesses and diseases; keeping good health”.

ENG.5.11.W5.

Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with body parts; human illnesses and diseases; keeping good health” to communicate with other people.

ENG.5.11.W6.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” in relation to themselves or others, both individually and/or with others.

ENG.5.11.S1.

Students can get ready for speaking-expression process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”.

ENG.5.11.S2.

Students can use the model/example for producing verbal content about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”.

ENG.5.11.S3.

Students can organise a new verbal content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by speaking accurately, efficiently, and authentically.

ENG.5.11.S4.

Students can construct a new verbal content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by speaking accurately, efficiently, and authentically.

ENG.5.11.S5.

Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with body parts; human illnesses and diseases; keeping good health” to communicate with other people.

ENG.5.11.S6.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” to communicate with other people in relation to themselves or others, both individually and/or with others.

ENG.5.11.L1.
a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “personal life and well-being” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.11.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.11.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.
g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.11.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.11.P1.
a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.
c)Students recognise the target phonological elements of the current content when they are heard in different contexts.
d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.11.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.
c)Students make significant preliminary predictions about the current content based on recognised relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.11.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.11.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.11.R4.
a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.11.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.
b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.
e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.11.G1.
a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.
g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.
j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.11.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.11.W2.
a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.11.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.11.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.11.W5.
a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.11.W6.a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.11.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.11.S2.
a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.11.S3.
a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.11.S4.
a)Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.11.S5.
a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.11.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.

SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. SelfReflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill

LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS9. Art Literacy

V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12. Patience V13. Healthy Living V16. Responsibility V20. Benevolence

Students will create a short, illustrated story book called “Staying Healthy Adventures”. In their story, they will include a main character who gets sick (e.g. a child with a cold or a stomachache) and show how they recover by following good health tips. The story should include vocabulary about body parts (e.g. “head”, “stomach”), illnesses (e.g. “fever”, “cough”), and healthy habits (e.g. “eating fruits”, “exercising”). Students will write simple sentences for each page and draw colourful pictures to match the story. For example: “Yasemin has got a sore throat. She should drink warm tea and have a rest”. After finishing their storybooks, students will share them with the class. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

→ Kanser Haftası, Dünya Sağlık Günün/Dünya Sağlık Haftası, Kişisel Verileri Koruma Günü

Sub-themes: “Technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for technological classroom tools: Verbs: To access, to download, to upload, to sign in, to sign out, to sign up, to search, to send, to text, to receive, to connect, to print, to click, to switch on, to switch off, to log in, to log out, to label. Nouns: A PC, a laptop, a printer, a server, a screen, a keyboard, a file, a homepage, a website, a webcam, a web page, a smartphone, a connection, 3d printer, a headset. Vocabulary for learning activities: Nouns: An assignment, pair work, group work, a role-play, brainstorming, a discussion, a question-answer session, a task, a presentation. Verbs: To take notes, to summarise, to analyse, to compare, to define, to solve a problem, to conclude, to participate, to share, to guess, to discuss. Cardinal numbers: (500-1000) Ordinal numbers: (50-100): Target Grammatical Structures in Use: -Passive Voice in Future Tenses for Daily Speech: (The homework will be finished by tomorrow morning). Background Grammatical Structures in Use: -The Simple Future Tense “Will”: (The IT workshop will start at 10:00 a.m. tomorrow.) - “Be going to Future” Tense: (The students are going to sign up for a webinar on educational technology in the afternoon.) -The Present Progressive Tense for the Future: (The teacher is printing the exam sheets for the next session at the moment.) -The Simple Present Tense for the Future: (The new website for the online library opens next Monday.) -Question Tags with Future Tenses: (You’re going to participate in an online quiz, aren’t you?) - “Can” for Polite Requests: (Can you share your screen with us?) - “Can” for Probability: (You can take notes on your mobile phone.) Functions of the Grammatical Structures in Use: -Use of Passive Voice in Future Tenses for Daily Speech: Emphasising the future action and its receiver rather than the doer. Functions of the Background Grammatical Structures in Use: -Use of the Present Progressive Tense for the Future: Describing fixed plans or arrangements that have already been decided. -Use of the Simple Future Tense for the Future: Making predictions, promises, decisions made at the moment of speaking and/or to express future facts. -Use of The Simple Present Tense for the Future: Describing scheduled or timetabled events, particularly those related to fixed arrangements. -Use of the “Be going to Future Tense”: Expressing plans, intentions, or predictions based on evidence. -Use of “Question Tags” with Future Tenses: Confirming future actions. -Use of “Can” for Polite Requests: Making polite requests in the context of classroom life and learning. -Use of “Can” for Probability: Expressing probability in the context of classroom life and learning. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Can you give me a hand (with this question)? You nailed it! High five! Yay! I got it right! Work smarter, not harder! I’m a quick study! Target Phonological Sounds in Use: Consonants: m, n Consonants: m; (/ɛm/,/m/); n: (/ɛn/, /n/, silent /n/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. Sub-themes: “Body parts; human illnesses and diseases; keeping good health”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for body parts: Nouns: A head, a face, hair, a forehead, an eyebrow, an eyelash, an eye, an ear, a nose, a mouth, lips, a tongue, a tooth, teeth, a chin, a neck, shoulders, a chest, a back, an arm, a hand, fingers, a leg, a knee, an ankle, a foot, toes, heart, brain, a stomach. Vocabulary for human illnesses and diseases: Nouns: A patient, a cold, the flu, cough, a headache, stomach ache, sore throat, a backache, earache, allergy, allergic reaction, treatment, COVID-19, a patient, pain, a painkiller, an emergency, blood, medical help. Verbs: To vomit, to lie down, to feel dizzy, to breathe, to get better, to get worse, to feel sick, to spin, to hurt, to treat, to examine. Adjectives: Painful, pale, weak. Vocabulary for keeping good health: Adjectives: Empathy, ambitious, creative, courageous. Nouns: Self-care, mindfulness, social connection, happiness, digital detox. Verbs: To keep fit, to exercise, to work out, to support, to explore. Target Grammatical Structures in Use: - Passive Voice in Past Tenses: (The patient was carefully examined by the doctor.) -Comparatives & Superlatives of Adjectives: (A toothache is more painful than a headache). (The most painful common illness is probably a headache.) - “Used to”: (People used to give importance to physical activity in the old days.) - “Should”: (You should drink plenty of water to stay hydrated.) Background Grammatical Structures in Use: -The Simple Past Tense: (He exercised every day last week). -The Past Progressive Tense: (The athlete was training hard for the football match last month.) - “Must/Can’t” for Deduction: (He must have a headache because he is pressing his forehead with both hands. She can’t be allergic to pollen as she exercises outdoors every day without any problems.) Functions of the Target Grammatical Structures in Use: -Use of Passive Voice in Past Tenses: Emphasising the action itself rather than who performed the action, often highlighting the receiver of an action in the past. -Use of “Used To”: Expressing habits, routines, and states in the past that no longer occur in the present. -Use of “Comparative Adjectives”: Expressing difference or degree between two things, people and/or entities. -Use of “Superlative Adjectives”: Expressing the highest or lowest degree among three or more things, people and/or entities. -Use of “Should”: Expressing advice, giving recommendations, and suggesting actions. Functions of the Background Grammatical Structures -Use of the Past Progressive Tense: Describing actions that were ongoing in the past, often emphasising the continuous nature of an event at a particular moment. -Use of the Simple Past Tense: Indicating actions that were completed in the past, often with a specific time reference. -Use of “Must” for Deduction: Expressing a strong certainty or logical deduction based on evidence or reasoning. -Use of “Can’t” for Deduction: Indicating a strong logical impossibility. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: You finished your work? Good on you! No worries! Stay calm! You look at the picture of health! My mother always wraps me in cotton wool! I’m on the mend after having a heavy flu! Target Phonological Sounds in Use: Vowels and Consonants: o, p Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonant: p: (piː//p/, silent /p/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme.

ENG.5.10.L1.

Students can get ready for the listening /watching-comprehension process for the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” carefully.

ENG.5.10.L2.

Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” together through significant details and main components while listening(to)/watching it.

ENG.5.10.L3.

Students can make meaning of/derive meaning from the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through significant details by listening(to)/watching it carefully.

ENG.5.10.L4.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”

ENG.5.10.P1.

Students can select and use the target phonological elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.10.R1.

Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.

ENG.5.10.R2.

Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.10.R3.

Students can make meaning of / derive meaning from the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by reading it carefully.

ENG.5.10.R4.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others.

ENG.5.10.V1.

Students can select and use the target vocabulary of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.10.G1.

Students can select and use the target grammatical elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.10.W1.

Students can get ready for the writing-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.

ENG.5.10.W2.

Students can understand the model/example for the writing task about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.

ENG.5.10.W3.

Students can organise a content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” based on the model/example provided.

ENG.5.10.W4.

Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.

ENG.5.10.W5.

Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people.

ENG.5.10.W6.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others.

ENG.5.10.S1.

Students can get ready for speaking-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”

ENG.5.10.S2.

Students can use the model/example for producing verbal content about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”

ENG.5.10.S3.

Students can organise a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically.

ENG.5.10.S4.

Students can construct a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically.

ENG.5.10.S5.

Students can reorganise (reconstruct) and use information about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people.

ENG.5.10.S6.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people in relation to themselves or others, both individually and/or with others.

ENG.5.11.L1.

Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” carefully.

ENG.5.11.L2.

Students can bring information about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” together through significant details and main components while listening (to)/watching it.

ENG.5.11.L3.

Students can make meaning of/derive meaning from the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” through significant details by listening (to)/watching it carefully.

ENG.5.11.L4.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”

ENG.5.11.P1.

Students can select and use the target phonological elements of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.11.R1.

Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”.

ENG.5.11.R2.

Students can bring information about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.11.R3.

Students can make meaning of / derive meaning from the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by reading it carefully.

ENG.5.11.R4.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” in relation to themselves or others, both individually and/or with others.

ENG.5.11.V1.

Students can select and use the target vocabulary of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.11.G1.

Students can select and use the target grammatical elements of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.11.W1.

Students can get ready for the writing-expression process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”.

ENG.5.11.W2.

Students can understand the model/example for the writing task about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”.

ENG.5.11.W3.

Students can organise a content for the assigned writing task on the current content “personal life and well-being with body parts; human illnesses and diseases; keeping good health” based on the model/example provided.

ENG.5.11.W4.

Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with body parts; human illnesses and diseases; keeping good health”.

ENG.5.11.W5.

Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with body parts; human illnesses and diseases; keeping good health” to communicate with other people.

ENG.5.11.W6.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” in relation to themselves or others, both individually and/or with others.

ENG.5.11.S1.

Students can get ready for speaking-expression process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”.

ENG.5.11.S2.

Students can use the model/example for producing verbal content about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”.

ENG.5.11.S3.

Students can organise a new verbal content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by speaking accurately, efficiently, and authentically.

ENG.5.11.S4.

Students can construct a new verbal content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by speaking accurately, efficiently, and authentically.

ENG.5.11.S5.

Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with body parts; human illnesses and diseases; keeping good health” to communicate with other people.

ENG.5.11.S6.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” to communicate with other people in relation to themselves or others, both individually and/or with others.

ENG.5.10.L1.
a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “classroom life and learning” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.10.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.10.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.
g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.10.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.10.P1.
a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.
c)Students recognise the target phonological elements of the current content when they are heard in different contexts.
d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.10.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.
c)Students make significant preliminary predictions about the current content based on recognised relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.10.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.10.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.10.R4.
a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.10.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.
b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.
e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.10.G1.a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.
g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.
j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.10.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.10.W2.
a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.10.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.10.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.10.W5.
a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.10.W6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.10.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.10.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.10.S3.
a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.10.S4.
a)Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.10.S5.
a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.10.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. ENG.5.11.L1.
a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “personal life and well-being” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.11.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.11.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.
g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.11.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.11.P1.
a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.
c)Students recognise the target phonological elements of the current content when they are heard in different contexts.
d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.11.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.
c)Students make significant preliminary predictions about the current content based on recognised relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.11.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.11.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.11.R4.
a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.11.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.
b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.
e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.11.G1.
a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.
g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.
j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.11.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.11.W2.
a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.11.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.11.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.11.W5.
a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.11.W6.a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.11.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.11.S2.
a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.11.S3.
a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.11.S4.
a)Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.11.S5.
a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.11.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.

SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. SelfReflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill

LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS7. Data Literacy LS9. Art Literacy

V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence

Students will take on the role of “Classroom Tour Guides” and create a detailed, creative tour experience for their classmates. In this project, each student or group will design a tour booklet, video, or live presentation that are related to different parts of their classroom life. They will act as guides to highlight technological tools like computers, Smart Boards, and headphones explaining how each tool helps students learn things. They will also share their favourite learning activities and describe why they enjoy those activities. Additionally, they can work with cardinal numbers (500-1000) and ordinal numbers (50-100) by creating fun number challENG.es, scavENG.er hunts, and/or ranking activities around the classroom. The tour experience should include drawings, photographs or short stories for making it interactive, informative, and full of surprises for their audience. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. Students will create a short, illustrated story book called “Staying Healthy Adventures”. In their story, they will include a main character who gets sick (e.g. a child with a cold or a stomachache) and show how they recover by following good health tips. The story should include vocabulary about body parts (e.g. “head”, “stomach”), illnesses (e.g. “fever”, “cough”), and healthy habits (e.g. “eating fruits”, “exercising”). Students will write simple sentences for each page and draw colourful pictures to match the story. For example: “Yasemin has got a sore throat. She should drink warm tea and have a rest”. After finishing their storybooks, students will share them with the class. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

→ Kütüphaneler Haftası, Kanser Haftası, Dünya Otizm Farkındalık Günü

EID AL-FITR (19–22 March 2026) Sub-themes: “Technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for technological classroom tools: Verbs: To access, to download, to upload, to sign in, to sign out, to sign up, to search, to send, to text, to receive, to connect, to print, to click, to switch on, to switch off, to log in, to log out, to label. Nouns: A PC, a laptop, a printer, a server, a screen, a keyboard, a file, a homepage, a website, a webcam, a web page, a smartphone, a connection, 3d printer, a headset. Vocabulary for learning activities: Nouns: An assignment, pair work, group work, a role-play, brainstorming, a discussion, a question-answer session, a task, a presentation. Verbs: To take notes, to summarise, to analyse, to compare, to define, to solve a problem, to conclude, to participate, to share, to guess, to discuss. Cardinal numbers: (500-1000) Ordinal numbers: (50-100): Target Grammatical Structures in Use: -Passive Voice in Future Tenses for Daily Speech: (The homework will be finished by tomorrow morning). Background Grammatical Structures in Use: -The Simple Future Tense “Will”: (The IT workshop will start at 10:00 a.m. tomorrow.) - “Be going to Future” Tense: (The students are going to sign up for a webinar on educational technology in the afternoon.) -The Present Progressive Tense for the Future: (The teacher is printing the exam sheets for the next session at the moment.) -The Simple Present Tense for the Future: (The new website for the online library opens next Monday.) -Question Tags with Future Tenses: (You’re going to participate in an online quiz, aren’t you?) - “Can” for Polite Requests: (Can you share your screen with us?) - “Can” for Probability: (You can take notes on your mobile phone.) Functions of the Grammatical Structures in Use: -Use of Passive Voice in Future Tenses for Daily Speech: Emphasising the future action and its receiver rather than the doer. Functions of the Background Grammatical Structures in Use: -Use of the Present Progressive Tense for the Future: Describing fixed plans or arrangements that have already been decided. -Use of the Simple Future Tense for the Future: Making predictions, promises, decisions made at the moment of speaking and/or to express future facts. -Use of The Simple Present Tense for the Future: Describing scheduled or timetabled events, particularly those related to fixed arrangements. -Use of the “Be going to Future Tense”: Expressing plans, intentions, or predictions based on evidence. -Use of “Question Tags” with Future Tenses: Confirming future actions. -Use of “Can” for Polite Requests: Making polite requests in the context of classroom life and learning. -Use of “Can” for Probability: Expressing probability in the context of classroom life and learning. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Can you give me a hand (with this question)? You nailed it! High five! Yay! I got it right! Work smarter, not harder! I’m a quick study! Target Phonological Sounds in Use: Consonants: m, n Consonants: m; (/ɛm/,/m/); n: (/ɛn/, /n/, silent /n/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme.

EID AL-FITR (19–22 March 2026) OKUL TEMELLİ PLANLAMA*

ENG.5.10.L1.

Students can get ready for the listening /watching-comprehension process for the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” carefully.

ENG.5.10.L2.

Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” together through significant details and main components while listening(to)/watching it.

ENG.5.10.L3.

Students can make meaning of/derive meaning from the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through significant details by listening(to)/watching it carefully.

ENG.5.10.L4.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”

ENG.5.10.P1.

Students can select and use the target phonological elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.10.R1.

Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.

ENG.5.10.R2.

Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.10.R3.

Students can make meaning of / derive meaning from the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by reading it carefully.

ENG.5.10.R4.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others.

ENG.5.10.V1.

Students can select and use the target vocabulary of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.10.G1.

Students can select and use the target grammatical elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.10.W1.

Students can get ready for the writing-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.

ENG.5.10.W2.

Students can understand the model/example for the writing task about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.

ENG.5.10.W3.

Students can organise a content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” based on the model/example provided.

ENG.5.10.W4.

Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.

ENG.5.10.W5.

Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people.

ENG.5.10.W6.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others.

ENG.5.10.S1.

Students can get ready for speaking-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”

ENG.5.10.S2.

Students can use the model/example for producing verbal content about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”

ENG.5.10.S3.

Students can organise a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically.

ENG.5.10.S4.

Students can construct a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically.

ENG.5.10.S5.

Students can reorganise (reconstruct) and use information about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people.

ENG.5.10.S6.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people in relation to themselves or others, both individually and/or with others.

EID AL-FITR (19–22 March 2026) ENG.5.10.L1.
a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “classroom life and learning” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.10.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.10.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.
g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.10.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.10.P1.
a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.
c)Students recognise the target phonological elements of the current content when they are heard in different contexts.
d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.10.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.
c)Students make significant preliminary predictions about the current content based on recognised relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.10.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.10.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.10.R4.
a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.10.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.
b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.
e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.10.G1.a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.
g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.
j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.10.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.10.W2.
a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.10.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.10.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.10.W5.
a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.10.W6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.10.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.10.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.10.S3.
a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.10.S4.
a)Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.10.S5.
a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.10.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.

EID AL-FITR (19–22 March 2026) SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. SelfReflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill

EID AL-FITR (19–22 March 2026) LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS7. Data Literacy LS9. Art Literacy

EID AL-FITR (19–22 March 2026) V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence

EID AL-FITR (19–22 March 2026) Students will take on the role of “Classroom Tour Guides” and create a detailed, creative tour experience for their classmates. In this project, each student or group will design a tour booklet, video, or live presentation that are related to different parts of their classroom life. They will act as guides to highlight technological tools like computers, Smart Boards, and headphones explaining how each tool helps students learn things. They will also share their favourite learning activities and describe why they enjoy those activities. Additionally, they can work with cardinal numbers (500-1000) and ordinal numbers (50-100) by creating fun number challENG.es, scavENG.er hunts, and/or ranking activities around the classroom. The tour experience should include drawings, photographs or short stories for making it interactive, informative, and full of surprises for their audience. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

→ Orman Haftası, Dünya Tiyatrolar Günü

SECOND MIDTERM BREAK: March 16 - 20

SECOND MIDTERM BREAK: March 16 - 20

SECOND MIDTERM BREAK: March 16
-20

SECOND MIDTERM BREAK: March 16 - 20

SECOND MIDTERM BREAK: March 16 - 20

SECOND MIDTERM BREAK: March 16 - 20

SECOND MIDTERM BREAK: March 16 - 20

→ Tüketiciyi Koruma Haftası, Türk Dünyası ve Toplulukları Haftası

Sub-themes: “Technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for technological classroom tools: Verbs: To access, to download, to upload, to sign in, to sign out, to sign up, to search, to send, to text, to receive, to connect, to print, to click, to switch on, to switch off, to log in, to log out, to label. Nouns: A PC, a laptop, a printer, a server, a screen, a keyboard, a file, a homepage, a website, a webcam, a web page, a smartphone, a connection, 3d printer, a headset. Vocabulary for learning activities: Nouns: An assignment, pair work, group work, a role-play, brainstorming, a discussion, a question-answer session, a task, a presentation. Verbs: To take notes, to summarise, to analyse, to compare, to define, to solve a problem, to conclude, to participate, to share, to guess, to discuss. Cardinal numbers: (500-1000) Ordinal numbers: (50-100): Target Grammatical Structures in Use: -Passive Voice in Future Tenses for Daily Speech: (The homework will be finished by tomorrow morning). Background Grammatical Structures in Use: -The Simple Future Tense “Will”: (The IT workshop will start at 10:00 a.m. tomorrow.) - “Be going to Future” Tense: (The students are going to sign up for a webinar on educational technology in the afternoon.) -The Present Progressive Tense for the Future: (The teacher is printing the exam sheets for the next session at the moment.) -The Simple Present Tense for the Future: (The new website for the online library opens next Monday.) -Question Tags with Future Tenses: (You’re going to participate in an online quiz, aren’t you?) - “Can” for Polite Requests: (Can you share your screen with us?) - “Can” for Probability: (You can take notes on your mobile phone.) Functions of the Grammatical Structures in Use: -Use of Passive Voice in Future Tenses for Daily Speech: Emphasising the future action and its receiver rather than the doer. Functions of the Background Grammatical Structures in Use: -Use of the Present Progressive Tense for the Future: Describing fixed plans or arrangements that have already been decided. -Use of the Simple Future Tense for the Future: Making predictions, promises, decisions made at the moment of speaking and/or to express future facts. -Use of The Simple Present Tense for the Future: Describing scheduled or timetabled events, particularly those related to fixed arrangements. -Use of the “Be going to Future Tense”: Expressing plans, intentions, or predictions based on evidence. -Use of “Question Tags” with Future Tenses: Confirming future actions. -Use of “Can” for Polite Requests: Making polite requests in the context of classroom life and learning. -Use of “Can” for Probability: Expressing probability in the context of classroom life and learning. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. Target Social Language Expressions in Use: Can you give me a hand (with this question)? You nailed it! High five! Yay! I got it right! Work smarter, not harder! I’m a quick study! Target Phonological Sounds in Use: Consonants: m, n Consonants: m; (/ɛm/,/m/); n: (/ɛn/, /n/, silent /n/) *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme.

ENG.5.10.L1.

Students can get ready for the listening /watching-comprehension process for the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” carefully.

ENG.5.10.L2.

Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” together through significant details and main components while listening(to)/watching it.

ENG.5.10.L3.

Students can make meaning of/derive meaning from the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through significant details by listening(to)/watching it carefully.

ENG.5.10.L4.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”

ENG.5.10.P1.

Students can select and use the target phonological elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

ENG.5.10.R1.

Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.

ENG.5.10.R2.

Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.5.10.R3.

Students can make meaning of / derive meaning from the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by reading it carefully.

ENG.5.10.R4.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others.

ENG.5.10.V1.

Students can select and use the target vocabulary of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.10.G1.

Students can select and use the target grammatical elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.5.10.W1.

Students can get ready for the writing-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.

ENG.5.10.W2.

Students can understand the model/example for the writing task about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.

ENG.5.10.W3.

Students can organise a content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” based on the model/example provided.

ENG.5.10.W4.

Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.

ENG.5.10.W5.

Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people.

ENG.5.10.W6.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others.

ENG.5.10.S1.

Students can get ready for speaking-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”

ENG.5.10.S2.

Students can use the model/example for producing verbal content about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”

ENG.5.10.S3.

Students can organise a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically.

ENG.5.10.S4.

Students can construct a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically.

ENG.5.10.S5.

Students can reorganise (reconstruct) and use information about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people.

ENG.5.10.S6.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people in relation to themselves or others, both individually and/or with others.

ENG.5.10.L1.
a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c)Students make predictions about the current content on “classroom life and learning” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.
d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.5.10.L2.
a)Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.5.10.L3.
a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
b)Students make important and necessary classifications in the current content that help them to understand it better with details.
c)Students make important and necessary comparisons in the current content that help them to understand it better with details.
d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.
g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.5.10.L4.
a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.
b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.5.10.P1.
a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.
c)Students recognise the target phonological elements of the current content when they are heard in different contexts.
d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.5.10.R1.
a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.
c)Students make significant preliminary predictions about the current content based on recognised relationships.
d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.5.10.R2.
a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b)Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.5.10.R3.
a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.
b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.
c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.
d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.
e)Students make meaningful inferences from the information in the current content by examining it carefully.
f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.5.10.R4.
a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.5.10.V1.
a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.
b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.
c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.
e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.
g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.5.10.G1.a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.
b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language.
c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.
d)Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.
e)Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.
f)Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.
g)Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.
h)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.
i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.
j)Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.5.10.W1.
a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.5.10.W2.
a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.5.10.W3.
a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.5.10.W4.
a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c)Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.5.10.W5.
a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.
b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.5.10.W6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.5.10.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.5.10.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.10.S3.
a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.5.10.S4.
a)Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.
b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.5.10.S5.
a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.
b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.5.10.S6.
a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.

SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. SelfReflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1 Adaptability Skill SELS3.2 Flexibility Skill SELS3.3. Responsible Decision-Making Skill

LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy LS7. Data Literacy LS9. Art Literacy

V3. Diligence V4. Friendship V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V12. Patience V14. Respect V16. Responsibility V20. Benevolence

Students will take on the role of “Classroom Tour Guides” and create a detailed, creative tour experience for their classmates. In this project, each student or group will design a tour booklet, video, or live presentation that are related to different parts of their classroom life. They will act as guides to highlight technological tools like computers, Smart Boards, and headphones explaining how each tool helps students learn things. They will also share their favourite learning activities and describe why they enjoy those activities. Additionally, they can work with cardinal numbers (500-1000) and ordinal numbers (50-100) by creating fun number challENG.es, scavENG.er hunts, and/or ranking activities around the classroom. The tour experience should include drawings, photographs or short stories for making it interactive, informative, and full of surprises for their audience. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

→ Bilim ve Teknoloji Haftası, İstiklâl Marşı'nın Kabulü ve Mehmet Akif Ersoy'u Anma Günü