2025-2026 EĞİTİM-ÖĞRETİM YILI ..........................................................................
5. SINIF İNGILIZCE(MAARIF*) DERSİ ÜNİTELENDİRİLMİŞ YILLIK PLANI

Türkiye Yüzyılı Maarif Modeli

SÜRE ÜNİTE/TEMA - İÇERİK ÇERÇEVESİ ÖĞRENME ÇIKTILARI VE SÜREÇ BİLEŞENLERİ PROGRAMLAR ARASI BİLEŞENLER BELİRLİ GÜN VE HAFTALAR
AY HAFTA SAAT ÜNİTE/TEMA KONU (İÇERİK ÇERÇEVESİ) ÖĞRENME ÇIKTILARI SÜREÇ BİLEŞENLERİ SOSYAL - DUYGUSAL ÖĞRENME BECERİLERİ DEĞERLER OKURYAZARLIK BECERİLERİ BELİRLİ GÜN VE HAFTALAR
EYLÜL
1. Hafta:
08-12 Eylül
3 ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION Uluslararası Temiz Hava Günü
EYLÜL
2. Hafta:
15-19 Eylül
3 SCHOOL LIFE People, places, and rules at school **LISTENING:** ENG.5.1.L1 Students can get ready for the listening/watching-comprehension process for the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” carefully. **READING:** ENG.5.1.R1 Students can get ready for the reading-comprehension process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. **WRITING:** ENG.5.1.W1 Students can get ready for the writing-expression process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. **SPEAKING:** ENG.5.1.S1 Students can get ready for speaking-expression process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. **VOCABULARY:** ENG.5.1.V1 S tudents can select and use the target vocabulary of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. **GRAMMAR:** ENG.5.1.G1 Students can select and use the target grammatical elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. 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. Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. Students make predictions about the current content on “school life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. Students make significant preliminary predictions about the current content based on recognised relationships. Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. 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. 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. 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. 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. Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. 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. Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. 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. Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. Being familiar with the current content by listening (to)/watching/reading it a few times attentively. Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication 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 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V12.. Patience,V14.. Respect,V16.. Responsibility,V19.. Patriotism,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy 409 THE ENGLISH LANGUAGE CURRICULUM İlköğretim Haftası, Mevlid-i Nebî Haftası, Öğrenciler Günü, Gaziler Günü
EYLÜL
3. Hafta:
22-26 Eylül
3 SCHOOL LIFE People, places, and rules at school **LISTENING:** ENG.5.1.L2 S tudents can bring information about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” together through significant details and main components while listening/watching it. **READING:** ENG.5.1.R2 Students can bring information about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. **WRITING:** ENG.5.1.W2 Students can understand the model/example for the writing task about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. **SPEAKING:** ENG.5.1.S2 Students can use the model/example for producing verbal content about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. **PRONUNCIATION:** ENG.5.1.P1 Students can select and use the target phonological elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. **LISTENING:** ENG.5.1.L3 S tudents can make meaning of/derive meaning from the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” through significant details by listening/watching it carefully. Students comprehend the topic of the current content by listening (to)/watching it as a whole. Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. Students read the current content to scan the major components silently and quickly with the help of the clues provided. Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. Students recognise the target phonological elements of the current content when they are heard in different contexts. 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. Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. 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. Students make important and necessary classifications in the current content that help them to understand it better with details. Students make important and necessary comparisons in the current content that help them to understand it better with details. Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. Students internalise the current content in an individualised and appropriate way according to age and language level. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication 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 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V12.. Patience,V14.. Respect,V16.. Responsibility,V19.. Patriotism,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy 409 THE ENGLISH LANGUAGE CURRICULUM
EYLÜL
4. Hafta:
29 Eylül- 03 Ekim
3 SCHOOL LIFE People, places, and rules at school **LISTENING:** ENG.5.1.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 “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. **READING:** ENG.5.1.R3 Students can make meaning of / derive meaning from the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by reading it carefully. **WRITING:** ENG.5.1.W3 S tudents can organise a content for the assigned writing task on the current content “school life with people, places and rules at school; school clubs; countries; national days and celebrations” based on the model/example provided. **SPEAKING:** ENG.5.1.S3 S tudents can organise a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically. **READING:** ENG.5.1.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.5.1.W4 Students can individually construct/form content for the assigned writing task on the current content “school life with people, places and rules at school; school clubs; countries; national days and celebrations”. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. 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. Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. Students make meaningful inferences from the information in the current content by examining it carefully. Students internalise the information in the current content in an individualised and appropriate way according to age and language level. Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. 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. 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. 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. 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. Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. 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. Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. 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. Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. 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. Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication 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 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V12.. Patience,V14.. Respect,V16.. Responsibility,V19.. Patriotism,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy 409 THE ENGLISH LANGUAGE CURRICULUM Disleksi Haftası, Dünya Disleksi Günü
EKIM
5. Hafta:
06-10 Ekim
3 SCHOOL LIFE People, places, and rules at school **WRITING:** ENG.5.1.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people. **SPEAKING:** ENG.5.1.S4 Students can construct a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically. **WRITING:** ENG.5.1.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others. **SPEAKING:** ENG.5.1.S5 Students can reorganise (reconstruct) and use information about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people. 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. Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. 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. Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. 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. Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. 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. Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication 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 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V12.. Patience,V14.. Respect,V16.. Responsibility,V19.. Patriotism,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy 409 THE ENGLISH LANGUAGE CURRICULUM Ahilik Kültürü Haftası
EKIM
6. Hafta:
13-17 Ekim
3 CLASSROOM LIFE Classroom rules and language **LISTENING:** ENG.5.2.L1 Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” carefully. **READING:** ENG.5.2.R1 Students can get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. **WRITING:** ENG.5.2.W1 Students can get ready for the writing-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. **SPEAKING:** ENG.5.2.S1 Students can get ready for speaking-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. **VOCABULARY:** ENG.5.2.V1 Students can select and use the target vocabulary of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. **GRAMMAR:** ENG.5.2.G1 Students can select and use the target grammatical elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. 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. Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. Students make predictions about the current content on “classroom life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. Students make significant preliminary predictions about the current content based on recognised relationships. Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. 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. 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. 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. 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. Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. 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. Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. 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. Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. Being familiar with the current content by listening (to)/watching/reading it a few times attentively. Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy 428 THE ENGLISH LANGUAGE CURRICULUM
EKIM
7. Hafta:
20-24 Ekim
3 CLASSROOM LIFE Classroom rules and language **LISTENING:** ENG.5.2.L2 Students can bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” together through significant details and main components while listening/watching it. **READING:** ENG.5.2.R2 S tudents can bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. **WRITING:** ENG.5.2.W2 Students can understand the model/example for the writing task about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. **SPEAKING:** ENG.5.2.S2 Students can use the model/example for producing verbal content about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. **PRONUNCIATION:** ENG.5.2.P1 S tudents can select and use the target phonological elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. **LISTENING:** ENG.5.2.L3 Students can make meaning of/derive meaning from the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through significant details by listening/watching it carefully. Students comprehend the topic of the current content by listening (to)/watching it as a whole. Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. Students read the current content to scan the major components silently and quickly with the help of the clues provided. Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. Students recognise the target phonological elements of the current content when they are heard in different contexts. 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. Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. 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. Students make important and necessary classifications in the current content that help them to understand it better with details. Students make important and necessary comparisons in the current content that help them to understand it better with details. Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. Students internalise the current content in an individualised and appropriate way according to age and language level. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy 428 THE ENGLISH LANGUAGE CURRICULUM
EKIM
8. Hafta:
27-31 Ekim
3 CLASSROOM LIFE Classroom rules and language **LISTENING:** ENG.5.2.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. **READING:** ENG.5.2.R3 Students can make meaning of / derive meaning from the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by reading it carefully. **WRITING:** ENG.5.2.W3 Students can organise a content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” based on the model/example provided. **SPEAKING:** ENG.5.2.S3 Students can organise a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically. **READING:** ENG.5.2.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.5.2.W4 Students can individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. 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. Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. Students make meaningful inferences from the information in the current content by examining it carefully. Students internalise the information in the current content in an individualised and appropriate way according to age and language level. Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. 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. 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. 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. 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. Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. 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. Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. 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. Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. 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. Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy 428 THE ENGLISH LANGUAGE CURRICULUM Cumhuriyet Bayramı
KASIM
9. Hafta:
03-07 Kasım
3 CLASSROOM LIFE Classroom rules and language **WRITING:** ENG.5.2.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people. **SPEAKING:** ENG.5.2.S4 Students can construct a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically. **WRITING:** ENG.5.2.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others. **SPEAKING:** ENG.5.2.S5 Students can reorganise (reconstruct) and use information about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people. 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. Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. 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. Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. 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. Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. 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. Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V12.. Patience,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy 428 THE ENGLISH LANGUAGE CURRICULUM Kızılay Haftası, Organ Bağışı ve Nakli Haftası, Lösemili Çocuklar Haftası
KASIM
10. Hafta:
10-14 Kasım
3 1. Dönem Ara Tatili 1. Dönem Ara Tatili 1. Dönem Ara Tatili Atatürk Haftası, Afet Eğitimi Hazırlık Günü, Dünya Diyabet Günü
KASIM
11. Hafta:
17-21 Kasım
3 PERSONAL LIFE Basic body parts and physical features **LISTENING:** ENG.5.3.L1 Students can get ready for the listening/watching-comprehension process for the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” carefully. **READING:** ENG.5.3.R1 Students can get ready for the reading-comprehension process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. **WRITING:** ENG.5.3.W1 Students can get ready for the writing-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. **SPEAKING:** ENG.5.3.S1 Students can get ready for speaking-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. **VOCABULARY:** ENG.5.3.V1 Students can select and use the target vocabulary of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. **GRAMMAR:** ENG.5.3.G1 Students can select and use the target grammatical elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. 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. Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. Students make predictions about the current content on “personal life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. Students make significant preliminary predictions about the current content based on recognised relationships. Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. 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. 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. 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. 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. Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. 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. Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. 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. Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. Being familiar with the current content by listening (to)/watching/reading it a few times attentively. Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V16.. Responsibility,V18.. Cleanliness,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy 447 THE ENGLISH LANGUAGE CURRICULUM Dünya Felsefe Günü, Dünya Çocuk Hakları Günü
KASIM
12. Hafta:
24-28 Kasım
3 PERSONAL LIFE Basic body parts and physical features **LISTENING:** ENG.5.3.L2 Students can bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” together through significant details and main components while listening/watching it. **READING:** ENG.5.3.R2 Students can bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. **WRITING:** ENG.5.3.W2 Students can understand the model/example for the writing task about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. **SPEAKING:** ENG.5.3.S2 Students can use the model/example for producing verbal content about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. **PRONUNCIATION:** ENG.5.3.P1 Students can select and use the target phonological elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. **LISTENING:** ENG.5.3.L3 Students can make meaning of/derive meaning from the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through significant details by listening/watching it carefully. Students comprehend the topic of the current content by listening (to)/watching it as a whole. Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. Students read the current content to scan the major components silently and quickly with the help of the clues provided. Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. Students recognise the target phonological elements of the current content when they are heard in different contexts. 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. Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. 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. Students make important and necessary classifications in the current content that help them to understand it better with details. Students make important and necessary comparisons in the current content that help them to understand it better with details. Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. Students internalise the current content in an individualised and appropriate way according to age and language level. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V16.. Responsibility,V18.. Cleanliness,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy 447 THE ENGLISH LANGUAGE CURRICULUM Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü
ARALIK
13. Hafta:
01-05 Aralık
3 PERSONAL LIFE Basic body parts and physical features **LISTENING:** ENG.5.3.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”. **READING:** ENG.5.3.R3 Students can make meaning of / derive meaning from the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” by reading it carefully. **WRITING:** ENG.5.3.W3 Students can organise a content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities” based on the model/example provided. **SPEAKING:** ENG.5.3.S3 Students can organise a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. **READING:** ENG.5.3.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.5.3.W4 Students can individually construct/form content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities”. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. 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. Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. Students make meaningful inferences from the information in the current content by examining it carefully. Students internalise the information in the current content in an individualised and appropriate way according to age and language level. Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. 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. 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. 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. 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. Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. 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. Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. 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. Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. 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. Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V16.. Responsibility,V18.. Cleanliness,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy 447 THE ENGLISH LANGUAGE CURRICULUM Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi
ARALIK
14. Hafta:
08-12 Aralık
3 PERSONAL LIFE Basic body parts and physical features **WRITING:** ENG.5.3.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. **SPEAKING:** ENG.5.3.S4 Students can construct a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically. **WRITING:** ENG.5.3.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others. **SPEAKING:** ENG.5.3.S5 Students can reorganise (reconstruct) and use information about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people. 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. Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. 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. Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. 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. Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. 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. Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V16.. Responsibility,V18.. Cleanliness,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy 447 THE ENGLISH LANGUAGE CURRICULUM Mevlana Haftası, İnsan Hakları ve Demokrasi Haftası
ARALIK
15. Hafta:
15-19 Aralık
3 FAMILY LIFE Family members' hobbies and activities **LISTENING:** ENG.5.4.L1 Students can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ routines; family members’ hobbies and activities” carefully. **READING:** ENG.5.4.R1 Students can get ready for the writing-comprehension process about the current content on “family life with family members’ routines; family members’ hobbies and activities”. **WRITING:** ENG.5.4.W1 Students can get ready for the writing-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”. **SPEAKING:** ENG.5.4.S1 Students can get ready for speaking-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”. **VOCABULARY:** ENG.5.4.V1 Students can select and use the target vocabulary of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. **GRAMMAR:** ENG.5.4.G1 S tudents can select and use the target grammatical elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. 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. Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. Students make predictions about the current content on “family life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. Students recognise significant relationships between their pre-existing knowledge, past experiences, and clues to the current content. Students make significant preliminary predictions about the current content based on recognised relationships. Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. 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. 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. 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. 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. Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. 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. Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. 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. Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. Being familiar with the current content by listening (to)/watching/reading it a few times attentively. Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V2.. Family Integrity,V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS9. Art Literacy 466 THE ENGLISH LANGUAGE CURRICULUM Tutum, Yatırım ve Türk Malları Haftası
ARALIK
16. Hafta:
22-26 Aralık
3 FAMILY LIFE Family members' hobbies and activities **LISTENING:** ENG.5.4.L2 Students can bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” together through significant details and main components while listening/watching it. **READING:** ENG.5.4.R2 Students can bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. **WRITING:** ENG.5.4.W2 Students can understand the model/example for the writing task about the current content on “family life with family members’ routines; family members’ hobbies and activities”. **SPEAKING:** ENG.5.4.S2 Students can use the model/example for producing verbal content about the current content on “family life with family members’ routines; family members’ hobbies and activities”. **PRONUNCIATION:** ENG.5.4.P1 Students can select and use the target phonological elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. **LISTENING:** ENG.5.4.L3 Students can make meaning of/derive meaning from the current content on “family life with family members’ routines; family members’ hobbies and activities” through significant details by listening/watching it carefully. Students comprehend the topic of the current content by listening (to)/watching it as a whole. Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. Students read the current content to scan the major components silently and quickly with the help of the clues provided. Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. Students recognise the target phonological elements of the current content when they are heard in different contexts. 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. Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. 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. Students make important and necessary classifications in the current content that help them to understand it better with details. Students make important and necessary comparisons in the current content that help them to understand it better with details. Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. Students internalise the current content in an individualised and appropriate way according to age and language level. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V2.. Family Integrity,V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS9. Art Literacy 466 THE ENGLISH LANGUAGE CURRICULUM Mehmet Akif Ersoy'u Anma Haftası
ARALIK
17. Hafta:
29 Aralık- 02 Ocak
3 FAMILY LIFE Family members' hobbies and activities **LISTENING:** ENG.5.4.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ routines; family members’ hobbies and activities”. **READING:** ENG.5.4.R3 S tudents can make meaning of / derive meaning from the current content about “family life with family members’ routines; family members’ hobbies and activities” by reading it carefully. **WRITING:** ENG.5.4.W3 S tudents can organise a content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities” based on the model/example provided. **SPEAKING:** ENG.5.4.S3 Students can organise a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically. **READING:** ENG.5.4.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.5.4.W4 Students can individually construct/form content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities”. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. 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. Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. Students make meaningful inferences from the information in the current content by examining it carefully. Students internalise the information in the current content in an individualised and appropriate way according to age and language level. Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. 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. 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. 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. 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. Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. 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. Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. 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. Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. 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. Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V2.. Family Integrity,V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS9. Art Literacy 466 THE ENGLISH LANGUAGE CURRICULUM
OCAK
18. Hafta:
05-09 Ocak
3 FAMILY LIFE Family members' hobbies and activities **WRITING:** ENG.5.4.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people. **SPEAKING:** ENG.5.4.S4 Students can construct a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically. **WRITING:** ENG.5.4.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others. **SPEAKING:** ENG.5.4.S5 Students can reorganise (reconstruct) and use information about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people. 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. Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge with others. Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. 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. Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. 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. Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. 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. Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V2.. Family Integrity,V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS3. Financial Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS9. Art Literacy 466 THE ENGLISH LANGUAGE CURRICULUM Enerji Tasarrufu Haftası
OCAK
19. Hafta:
12-16 Ocak
3 Etkinlik Haftası Etkinlik Haftası Etkinlik Haftası
OCAK
20. Hafta:
19-23 Ocak
3 Yarıyıl Tatili Yarıyıl Tatili Yarıyıl Tatili
OCAK
21. Hafta:
26-30 Ocak
3 Yarıyıl Tatili Yarıyıl Tatili Yarıyıl Tatili
ŞUBAT
22. Hafta:
02-06 Şubat
3 LIFE IN THE NEIGHBOURHOOD & CITY Places for recreation and attractions in the neighbourhood and city **LISTENING:** ENG.5.5.L2 S tudents can bring information about the current content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” together through significant details and main components while listening/ watching it. **READING:** ENG.5.5.R2 Students can bring information about the current content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. **WRITING:** ENG.5.5.W2 Students can understand the model/example for the writing task about the current content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses”. **SPEAKING:** ENG.5.5.S2 Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ;different types of houses”. **PRONUNCIATION:** ENG.5.5.P1 Students can select and use the target phonological elements of the current content about “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. **LISTENING:** ENG.5.5.L3 Students can make meaning of/derive meaning from the current content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” through significant details by listening/watching it carefully. Students comprehend the topic of the current content by listening (to)/watching it as a whole. Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. Students read the current content to scan the major components silently and quickly with the help of the clues provided. Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully. Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. Students recognise the target phonological elements of the current content when they are heard in different contexts. 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. Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. 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. Students make important and necessary classifications in the current content that help them to understand it better with details. Students make important and necessary comparisons in the current content that help them to understand it better with details. Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. Students internalise the current content in an individualised and appropriate way according to age and language level. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V1.. Justice,V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V11.. Independence,V12.. Patience,V14.. Respect,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS9. Art Literacy
ŞUBAT
23. Hafta:
09-13 Şubat
3 LIFE IN THE NEIGHBOURHOOD & CITY Places for recreation and attractions in the neighbourhood and city **LISTENING:** ENG.5.5.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses”. **READING:** ENG.5.5.R3 S tudents can make meaning of / derive meaning from the current content about “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” by reading it carefully. **WRITING:** ENG.5.5.W3 S tudents can organise a content for the assigned writing task on the current content “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” based on the model/example provided. **SPEAKING:** ENG.5.5.S3 Students can organise a new verbal content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” by speaking accurately, efficiently, and authentically. **READING:** ENG.5.5.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.5.5.W4 Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses”. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. 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. Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. Students make meaningful inferences from the information in the current content by examining it carefully. Students internalise the information in the current content in an individualised and appropriate way according to age and language level. Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. 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. 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. 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. 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. Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. 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. Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. 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. Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. 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. Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V1.. Justice,V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V11.. Independence,V12.. Patience,V14.. Respect,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS9. Art Literacy
ŞUBAT
24. Hafta:
16-20 Şubat
3 LIFE IN THE NEIGHBOURHOOD & CITY Places for recreation and attractions in the neighbourhood and city **WRITING:** ENG.5.5.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” to communicate with other people. **SPEAKING:** ENG.5.5.S4 Students can construct a new verbal content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” by speaking accurately, efficiently, and authentically. **WRITING:** ENG.5.5.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others. **SPEAKING:** ENG.5.5.S5 Students can reorganise (reconstruct) and use information about the “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” to communicate with other people. 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. Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. 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. Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. 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. Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. 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. Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V1.. Justice,V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V11.. Independence,V12.. Patience,V14.. Respect,V16.. Responsibility,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS9. Art Literacy
ŞUBAT
25. Hafta:
23-27 Şubat
3 LIFE IN THE WORLD Food events in the city **LISTENING:** ENG.5.6.L1 Students can get ready for the listening/watching-comprehension process for the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” carefully. **READING:** ENG.5.6.R1 Students can get ready for the reading-comprehension process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. **WRITING:** ENG.5.6.W1 Students can get ready for the writing-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. **SPEAKING:** ENG.5.6.S1 Students can get ready for speaking-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. **VOCABULARY:** ENG.5.6.V1 Students can select and use the target vocabulary of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. **GRAMMAR:** ENG.5.6.G1 Students can select and use the target grammatical elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. 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. Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. Students make predictions about the current content on “life in the world” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. Students making significant preliminary predictions about the current content based on recognised relationships. Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. 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. 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. 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. 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. Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. 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. Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. 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. Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. Being familiar with the current content by listening (to)/watching/reading it a few times attentively. Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V14.. Respect,V15.. Love and Affection,V16.. Responsibility,V17.. Thriftiness,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS9. Art Literacy 504 THE ENGLISH LANGUAGE CURRICULUM Vergi Haftası, Yeşilay Haftası
MART
26. Hafta:
02-06 Mart
3 LIFE IN THE WORLD Food events in the city **LISTENING:** ENG.5.6.L2 S tudents can bring information about the current conte t on “life in the world with basic food types; ordering in a restaurant; food events in the city” together through significant details and main components while listening/watching it. **READING:** ENG.5.6.R2 Students can bring information about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. **WRITING:** ENG.5.6.W2 Students can understand the model/example for the writing task about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. **SPEAKING:** ENG.5.6.S2 Students can use the model/example for producing verbal content about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. **PRONUNCIATION:** ENG.5.6.P1 Students can select and use the target phonological elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. **LISTENING:** ENG.5.6.L3 Students can make meaning of/derive meaning from the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through significant details by listening/watching it carefully. Students comprehend the topic of the current content by listening (to)/watching it as a whole. Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. Students read the current content to scan the major components silently and quickly with the help of the clues provided. Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. Students recognise the target phonological elements of the current content when they are heard in different contexts. 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. Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. 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. Students make important and necessary classifications in the current content that help them to understand it better with details. Students make important and necessary comparisons in the current content that help them to understand it better with details. Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. Students internalise the current content in an individualised and appropriate way according to age and language level. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V14.. Respect,V15.. Love and Affection,V16.. Responsibility,V17.. Thriftiness,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS9. Art Literacy 504 THE ENGLISH LANGUAGE CURRICULUM Girişimcilik Haftası
MART
27. Hafta:
09-13 Mart
3 LIFE IN THE WORLD Food events in the city **LISTENING:** ENG.5.6.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”. **READING:** ENG.5.6.R3 S tudents can make meaning of / derive meaning from the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” by reading it carefully. **WRITING:** ENG.5.6.W3 S tudents can organise a content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city” based on the model/example provided. **SPEAKING:** ENG.5.6.S3 Students can organise a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically. **READING:** ENG.5.6.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.5.6.W4 Students can individually construct/form content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city”. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. 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. Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. Students make meaningful inferences from the information in the current content by examining it carefully. Students internalise the information in the current content in an individualised and appropriate way according to age and language level. Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. 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. 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. 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. 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. Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. 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. Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. 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. Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. 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. Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V14.. Respect,V15.. Love and Affection,V16.. Responsibility,V17.. Thriftiness,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS9. Art Literacy 504 THE ENGLISH LANGUAGE CURRICULUM Bilim ve Teknoloji Haftası, İstiklâl Marşı'nın Kabulü ve Mehmet Akif Ersoy'u Anma Günü
MART
28. Hafta:
16-20 Mart
3 2. Dönem Ara Tatili 2. Dönem Ara Tatili 2. Dönem Ara Tatili Tüketiciyi Koruma Haftası, Türk Dünyası ve Toplulukları Haftası
MART
29. Hafta:
23-27 Mart
3 LIFE IN THE WORLD Food events in the city **WRITING:** ENG.5.6.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people. **SPEAKING:** ENG.5.6.S4 Students can construct a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically. **WRITING:** ENG.5.6.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others. **SPEAKING:** ENG.5.6.S5 Students can reorganise (reconstruct) and use information about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people. 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. Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. 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. Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. 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. Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. 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. Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V6.. Honesty,V7.. Aesthetics,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V14.. Respect,V15.. Love and Affection,V16.. Responsibility,V17.. Thriftiness,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS9. Art Literacy 504 THE ENGLISH LANGUAGE CURRICULUM Orman Haftası, Dünya Tiyatrolar Günü
MART
30. Hafta:
30 Mart- 03 Nisan
3 LIFE IN NATURE Types of animals in nature **LISTENING:** ENG.5.7.L1 Students can get ready for the listening/watching-comprehension process for the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” carefully. **READING:** ENG.5.7.R1 Students can get ready for the reading-comprehension process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. **WRITING:** ENG.5.7.W1 Students can get ready for the writing-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. **SPEAKING:** ENG.5.7.S1 Students can get ready for speaking-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. **VOCABULARY:** ENG.5.7.V1 Students can select and use the target vocabulary of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. **GRAMMAR:** ENG.5.7.G1 Students can select and use the target grammatical elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. 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. Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. Students make predictions about the current content on “life in nature” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. Students make significant preliminary predictions about the current content based on recognised relationships. Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. 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. 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. 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. 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. Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. 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. Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. 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. Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. Being familiar with the current content by listening (to)/watching/reading it a few times attentively. Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication 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 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V16.. Responsibility,V18.. Cleanliness,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS8. Sustainability Literacy,LS9. Art Literacy 523 THE ENGLISH LANGUAGE CURRICULUM Kütüphaneler Haftası, Kanser Haftası, Dünya Otizm Farkındalık Günü
NISAN
31. Hafta:
06-10 Nisan
3 LIFE IN NATURE Types of animals in nature **LISTENING:** ENG.5.7.L2 Students can bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” together through significant details and main components while listening/watching it. **READING:** ENG.5.7.R2 Students can bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. **WRITING:** ENG.5.7.W2 Students can understand the model/example for the writing task about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. **SPEAKING:** ENG.5.7.S2 Students can use the model/example for producing verbal content about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. **PRONUNCIATION:** ENG.5.7.P1 Students can select and use the target phonological elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. **LISTENING:** ENG.5.7.L3 Students can make meaning of/derive meaning from the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through significant details by listening/watching it carefully. Students comprehend the topic of the current content by listening (to)/watching it as a whole. Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. Students read the current content to scan the major components silently and quickly with the help of the clues provided. Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. Students understand the components and details of the content in the provided model/ sample which is displayed as a guide by examining it carefully. Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. Students recognise the target phonological elements of the current content when they are heard in different contexts. 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. Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. 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. Students make important and necessary classifications in the current content that help them to understand it better with details. Students make important and necessary comparisons in the current content that help them to understand it better with details. Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. Students internalise the current content in an individualised and appropriate way according to age and language level. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication 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 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V16.. Responsibility,V18.. Cleanliness,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS8. Sustainability Literacy,LS9. Art Literacy 523 THE ENGLISH LANGUAGE CURRICULUM Kanser Haftası, Dünya Sağlık Günün/Dünya Sağlık Haftası, Kişisel Verileri Koruma Günü
NISAN
32. Hafta:
13-17 Nisan
3 LIFE IN NATURE Types of animals in nature **LISTENING:** ENG.5.7.L4 Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”. **READING:** ENG.5.7.R3 Students can make meaning of / derive meaning from the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” by reading it carefully. **WRITING:** ENG.5.7.W3 S tudents can organise a content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats” based on the model/example provided. **SPEAKING:** ENG.5.7.S3 Students can organise a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically. **READING:** ENG.5.7.R4 Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.5.7.W4 Students can individually construct/form content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats”. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. 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. Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. Students make meaningful inferences from the information in the current content by examining it carefully. Students internalise the information in the current content in an individualised and appropriate way according to age and language level. Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. 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. 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. 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. 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. Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. 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. Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. 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. Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. 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. Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication 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 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V16.. Responsibility,V18.. Cleanliness,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS8. Sustainability Literacy,LS9. Art Literacy 523 THE ENGLISH LANGUAGE CURRICULUM Turizm Haftası
NISAN
33. Hafta:
20-24 Nisan
3 LIFE IN NATURE Types of animals in nature **WRITING:** ENG.5.7.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people. **SPEAKING:** ENG.5.7.S4 Students can construct a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically. **WRITING:** ENG.5.7.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others. **SPEAKING:** ENG.5.7.S5 Students can reorganise (reconstruct) and use information about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people. 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. Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. 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. Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. 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. Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. 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. Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication 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 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V13.. Healthy Living,V16.. Responsibility,V18.. Cleanliness,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS8. Sustainability Literacy,LS9. Art Literacy 523 THE ENGLISH LANGUAGE CURRICULUM Ulusal Egemenlik ve Çocuk Bayramı
NISAN
34. Hafta:
27 Nisan- 01 Mayıs
3 LIFE IN THE UNIVERSE & FUTURE School holidays, places, activities, and plans for holidays **LISTENING:** ENG.5.8.L1 Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” carefully. **READING:** ENG.5.8.R1 S tudents can get ready for the reading-comprehension process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. **WRITING:** ENG.5.8.W1 S tudents can get ready for the writing-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. **SPEAKING:** ENG.5.8.S1 Students can get ready for speaking-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. **VOCABULARY:** ENG.5.8.V1 Students can select and use the target vocabulary of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. **GRAMMAR:** ENG.5.8.G1 Students can select and use the target grammatical elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. 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. Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. Students make significant preliminary predictions about the current content based on recognised relationships. Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. 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. 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. 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. 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. Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. 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. Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. 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. Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. Being familiar with the current content by listening (to)/watching/reading it a few times attentively. Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V16.. Responsibility,V18.. Cleanliness,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy 542 THE ENGLISH LANGUAGE CURRICULUM Kût'ül Amâre Zaferi
MAYIS
35. Hafta:
04-08 Mayıs
3 LIFE IN THE UNIVERSE & FUTURE School holidays, places, activities, and plans for holidays **LISTENING:** ENG.5.8.L2 Students can bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” together through significant details and main components while listening/watching it. **READING:** ENG.5.8.R2 Students can bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. **WRITING:** ENG.5.8.W2 Students can understand the model/example for the writing task about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. **SPEAKING:** ENG.5.8.S2 Students can use the model/example for producing verbal content about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. **PRONUNCIATION:** ENG.5.8.P1 Students can select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. **LISTENING:** ENG.5.8.L3 Students can make meaning of/derive meaning from the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through significant details by listening/watching it carefully. Students comprehend the topic of the current content by listening (to)/watching it as a whole. Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. Students read the current content to scan the major components silently and quickly with the help of the clues provided. Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. Students recognise the target phonological elements of the current content when they are heard in different contexts. 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. Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. 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. Students make important and necessary classifications in the current content that help them to understand it better with details. Students make important and necessary comparisons in the current content that help them to understand it better with details. Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. Students internalise the current content in an individualised and appropriate way according to age and language level. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V16.. Responsibility,V18.. Cleanliness,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy 542 THE ENGLISH LANGUAGE CURRICULUM Bilişim Haftası, Trafik ve İlkyardım Haftası, İş Sağlığı ve Güvenliği Haftası
MAYIS
36. Hafta:
11-15 Mayıs
3 LIFE IN THE UNIVERSE & FUTURE School holidays, places, activities, and plans for holidays **LISTENING:** ENG.5.8.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 universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. **READING:** ENG.5.8.R3 Students can make meaning of / derive meaning from the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by reading it carefully. **WRITING:** ENG.5.8.W3 S tudents can organise a content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” based on the model/example provided. **SPEAKING:** ENG.5.8.S3 S tudents can organise a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically. **READING:** ENG.5.8.R4 S tudents can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others. **WRITING:** ENG.5.8.W4 Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. 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. Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. Students make meaningful inferences from the information in the current content by examining it carefully. Students internalise the information in the current content in an individualised and appropriate way according to age and language level. Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. 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. 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. 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. 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. Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. 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. Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. 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. Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. 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. Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V16.. Responsibility,V18.. Cleanliness,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy 542 THE ENGLISH LANGUAGE CURRICULUM Engelliler Haftası, Vakıflar Haftası
MAYIS
37. Hafta:
18-22 Mayıs
3 LIFE IN THE UNIVERSE & FUTURE School holidays, places, activities, and plans for holidays **WRITING:** ENG.5.8.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people. **SPEAKING:** ENG.5.8.S4 Students can construct a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically. **WRITING:** ENG.5.8.W6 Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others. **SPEAKING:** ENG.5.8.S5 Students can reorganise (reconstruct) and use information about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people. 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. Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. 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. Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. 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. Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. 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. Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. SELS1.1.. Self-Awareness Skill,SELS1.2.. Self-Regulation Skill,SELS1.3.. Self- Reflection Skill SELS2.1. Communication Skill,SELS2.2.. Cooperation Skill,SELS2.3.. Social Awareness Skill,SELS3.1. Adaptability Skill,SELS3.2. Flexibility Skill,SELS3.3.. Responsible Decision-Making Skill 162 THE ENGLISH LANGUAGE CURRICULUM V3.. Diligence,V4.. Friendship,V5.. Sensitivity,V6.. Honesty,V7.. Aesthetics,V9.. Compassion,V10.. Modesty,V11.. Independence,V12.. Patience,V16.. Responsibility,V18.. Cleanliness,V20.. Benevolence 1064 THE ENGLISH LANGUAGE CURRICULUM LS1. Information Literacy,LS2. Digital Literacy,LS4. Visual Literacy,LS5. Cultural Literacy,LS6. Civic Literacy,LS9. Art Literacy 542 THE ENGLISH LANGUAGE CURRICULUM Müzeler Haftası, Atatürk'ü Anma ve Gençlik ve Spor Bayramı
MAYIS
38. Hafta:
25-29 Mayıs
3 REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME REVISION PROGRAMME Etik Günü, İstanbul'un Fethi
HAZIRAN
39. Hafta:
01-05 Haziran
3 EVALUATION AND ASSESSMENT EVALUATION AND ASSESSMENT EVALUATION AND ASSESSMENT EVALUATION AND ASSESSMENT EVALUATION AND ASSESSMENT EVALUATION AND ASSESSMENT EVALUATION AND ASSESSMENT Etik Günü, Hayat Boyu Öğrenme Haftası
HAZIRAN
40. Hafta:
08-12 Haziran
3 EVALUATION AND ASSESSMENT EVALUATION AND ASSESSMENT EVALUATION AND ASSESSMENT EVALUATION AND ASSESSMENT EVALUATION AND ASSESSMENT EVALUATION AND ASSESSMENT EVALUATION AND ASSESSMENT Etik Günü, Çevre ve İklim Değişikliği Haftası
HAZIRAN
41. Hafta:
15-19 Haziran
3 SCHOOL-BASED PLANNING* SCHOOL-BASED PLANNING* SCHOOL-BASED PLANNING* SCHOOL-BASED PLANNING* SCHOOL-BASED PLANNING* SCHOOL-BASED PLANNING* SCHOOL-BASED PLANNING* Etik Günü
HAZIRAN
42. Hafta:
22-26 Haziran
3 Etkinlik Haftası Etkinlik Haftası Etkinlik Haftası Etik Günü
ÖLÇME DEĞERLENDİRME : FARKLILAŞTIRMA :
OKUL TEMELLİ PLANLAMA :

  • Bu yıllık plan; 19.09.2022 tarih ve 58168473 sayılı "Millî Eğitim Bakanlığı Eğitim Öğretim Çalışmalarının Planlı Yürütülmesine İlişkin Yönerge", 2104 sayılı Tebliğler Dergisi, İlköğretim ve Ortaöğretim Kurumlarında Atatürk İnkılap ve İlkelerinin Öğretim Esasları Yönergesi, Talim ve Terbiye Kurulu’nun 23.05.2024 tarih ve 20 sayılı Kurul Kararı eki, Türkiye Yüzyılı Maarif Modeli Öğretim Programları Ortak Metni, "M.E.B. 2024-2025 Eğitim ve Öğretim Yılı Çalışma Takvimi Genelgesi" ile Talim ve Terbiye Kurulu’nun 24.08.2023 tarih ve 43 sayılı Kurul Kararı eki esas alınarak hazırlanmıştır.
  • Atatürkçülük konuları ile ilgili olarak Talim ve Terbiye Kurulu Başkanlığının 2104 ve 2488 sayılı Tebliğler Dergisinden yararlanılmıştır.

.......................................
Ders Öğretmeni

......................................
Ders Öğretmeni

......................................
Ders Öğretmeni

......................................
Ders Öğretmeni

..../..../2025
UYGUNDUR

......................................
Okul Müdürü