LIFE IN THE UNIVERSE

LIFE IN THE UNIVERSE Sub-themes: “Planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for planets in the solar system: Nouns: A planet, the moon, the sun, moon(s), a star, the sky, space, the Milky Way, a comet, a galaxy, the world, size, spaceship. Planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. Directions: East, west, north, south. Vocabulary for facts about planets: Nouns: An asteroid, an astronaut, a climate (change), a comet, a diameter, dust, energy, gas, metal, a movement, ring(s), a rock, atmosphere, a satellite, an orbit, a surface, solar energy. Verbs: To exist, to light, to rise, to revolve around, to travel around, to rise, to discover. Adjectives: Dwarf, bright, connected, enormous, liquid, solid, major, huge, enormous. Vocabulary for the Earth as a planet: Verbs: To cover, to heat, to prevent, to protect, to provide, to rise, to reduce, to recycle, to explore. Nouns: A continent, a desert, a disaster, the environment, heat, a hole, pollution, population, a position, a stone, a source, smoke, temperature, air, weather, the environment. Adjectives: Habitable, recent, plastic, extreme, global. Target Grammatical Structures in Use: -Zero Conditional: (If you heat plastic, it melts into a liquid form). -Conditional 1: (If astronauts discover water on Mars, they will explore it further in the future). -Unless: (Unless scientists protect the environment, Earth’s population will have harm). Background Grammatical Structures: -Simple Future Tense: (The astronauts will visit new places beyond our planet.) Functions of the Target Grammatical Structures in Use: -Use of Zero Conditional: 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. Use of “Unless”: Expressing a condition in a negative form indicating something will happen only if the condition is not fulfilled. Use of “If”: Introducing a condition to describe potential actions, situations, or consequences, often expressing possibility or uncertainty. Functions of the Background Grammatical Structures in Use: -Use of the Simple Future Tense: Describing predictions for the future. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual

ENG.5.8.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” carefully. ENG.5.8.L2.Studentscan bring information about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” together through significant details and main components while listening (to)/watching it. ENG.5.8.L3.Studentscan make meaning of/derive meaning from the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” through significant details by listening (to)/watching it carefully. ENG.5.8.L4.Studentscan 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 universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” ENG.5.8.P1.Studentscan select and use the target phonological elements of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.8.R1.Studentscan get ready for the reading-comprehension process about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. ENG.5.8.R2.Studentscan bring information about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.8.R3.Studentscan make meaning of / derive meaning from the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” by reading it carefully. ENG.5.8.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” in relation to themselves or others, both individually and/or with others. ENG.5.8.V1.Studentscan select and use the target vocabulary of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.G1.Studentscan select and use the target grammatical elements of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.W1.Studentscan get ready for the writing-expression process about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”.

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, LS8. Sustainability Literacy, LS9. Art Literacy

V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V16. Responsibility, V18. Cleanliness, V20. Benevolence

EVALUATION FOR THE SKILLS AND THE CONTENT: PERFORMANCE ASSIGNMENT: Students will prepare a poster about the planets in the solar system. First, they will select a planet and try to find interesting facts about that planet’s size, temperature, and important and different features. Then they will draw the planet on a piece of paper (or digitally) and write a few sentences about that planet such as “Jupiter has 95 moons!’’. They may use drawings or pictures. Finally, they will make presentations by showing their posters in the class. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Enerji Tasarrufu Haftası

LIFE IN NATURE-1

LIFE IN NATURE Sub-themes: “Animals in nature and habitats; daily activities and nature; activities in nature”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for animals and natural habitats: Land habitats: Nouns: A rainforest, a desert, a grassland, a savannah, a temperate forest, a tropical forest, a mountain. Water habitats: Nouns: The Arctic, the ocean, a lake, a wetland, the sea, the sky, ice, temperature, sand, storm, mud, wind. Adjectives: Hot, cold, cool, dry, wild, high, wide, endangered, warm, wet, magical. Animals: Nouns: A bird, a bear, a bee, a camel, a dolphin, a duck, an elephant, a fish, a frog, an insect, a monkey, a parrot, a rabbit, a snake, a tiger, a whale. Verbs: To kill, to protect, to blow, to destroy, to feed, to exist, to reach, to fly, to swim, to jump, to chirp, to hunt, to cut down. Vocabulary for daily activities and nature: Nouns: a storm. Verbs: To collect, to enjoy the view, to feed, to fish, to have a picnic, to plant, to pick, to recycle, to save, to swing, to blow Vocabulary for nature/outdoor activities: Nouns-Gerunds: Hiking, jogging, swimming, sunbathing, climbing. Target Grammatical Structures in Use: -The Past Progressive Tense: (Positive, Negative, Interrogative): (The bear was swimming in the river in the morning.) -The Past Progressive Tense vs The Simple Past Tense: (The dolphin was jumping out of the water in the ocean when the rabbit jumped quickly away from the grassland.) Modals: (Positive, Negative, Interrogative): -”Could” (Ability in The Past): (The butterfly could fly across the desert.) - “Could” (Polite Requests): (Could you help me plant seeds in the garden?) - “Should” For Advice: (You should feed the fish in the pond every day.) -Wh-Questions: (Where do the elephants usually walk in the savannah?) -Modal “Will” for Help: (I will help you cut the grass around the mountain trail.) - “Need & Needn’t” (Necessity): (You need to collect rainwater to water plants in the desert. We needn’t worry about sandstorms in the grassland.) Background Grammatical Language Structures in Use: -The Simple Past Tense: (The elephants left the savannah last year.) Function of the Grammatical Structures in Use: -Use of the Past Progressive Tense: Describing ongoing or interrupted actions in the past; setting the background for a narrative.

ENG.5.7.W2.Studentscan understand the model/example for the writing task about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.W3.Studentscan organise a content for the assigned writing task on the current content “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” based on the model/example provided. ENG.5.7.W4.Studentscan individually construct/form content for the assigned writing task on the current content “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people. ENG.5.7.W6.Studentscan reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” in relation to themselves or others, both individually and/or with others. ENG.5.7.S1.Studentscan get ready for speaking-expression process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.S2.Studentscan use the model/example for producing verbal content about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.S3.Studentscan organise a new verbal content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by speaking accurately, efficiently, and authentically . ENG.5.7.S4.Studentscan construct a new verbal content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by speaking accurately, efficiently, and authentically. ENG.5.7.S5.Studentscan reorganise (reconstruct) and use information about the “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people. ENG.5.7.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people in relation to themselves or others, both individually and/or with others.

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, LS8. Sustainability Literacy, LS9. Art Literacy

V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V13. Healthy Living, V16. Responsibility, V20. Benevolence

EVALUATION FOR THE SKILLS AND THE CONTENT: PERFORMANCE ASSIGNMENT: Students will imagine they are nature explorers and will write a journal/blog about a day they spent in nature. They will include the animals they saw and their habitats, like birds in trees or fish in a river. They will talk about some daily activities they did such as gardening, planting flowers, and/ or growing vegetables. They will also describe any fun activities they enjoyed in nature, like hiking, fishing, or having a picnic. Students will use at least five different animals and five nature-related activities in their journal/blog. Additionally, they will draw a picture of their favourite moment in nature and explain it in a few sentences. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

LIFE IN NATURE-1

LIFE IN NATURE Sub-themes: “Animals in nature and habitats; daily activities and nature; activities in nature”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for animals and natural habitats: Land habitats: Nouns: A rainforest, a desert, a grassland, a savannah, a temperate forest, a tropical forest, a mountain. Water habitats: Nouns: The Arctic, the ocean, a lake, a wetland, the sea, the sky, ice, temperature, sand, storm, mud, wind. Adjectives: Hot, cold, cool, dry, wild, high, wide, endangered, warm, wet, magical. Animals: Nouns: A bird, a bear, a bee, a camel, a dolphin, a duck, an elephant, a fish, a frog, an insect, a monkey, a parrot, a rabbit, a snake, a tiger, a whale. Verbs: To kill, to protect, to blow, to destroy, to feed, to exist, to reach, to fly, to swim, to jump, to chirp, to hunt, to cut down. Vocabulary for daily activities and nature: Nouns: a storm. Verbs: To collect, to enjoy the view, to feed, to fish, to have a picnic, to plant, to pick, to recycle, to save, to swing, to blow Vocabulary for nature/outdoor activities: Nouns-Gerunds: Hiking, jogging, swimming, sunbathing, climbing. Target Grammatical Structures in Use: -The Past Progressive Tense: (Positive, Negative, Interrogative): (The bear was swimming in the river in the morning.) -The Past Progressive Tense vs The Simple Past Tense: (The dolphin was jumping out of the water in the ocean when the rabbit jumped quickly away from the grassland.) Modals: (Positive, Negative, Interrogative): -”Could” (Ability in The Past): (The butterfly could fly across the desert.) - “Could” (Polite Requests): (Could you help me plant seeds in the garden?) - “Should” For Advice: (You should feed the fish in the pond every day.) -Wh-Questions: (Where do the elephants usually walk in the savannah?) -Modal “Will” for Help: (I will help you cut the grass around the mountain trail.) - “Need & Needn’t” (Necessity): (You need to collect rainwater to water plants in the desert. We needn’t worry about sandstorms in the grassland.) Background Grammatical Language Structures in Use: -The Simple Past Tense: (The elephants left the savannah last year.) Function of the Grammatical Structures in Use: -Use of the Past Progressive Tense: Describing ongoing or interrupted actions in the past; setting the background for a narrative.

ENG.5.7.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” carefully. ENG.5.7.L2.Studentscan bring information about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” together through significant details and main components while listening (to)/watching it. ENG.5.7.L3.Studentscan make meaning of/derive meaning from the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” through significant details by listening (to)/watching it carefully. ENG.5.7.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.P1.Studentscan select and use the target phonological elements of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.7.R1.Studentscan get ready for the reading-comprehension process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.R2.Studentscan bring information about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.7.R3.Studentscan make meaning of / derive meaning from the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by reading it carefully. ENG.5.7.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” in relation to themselves or others, both individually and/or with others. ENG.5.7.V1.Studentscan select and use the target vocabulary of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.7.G1.Studentscan select and use the target grammatical elements of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.7.W1.Studentscan get ready for the writing-expression process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.

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, LS8. Sustainability Literacy, LS9. Art Literacy

V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V13. Healthy Living, V16. Responsibility, V20. Benevolence

EVALUATION FOR THE SKILLS AND THE CONTENT: PERFORMANCE ASSIGNMENT: Students will imagine they are nature explorers and will write a journal/blog about a day they spent in nature. They will include the animals they saw and their habitats, like birds in trees or fish in a river. They will talk about some daily activities they did such as gardening, planting flowers, and/ or growing vegetables. They will also describe any fun activities they enjoyed in nature, like hiking, fishing, or having a picnic. Students will use at least five different animals and five nature-related activities in their journal/blog. Additionally, they will draw a picture of their favourite moment in nature and explain it in a few sentences. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Mehmet Akif Ersoy'u Anma Haftası

LIFE IN THE THE WORLD

LIFE IN THE WORLD Sub-themes: “Continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for continents: Africa, Antarctica, Asia, Australia, Europe, North America, South America. Vocabulary for countries: Türkiye, England, Australia, Brazil, Canada, China, France, Germany, Ireland, Italy, Japan, New Zealand, Portugal, Russia, Spain, the USA, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus, Kazakhstan, Kyrgyzstan. Vocabulary for nationalities and languages: Turkish/Turkish, English/English, Australian/English, Brazilian/ Portuguese, Canadian/English, Chinese/Chinese (Mandarin), French/French, German/German, Irish/English, Italian/Italian, Japanese/Japanese, New Zealander/English, Portuguese/Portuguese, Russian/Russian, Spanish/Spanish, American/English, Azerbaijani Turkish/Azerbaijani Turkish, Uzbek/Turkish, Turkmen/ Turkish, Turkish Cypriot/Turkish, Kazakh/Russian, Kyrgyz/Russian. Vocabulary for different cuisines from the world (different dishes): Fruits: A melon, a strawberry, a lemon, an orange, a pear, grapes. Vegetables: An onion, a garlic, a mushroom. Dairy: Cream. Grains & Baked goods: A toast. Meat: Steak. Desserts: Jam, a sweet (candy-AmE). Meals & dishes: An omelette (omelet-AmE), a snack, a meal. Drinks: a drink (beverage-AmE), a fizzy drink (sodaAmE), fruit juice. Cooking: Verbs: To barbecue, to boil, to bake, to cook, to cut, to fry, to grill, to mix, to roast, to wash up. Kitchen tools: Nouns: A plate, a glass, a bowl, a cooker (stove-AmE). Adjectives: Delicious, sweet, boiled, fried, grilled, roasted. Dining context: A café, a chef. Vocabulary for food festivals: Orange Blossom Festival (Türkiye), Aydın Fig Festival (Türkiye), Pizzafest (Italy), Dumpling Festival (Hong Kong), La Tomatina (Spain), Ikura Festival (Japan), Chocolate Festival (France), Maine Lobster Festival (Australia), The National Cherry Festival (the USA). Verbs for food festivals: To celebrate, to join, to serve, to throw. Nouns for food festivals: A dumpling, a lobster, a cherry, a festival, a tradition, a dish, an event, sauce, a food stand, a crowd. Target Grammatical Structures in Use: -The Present Perfect Tense (How long? since, for, already, just, ever, never): (I have lived in the USA since 2015 and I have never seen a festival like the National Cherry Festival.) -Superlative Adjectives (Regular, Irregular): (La Tomatina is the most exciting festival in Spain because everyone throws tomatoes at each other.) -Quantifiers (much, many, a lot of, very, some, any, no, few, a few, a little, little, all, both, enough, to, either, neither): (There are many dishes at the Pizzafest in Italy.) Background Grammatical Structures in Use: -Comparative Adjectives (Regular and Irregular): (Is Orange Blossom Festival in Adana more enjoyable than other Festivals for you?)

ENG.5.6.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” carefully. ENG.5.6.L2.Studentscan bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” together through significant details and main components while listening (to)/watching it. ENG.5.6.L3.Studentscan make meaning of/derive meaning from the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through significant details by listening (to)/ watching it carefully. ENG.5.6.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. 148 THE ENGLISH LANGUAGE CURRICULUMa) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. ENG.5.6.P1.Studentscan select and use the target phonological elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.6.R1.Studentscan get ready for the reading-comprehension process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.R2.Studentscan bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.6.R3.Studentscan make meaning of / derive meaning from the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by reading it carefully. ENG.5.6.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others. ENG.5.6.V1.Studentscan select and use the target vocabulary of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.6.G1.Studentscan select and use the target grammatical elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. 150 THE ENGLISH LANGUAGE CURRICULUMa) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. ENG.5.6.W1.Studentscan get ready for the writing-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.

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, V14. Respect, V15. Love and Affection, V16. Responsibility, V19. Patriotism, V20. Benevolence

EVALUATION FOR THE SKILLS AND THE CONTENT: PERFORMANCE ASSIGNMENT: Students will imagine they are food festival organisers and create a poster for an international food festival called “Tastes of the World”. They will choose three countries from different continents and show their national dishes. Students will write the names of the countries, their continents, and the dishes they are famous for. For example, they might write: eg. Türkiye (Eurasia)-Stuffed peppers Italy (Europe)-Pizza, Japan (Asia)-Sushi, and Mexico (North America)-Tacos. They will decorate their posters with drawings or pictures and write a short invitation at the bottom, such as “Come and taste the delicious food from around the world!” Finally, students will present their posters to the class. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Mevlana Haftası, İnsan Hakları ve Demokrasi Haftası

LIFE IN THE NEIGHBOURHOOD & CITY

LIFE IN THE NEIGHBOURHOOD & CITY Sub-themes: “Attractions and recreational places, services, and transportation in the neighbourhood and the city”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for attractions and recreational places in the neighbourhood & city: Nouns: An amusement park, a café, a castle, a cinema (movie theater-theater- AmE), a concert hall, a museum, a park, a shopping centre-shopping mall (mall-AmE), a sports stadium, a theatre. Adjectives: Amazing Vocabulary for services in the neighbourhood and the city: An airport, a bakery, a bookstore (bookshopAmE), a bus station, a department store, a fire station, a gas station (petrol station-AmE), a gallery, a hall, a hospital, a chemist’s (pharmacy, drugstore-AmE), a hotel, a library, a museum, a mosque, a post office, a railway station (train station-AmE), a store, a theatre (theatre-AmE), a train station. Vocabulary for transportation tools in the neighbourhood and the city: An aeroplane (airplane-AmE), an ambulance, a boat, a car, a bus, a coach, a helicopter, a lorry (truck-AmE), a motorbike (motorcycle-AmE), a ship, a train, (the British) tube-an underground (subway-AmE), a van. Vocabulary for transportation in the neighbourhood and the city: An airport, a bridge, a garage, a motorway (highway-AmE), a platform, a railway (railroad-AmE), a seat, a station, a stop. Target Grammatical Structures in Use: -The Simple Past Tense (was/were): (The library was quiet and peaceful yesterday.) -The Simple Past Tense (Regular/Irregular Verbs): (She visited the zoo last weekend. They drove to the railway station early in the morning.) -Question Tags: The Simple Past Tense: (You went to the shopping centre, didn’t you?) -Gerunds & Infinitives (-ing, -ed): (Visiting the museum is my favourite weekend activity. I plan to go to the amusement park this summer.) -Conjunctions (when-where-why): (I saw them when I visited the castle last week.) -Compound sentences (where-when-whose-why-who-that): (The cinema was the place where we watched the new film.) -Prepositions of place: (in front of, under, behind, among, beside, near, next to, between, -across, into, through, onto, out of, etc.): (The playground was behind the park in our neighbourhood.) -Something, anything: (I found something very different at the art gallery.) -Adjectives and adverbs (bad-badly): (She had a bad experience at the amusement park. He played the guitar badly during the concert at the concert hall.) Background Grammatical Structures in Use: -“Wh-Questions” (When-where-why: (Why did they build a new sports stadium in the city?) - Prepositions of Place (at, in, on): (She is in the park now.)

ENG.5.5.W2.Studentscan understand the model/example for the writing task about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.W3.Studentscan organise a content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” based on the model/example provided. 129 THE ENGLISH LANGUAGE CURRICULUMa) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. ENG.5.5.W4.Studentscan individually construct/form content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people. ENG.5.5.W6.Studentscan reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.5.5.S1.Studentscan get ready for speaking-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.S2.Studentscan use the model/example for producing verbal content about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.S3.Studentscan organise a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.5.5.S4.Studentscan construct a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.5.5.S5.Studentscan reorganise (reconstruct) and use information about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people. ENG.5.5.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/or with others.

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, LS8. Sustainability Literacy, LS9. Art Literacy

V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence

EVALUATION FOR THE SKILLS AND THE CONTENT: PERFORMANCE ASSIGNMENT: Students will create a Creative Mini Book (paper or digital: they can use Web 2.0 tools or AI) titled “Family Life in My Neighbourhood and City. ”Each student will make a 5-6 page mini-book that shows different parts of family life in their local community. They will include photos, drawings, captions, and short stories to share what they experience. The mini-book will cover attractions like parks, cafes, gyms, and cinemas, services such as chemists, hospitals, markets, and transportation ways like buses, taxis, and the metro. Through this project, they will show how these things help their family enjoy, travel, and connect with the community. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi

LIFE IN THE NEIGHBOURHOOD & CITY

LIFE IN THE NEIGHBOURHOOD & CITY Sub-themes: “Attractions and recreational places, services, and transportation in the neighbourhood and the city”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for attractions and recreational places in the neighbourhood & city: Nouns: An amusement park, a café, a castle, a cinema (movie theater-theater- AmE), a concert hall, a museum, a park, a shopping centre-shopping mall (mall-AmE), a sports stadium, a theatre. Adjectives: Amazing Vocabulary for services in the neighbourhood and the city: An airport, a bakery, a bookstore (bookshopAmE), a bus station, a department store, a fire station, a gas station (petrol station-AmE), a gallery, a hall, a hospital, a chemist’s (pharmacy, drugstore-AmE), a hotel, a library, a museum, a mosque, a post office, a railway station (train station-AmE), a store, a theatre (theatre-AmE), a train station. Vocabulary for transportation tools in the neighbourhood and the city: An aeroplane (airplane-AmE), an ambulance, a boat, a car, a bus, a coach, a helicopter, a lorry (truck-AmE), a motorbike (motorcycle-AmE), a ship, a train, (the British) tube-an underground (subway-AmE), a van. Vocabulary for transportation in the neighbourhood and the city: An airport, a bridge, a garage, a motorway (highway-AmE), a platform, a railway (railroad-AmE), a seat, a station, a stop. Target Grammatical Structures in Use: -The Simple Past Tense (was/were): (The library was quiet and peaceful yesterday.) -The Simple Past Tense (Regular/Irregular Verbs): (She visited the zoo last weekend. They drove to the railway station early in the morning.) -Question Tags: The Simple Past Tense: (You went to the shopping centre, didn’t you?) -Gerunds & Infinitives (-ing, -ed): (Visiting the museum is my favourite weekend activity. I plan to go to the amusement park this summer.) -Conjunctions (when-where-why): (I saw them when I visited the castle last week.) -Compound sentences (where-when-whose-why-who-that): (The cinema was the place where we watched the new film.) -Prepositions of place: (in front of, under, behind, among, beside, near, next to, between, -across, into, through, onto, out of, etc.): (The playground was behind the park in our neighbourhood.) -Something, anything: (I found something very different at the art gallery.) -Adjectives and adverbs (bad-badly): (She had a bad experience at the amusement park. He played the guitar badly during the concert at the concert hall.) Background Grammatical Structures in Use: -“Wh-Questions” (When-where-why: (Why did they build a new sports stadium in the city?) - Prepositions of Place (at, in, on): (She is in the park now.)

ENG.5.5.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” carefully. ENG.5.5.L2.Studentscan bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” together through significant details and main components while listening (to)/ watching it. ENG.5.5.L3.Studentscan make meaning of/derive meaning from the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through significant details by listening (to)/watching it carefully. ENG.5.5.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. 126 THE ENGLISH LANGUAGE CURRICULUMa) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. ENG.5.5.P1.Studentscan select and use the target phonological elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.5.R1.Studentscan get ready for the reading-comprehension process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.R2.Studentscan bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.5.R3.Studentscan make meaning of / derive meaning from the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by reading it carefully. 127 THE ENGLISH LANGUAGE CURRICULUMa) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. ENG.5.5.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.5.5.V1.Studentscan select and use the target vocabulary of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.G1.Studentscan select and use the target grammatical elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.W1.Studentscan get ready for the writing-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.

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, LS8. Sustainability Literacy, LS9. Art Literacy

V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence

EVALUATION FOR THE SKILLS AND THE CONTENT: PERFORMANCE ASSIGNMENT: Students will create a Creative Mini Book (paper or digital: they can use Web 2.0 tools or AI) titled “Family Life in My Neighbourhood and City. ”Each student will make a 5-6 page mini-book that shows different parts of family life in their local community. They will include photos, drawings, captions, and short stories to share what they experience. The mini-book will cover attractions like parks, cafes, gyms, and cinemas, services such as chemists, hospitals, markets, and transportation ways like buses, taxis, and the metro. Through this project, they will show how these things help their family enjoy, travel, and connect with the community. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü