2025-2026 EĞİTİM-ÖĞRETİM YILI ..........................................................................
5. SINIF İNGILIZCE (ÇYD)(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
14 ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION Uluslararası Temiz Hava Günü
EYLÜL
2. Hafta:
15-19 Eylül
14 ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION ORIENTATION İlköğretim Haftası, Mevlid-i Nebî Haftası, Öğrenciler Günü, Gaziler Günü
EYLÜL
3. Hafta:
22-26 Eylül
14 SCHOOL LIFE SCHOOL LIFE Sub-themes: “School rules; people, roles and responsibilities at school; school routines; national days and celebrations”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for school rules: Verbs: To arrive at school on time, to bring (pens, books, etc.), not to bring food or drink into the classroom, not to bully, to follow safety instructions, to help new students, to raise your hand before you speak, to speak kindly (to your teacher and classmates), to throw (your rubbish in the bin), not to run in the corridor (hallway-AmE), not to shout, to obey rules, not to make noise in the library. Vocabulary for people at school: Nouns: A boy, a caretaker, a child, children, a classmate, a cleaner, a friend, a girl, a headmaster/headmistress (principal-AmE), a headteacher, a librarian, a man, a parent, a pupil, student, a school nurse, a teacher, a woman, a counsellor (counselor-AmE). Vocabulary for roles and responsibilities at school: Verbs: To ask questions, to attend (meetings), to do tasks, to enjoy learning, to follow (instructions), to guide (their child), to learn, to manage (the classroom), to offer support, to organise books, to participate in (activities), to give health advice, to support classmates, to take care of (students’ health), to give medical advice, to take care of the building. Vocabulary for school routines: Verbs: To arrive (at school), to borrow (a book), to check (your timetable), to clean (the board), to enter (school/classroom), to follow (the teacher’s instructions), to go to (the library/ canteen), to have a break (recess-AmE), to help (a teacher/a friend), to help (a teacher), to leave (school/ classroom), to play in the garden (yard-AmE), to take (notes), to stand (in line), to turn on/off (the light/ computer), to use the toilets (restrooms-AmE), to walk in the corridor (hallway-AmE), to study for exams. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. *National and Religious Days, Festivals and Celebrations: “ ENG.5.1.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” carefully. ENG.5.1.L2.Studentscan bring information about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to) /watching it. ENG.5.1.L3.Studentscan make meaning of/derive meaning from the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to) /watching it carefully. ENG.5.1.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.P1Students can select and use the target phonological elements of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; 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. ENG.5.1.R1Students can get ready for the reading-comprehension process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.R2.Studentscan bring information about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.1.R3.Studentscan make meaning of / derive meaning from the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by reading it carefully. ENG.5.1.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.5.1.V1.Studentscan select and use the target vocabulary of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.1.G1.Studentscan select and use the target grammatical elements of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.1.W1.Studentscan get ready for the writing-expression process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. a: Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b: Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c: Students make predictions about the current content on “school life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d: Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. a: Students comprehend the topic of the current content by listening (to)/watching it as a whole. b: Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. a: Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b: Students make important and necessary classifications in the current content that help them to understand it better with details. c: Students make important and necessary comparisons in the current content that help them to understand it better with details. d: Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e: Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f: Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g: Students internalise the current content in an individualised and appropriate way according to age and language level. a: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. 39 THE ENGLISH LANGUAGE CURRICULUMb) 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. a: Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b: Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c: Students recognise the target phonological elements of the current content when they are heard in different contexts. d: Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e: Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. a: Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b: Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c: Students make significant preliminary predictions about the current content based on recognised relationships. d: Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. a: Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b: Students read the current content to scan the major components silently and quickly with the help of the clues provided. c: Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. a: Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b: Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. 40 THE ENGLISH LANGUAGE CURRICULUMc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d: Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e: Students make meaningful inferences from the information in the current content by examining it carefully. f: Students internalise the information in the current content in an individualised and appropriate way according to age and language level. a: Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b: Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c: Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. a: Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b: Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c: Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d: Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e: Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f: Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g: Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. a: Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. 41 THE ENGLISH LANGUAGE CURRICULUMb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c: Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d: Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e: Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f: Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g: Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h: Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i: Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j: Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. a: Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b: Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V1. Justice, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy
EYLÜL
4. Hafta:
29 Eylül- 03 Ekim
14 SCHOOL LIFE SCHOOL LIFE Sub-themes: “School rules; people, roles and responsibilities at school; school routines; national days and celebrations”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for school rules: Verbs: To arrive at school on time, to bring (pens, books, etc.), not to bring food or drink into the classroom, not to bully, to follow safety instructions, to help new students, to raise your hand before you speak, to speak kindly (to your teacher and classmates), to throw (your rubbish in the bin), not to run in the corridor (hallway-AmE), not to shout, to obey rules, not to make noise in the library. Vocabulary for people at school: Nouns: A boy, a caretaker, a child, children, a classmate, a cleaner, a friend, a girl, a headmaster/headmistress (principal-AmE), a headteacher, a librarian, a man, a parent, a pupil, student, a school nurse, a teacher, a woman, a counsellor (counselor-AmE). Vocabulary for roles and responsibilities at school: Verbs: To ask questions, to attend (meetings), to do tasks, to enjoy learning, to follow (instructions), to guide (their child), to learn, to manage (the classroom), to offer support, to organise books, to participate in (activities), to give health advice, to support classmates, to take care of (students’ health), to give medical advice, to take care of the building. Vocabulary for school routines: Verbs: To arrive (at school), to borrow (a book), to check (your timetable), to clean (the board), to enter (school/classroom), to follow (the teacher’s instructions), to go to (the library/ canteen), to have a break (recess-AmE), to help (a teacher/a friend), to help (a teacher), to leave (school/ classroom), to play in the garden (yard-AmE), to take (notes), to stand (in line), to turn on/off (the light/ computer), to use the toilets (restrooms-AmE), to walk in the corridor (hallway-AmE), to study for exams. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language. *National and Religious Days, Festivals and Celebrations: “ ENG.5.1.W2.Studentscan understand the model/example for the writing task about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.W3.Studentscan organise a content for the assigned writing task on the current content “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. ENG.5.1.W4.Studentscan individually construct/form content for the assigned writing task on the current content “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. 42 THE ENGLISH LANGUAGE CURRICULUMa) 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. ENG.5.1.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.5.1.W6.Studentscan reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.5.1.S1.Studentscan get ready for speaking-expression process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.S2.Studentscan use the model/example for producing verbal content about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.S3.Studentscan organise a new verbal content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S4.Studentscan construct a new verbal content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S5.Studentscan reorganise (reconstruct) and use information about the “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.5.1.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/ or with others. a: Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. a: Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b: Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c: Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. b: Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c: Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d: Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. a: Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b: Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c: Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. a: Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. a: Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. a: Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b: Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. 43 THE ENGLISH LANGUAGE CURRICULUMc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d: Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e: Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. a: Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b: Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c: Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d: Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. a: Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b: Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. 44 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V1. Justice, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy Disleksi Haftası, Dünya Disleksi Günü
EKIM
5. Hafta:
06-10 Ekim
14 CLASSROOM LIFE CLASSROOM LIFE: Sub-themes: “Classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom (extended school subjects & timetables); cardinal numbers 100-500; ordinal numbers 1-50”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for classroom rules: Verbs: To ask for help, to attend lessons, to arrive on time, to be kind and helpful, to be ready, to do (your) best, to keep the classroom tidy, not to leave rubbish (trash-AmE), to share (ideas). Vocabulary for classroom instructions: Check (your) answers, please! Finish the exercise, please! Let’s return to (your) seats, please. Listen carefully, please! Look at the screen, please! Pack your things, please! Pair up with (your) peer/partner/friend, please! Read this, please! Turn to your peer, please! Write this down, please! Work quietly, please! Vocabulary for roles in the classroom: Nouns: A counsellor (counselor-AmE), a helper, a monitor, an assistant. Vocabulary for responsibilities in the classroom: To be on time, to do homework, to follow the rules, to listen to the teacher, to study for exams, to take notes, to take care of class objects, to decide on duties. Vocabulary for daily routines in the classroom: To enter, to take (your) seat, to stand up, to clean (your) desk, to leave the classroom, to return to the classroom, to study alone/individually. Vocabulary for study routines in the classroom: Verbs: To listen to the teacher, to raise (your) hand, to talk to (your) classmates, to take notes, to copy from the board, to work in groups/pairs, to finish (your) task, to do practice, to match the words/pictures, to complete the worksheet, to present (your) work, to give examples, to discuss in pairs/groups, to repeat after the teacher. Vocabulary for school subjects: Information Technology (IT), Religion and Ethics, Visual Arts, Tales and Legends, English Reading, Robotic Coding. Vocabulary for timetables: Verbs: To attend a class, to change (a lesson time), to organise (a timetable), to plan, to review (the timetable), to remind. Nouns: Subjects, lesson (class-AmE), start, finish, first lesson/ (class/period-AmE), last lesson/(class/period-(AmE), break time. Vocabulary for cardinal numbers: 100 ENG.5.2.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully. ENG.5.2.L2.Studentscan bring information about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening (to)/watching it. ENG.5.2.L3.Studentscan make meaning of/derive meaning from the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100500; ordinal numbers 1-50” through significant details by listening (to)/watching it carefully. ENG.5.2.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.P1.Studentscan select and use the target phonological elements of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.2.R1.Studentscan get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.R2.Studentscan bring information about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.2.R3.Studentscan make meaning of / derive meaning from the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100500; ordinal numbers 1-50” by reading it carefully. ENG.5.2.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. ENG.5.2.V1.Studentscan select and use the target vocabulary of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.G1.Studentscan select and use the target grammatical elements of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.2.W1.Studentscan get ready for the writing-expression process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. a: Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b: Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c: Students make predictions about the current content on “classroom life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d: Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. a: Students comprehend the topic of the current content by listening (to)/watching it as a whole. b: Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. a: Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b: Students make important and necessary classifications in the current content that help them to understand it better with details. c: Students make important and necessary comparisons in the current content that help them to understand it better with details. d: Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e: Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f: Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g: Students internalise the current content in an individualised and appropriate way according to age and language level. 60 THE ENGLISH LANGUAGE CURRICULUM a: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. a: Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b: Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c: Students recognise the target phonological elements of the current content when they are heard in different contexts. d: Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e: Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. a: Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b: Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c: Students make significant preliminary predictions about the current content based on recognised relationships. d: Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. a: Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. 61 THE ENGLISH LANGUAGE CURRICULUMb) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c: Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. a: Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b: Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c: Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d: Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e: Students make meaningful inferences from the information in the current content by examining it carefully. f: Students internalise the information in the current content in an individualised and appropriate way according to age and language level. a: Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b: Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c: Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. a: Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b: Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c: Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d: Students repeat aloud aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after 62 THE ENGLISH LANGUAGE CURRICULUMlistening (to)/watching/reading the source material. e: Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f: Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g: Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. a: Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b: Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c: Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d: Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e: Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f: Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g: Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h: Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i: Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j: Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. a: Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b: Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. 63 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy Ahilik Kültürü Haftası
EKIM
6. Hafta:
13-17 Ekim
14 CLASSROOM LIFE CLASSROOM LIFE: Sub-themes: “Classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom (extended school subjects & timetables); cardinal numbers 100-500; ordinal numbers 1-50”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for classroom rules: Verbs: To ask for help, to attend lessons, to arrive on time, to be kind and helpful, to be ready, to do (your) best, to keep the classroom tidy, not to leave rubbish (trash-AmE), to share (ideas). Vocabulary for classroom instructions: Check (your) answers, please! Finish the exercise, please! Let’s return to (your) seats, please. Listen carefully, please! Look at the screen, please! Pack your things, please! Pair up with (your) peer/partner/friend, please! Read this, please! Turn to your peer, please! Write this down, please! Work quietly, please! Vocabulary for roles in the classroom: Nouns: A counsellor (counselor-AmE), a helper, a monitor, an assistant. Vocabulary for responsibilities in the classroom: To be on time, to do homework, to follow the rules, to listen to the teacher, to study for exams, to take notes, to take care of class objects, to decide on duties. Vocabulary for daily routines in the classroom: To enter, to take (your) seat, to stand up, to clean (your) desk, to leave the classroom, to return to the classroom, to study alone/individually. Vocabulary for study routines in the classroom: Verbs: To listen to the teacher, to raise (your) hand, to talk to (your) classmates, to take notes, to copy from the board, to work in groups/pairs, to finish (your) task, to do practice, to match the words/pictures, to complete the worksheet, to present (your) work, to give examples, to discuss in pairs/groups, to repeat after the teacher. Vocabulary for school subjects: Information Technology (IT), Religion and Ethics, Visual Arts, Tales and Legends, English Reading, Robotic Coding. Vocabulary for timetables: Verbs: To attend a class, to change (a lesson time), to organise (a timetable), to plan, to review (the timetable), to remind. Nouns: Subjects, lesson (class-AmE), start, finish, first lesson/ (class/period-AmE), last lesson/(class/period-(AmE), break time. Vocabulary for cardinal numbers: 100 ENG.5.2.W2.Studentscan understand the model/example for the writing task about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.W3.Studentscan organise a content for the assigned writing task on the current content “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided. ENG.5.2.W4.Studentscan individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.5.2.W6.Studentscan reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. ENG.5.2.S1.Studentscan get ready for speaking-expression process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.S2.Studentscan use the model/example for producing verbal content about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” ENG.5.2.S3.Studentscan organise a new verbal content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.5.2.S4.Studentscan construct a new verbal content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.5.2.S5.Studentscan reorganise (reconstruct) and use information about the “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.5.2.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people in relation to themselves or others, both individually and/or with others. a: Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. a: Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b: Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c: Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. a: Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b: Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c: Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d: Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. a: Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b: Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. 64 THE ENGLISH LANGUAGE CURRICULUMc) 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. a: Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. a: Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. a: Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b: Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c: Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d: Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e: Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. a: Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b: Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c: Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d: Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. 65 THE ENGLISH LANGUAGE CURRICULUM a: Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b: Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. 66 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy
EKIM
7. Hafta:
20-24 Ekim
14 PERSONAL LIFE PERSONAL LIFE Sub-themes: “Body parts and physical appearance and (features); clothing and dressing; personality traits”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for body parts: Nouns: Back, beard, a body, a bone, an ear, and eye, a face, a finger, a foot, hair, a hand, a head, a heart, a leg, a neck, a nose, skin, a toe, a tooth, a chin, an eyelash(es), an eyebrow(s), a moustache, a tongue. Vocabulary for physical appearance: Adjectives: Attractive, big, blonde, bright, brunette, chubby, curly, dark, fair, heavy, large, light, long, medium-height, old, plump, pretty, short, silver, slim, straight, strong, tall, wavy, round, huge, beautiful, nice, ugly. Colours: Black, blue, brown, green, grey, hazel, orange, pink, purple, red, yellow, white. Vocabulary for physical appearance: Nouns: Weight, height, kilogramme (kg) (kilogram-AmE), metre (meterAmE). Vocabulary for physical appearance: Verbs: To look. Vocabulary for clothing and dressing: Nouns: Fashion, a mirror. Accessories: A bag, a hat, a handbag, a jewellery, a necklace, a bracelet, earrings, a ring, sunglasses (sunnies), gloves, socks, a belt, a tie, a helmet, a watch, a headscarf. Clothes: Tops: a blouse, a jumper (a sweater-AmE), a blouse, a hoodie, a swimming costume (swimming suit/bathing suit-AmE), a cardigan, Dresses: a dress, Clothes: Bottoms: trousers (pantsAmE) a skirt, leggings, tights, jeans Footwear: shoes, boots, slippers, flip-flops, trainers (sneakers-AmE), flats Outwear: a coat, a jacket, a raincoat, a uniform, a suit, Sleepwear: pyjamas (pajamas-AmE). Adjectives: fashionable. Verbs: To fit, to seem, to wear, to get dressed, to try on. Vocabulary for personality traits: Adjectives: Positive: Brave, clever, friendly, happy, funny, kind, polite, hardworking, sweet, creative. Neutral: Careful, cool, lucky, quiet, shy, serious, tidy, strange. Negative: Angry, boring, rude, nervous, worried, naughty. Target Grammatical Structures in Use: -The Present Progressive Tense: (He is wearing a red T-shirt and jeans today). -Question Tags with the Present Progressive Tense: (She is carrying a big handbag, isn’t she?) -Comparative Adjectives (Regular, Irregular): (He is taller than his younger brother). (She is more intelligent than everyone in the class). -Possessive Pronouns: (That dress is hers, not yours). -Possessive Adjectives: (This is my favourite hat, and that is your favourite jacket). -Possessive (’s): (The dog’s fur is soft and thick). Background Grammatical Structures in Use: - “Have/Has Got”: (She has got curly blonde hair and hazel eyes). - “Wh- Questions” (whose): (Whose belt is on the chair?) ENG.5.3.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” carefully. ENG.5.3.L2.Studentscan bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” together through significant details and main components while listening (to)/watching it. ENG.5.3.L3.Studentscan make meaning of/derive meaning from the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through significant details by listening (to)/watching it carefully. ENG.5.3.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” ENG.5.3.P1.Studentscan select and use the target phonological elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. ENG.5.3.R1.Studentscan get ready for the reading-comprehension process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.R2.Studentscan bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.3.R3.Studentscan make meaning of / derive meaning from the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by reading it carefully. ENG.5.3.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others. ENG.5.3.V1.Studentscan select and use the target vocabulary of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.G1.Studentscan select and use the target grammatical elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.3.W1.Studentscan get ready for the writing-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. a: Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b: Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c: Students make predictions about the current content on “personal life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d: Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. a: Students comprehend the topic of the current content by listening (to)/watching it as a whole. b: Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. a: Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b: Students make important and necessary classifications in the current content that help them to understand it better with details. c: Students make important and necessary comparisons in the current content that help them to understand it better with details. d: Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e: Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f: Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g: Students internalise the current content in an individualised and appropriate way according to age and language level. a: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. 83 THE ENGLISH LANGUAGE CURRICULUMb) 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. a: Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b: Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c: Students recognise the target phonological elements of the current content when they are heard in different contexts. d: Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e: Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. a: Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b: Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c: Students make significant preliminary predictions about the current content based on recognised relationships. d: Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. a: Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b: Students read the current content to scan the major components silently and quickly with the help of the clues provided. c: Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. a: Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b: Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. 84 THE ENGLISH LANGUAGE CURRICULUMc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d: Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e: Students make meaningful inferences from the information in the current content by examining it carefully. f: Students internalise the information in the current content in an individualised and appropriate way according to age and language level. a: Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b: Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c: Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. a: Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b: Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c: Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d: Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e: Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f: Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g: Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. a: Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. 85 THE ENGLISH LANGUAGE CURRICULUMb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c: Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d: Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e: Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f: Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g: Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h: Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i: Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j: Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. a: Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b: Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy
EKIM
8. Hafta:
27-31 Ekim
14 PERSONAL LIFE PERSONAL LIFE Sub-themes: “Body parts and physical appearance and (features); clothing and dressing; personality traits”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for body parts: Nouns: Back, beard, a body, a bone, an ear, and eye, a face, a finger, a foot, hair, a hand, a head, a heart, a leg, a neck, a nose, skin, a toe, a tooth, a chin, an eyelash(es), an eyebrow(s), a moustache, a tongue. Vocabulary for physical appearance: Adjectives: Attractive, big, blonde, bright, brunette, chubby, curly, dark, fair, heavy, large, light, long, medium-height, old, plump, pretty, short, silver, slim, straight, strong, tall, wavy, round, huge, beautiful, nice, ugly. Colours: Black, blue, brown, green, grey, hazel, orange, pink, purple, red, yellow, white. Vocabulary for physical appearance: Nouns: Weight, height, kilogramme (kg) (kilogram-AmE), metre (meterAmE). Vocabulary for physical appearance: Verbs: To look. Vocabulary for clothing and dressing: Nouns: Fashion, a mirror. Accessories: A bag, a hat, a handbag, a jewellery, a necklace, a bracelet, earrings, a ring, sunglasses (sunnies), gloves, socks, a belt, a tie, a helmet, a watch, a headscarf. Clothes: Tops: a blouse, a jumper (a sweater-AmE), a blouse, a hoodie, a swimming costume (swimming suit/bathing suit-AmE), a cardigan, Dresses: a dress, Clothes: Bottoms: trousers (pantsAmE) a skirt, leggings, tights, jeans Footwear: shoes, boots, slippers, flip-flops, trainers (sneakers-AmE), flats Outwear: a coat, a jacket, a raincoat, a uniform, a suit, Sleepwear: pyjamas (pajamas-AmE). Adjectives: fashionable. Verbs: To fit, to seem, to wear, to get dressed, to try on. Vocabulary for personality traits: Adjectives: Positive: Brave, clever, friendly, happy, funny, kind, polite, hardworking, sweet, creative. Neutral: Careful, cool, lucky, quiet, shy, serious, tidy, strange. Negative: Angry, boring, rude, nervous, worried, naughty. Target Grammatical Structures in Use: -The Present Progressive Tense: (He is wearing a red T-shirt and jeans today). -Question Tags with the Present Progressive Tense: (She is carrying a big handbag, isn’t she?) -Comparative Adjectives (Regular, Irregular): (He is taller than his younger brother). (She is more intelligent than everyone in the class). -Possessive Pronouns: (That dress is hers, not yours). -Possessive Adjectives: (This is my favourite hat, and that is your favourite jacket). -Possessive (’s): (The dog’s fur is soft and thick). Background Grammatical Structures in Use: - “Have/Has Got”: (She has got curly blonde hair and hazel eyes). - “Wh- Questions” (whose): (Whose belt is on the chair?) ENG.5.3.W2.Studentscan understand the model/example for the writing task about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.W3.Studentscan organise a content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” based on the model/example provided. ENG.5.3.W4.Studentscan individually construct/form content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. 86 THE ENGLISH LANGUAGE CURRICULUMa) 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. ENG.5.3.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people. ENG.5.3.W6.Studentscan reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others. ENG.5.3.S1.Studentscan get ready for speaking-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.S2.Studentscan use the model/example for producing verbal content about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.S3.Studentscan organise a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically. ENG.5.3.S4.Studentscan construct a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically. ENG.5.3.S5.Studentscan reorganise (reconstruct) and use information about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people. ENG.5.3.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people in relation to themselves or others, both individually and/or with others. a: Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. a: Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b: Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c: Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. b: Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c: Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d: Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. a: Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b: Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c: Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. a: Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. a: Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. a: Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b: Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. 87 THE ENGLISH LANGUAGE CURRICULUMc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d: Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e: Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. a: Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b: Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c: Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d: Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. a: Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b: Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. 88 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy Cumhuriyet Bayramı
KASIM
9. Hafta:
03-07 Kasım
14 FAMILY LIFE FAMILY LIFE Sub-themes: “Family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for family members: Nouns: An aunt, a child, a cousin, a dad, a daddy, a grandchild, a granddad, a granddaughter, a grandma, a grandpa, a grandparent, a grandson, a granny, a mum (mom-AmE), a mummy (a mommy-AmE), a nephew, a niece, a parent, a son, twin(s), an uncle, a brother, a sister. Vocabulary for family members’ jobs: Nouns: An actor, an artist, a boss, a businessman, a businesswoman, a chemist (pharmacist-AmE), a coach, a cook, a customer, a dentist, a doctor (Dr), a driver, an engineer, an explorer, a farmer, a footballer, a journalist, an imam, a manager, a mechanic, a musician, a nurse, a pilot, a receptionist, a teacher. Vocabulary for family members’ workplaces: Nouns: A cinema (movie theatre-AmE), a studio, a gallery, a company, a laboratory, a gym, a sports centre, a store, a hospital, a clinic, a truck, a factory, a construction site, a stadium, a newsroom, a garage, a concert hall, an airport, a hotel, a chemist’s (pharmacist’s-AmE). Vocabulary for daily routines of family members: Verbs: To wake up early, to go to work, to start work, to check (emails or messages), to meet people, to use tools or equipment, to finish work, to rest at home. Vocabulary for job routines of family members: Verbs: To act, to perform, to work (in an office), to train, to cook, to follow (recipes), to check (teeth), to treat, to design, to travel, to grow, to feed, to train, to interview (people), to write (news stories), to take (photos or videos), to fix (cars or machines), to write (songs), to sing, to help, to give (medicine), to take care of (patients), to fly, to protect, to catch, to welcome, to answer, to teach. Vocabulary for different types of houses: Nouns: A caravan, a bungalow, a cabin, a cave house, a skyscraper, an apartment house/ a block of flats (block-AmE), a tiny house, countryside, seaside. Vocabulary for parts of the house: Nouns: An attic, a basement, a garage, a guest room, a laundry room, stairs, a corridor (hallway-AmE), a patio, a porch, a storage room, a study (room), a game room, floor. Target Grammatical Structures in Use: -The Present Progressive Tense for the Future: (My aunt is visiting the studio tomorrow to see her latest paintings). -The Simple Present Tense for the Future: (The plane leaves for New York at 9 a.m., and my uncle, the pilot, will fly it.) -The Simple Future Tense: (My cousin will work as a doctor in a hospital after her graduation.) -Be Going to Future Tense: (My dad is going to buy a bungalow near the beach next summer.) -“Wh-Questions”: Where: (Where does your mum work?) -Word Order with Adverbs: (My grandma always wakes up early to prepare breakfast for the family.) -Conjunctions “When-While”: (I was cleaning the porch while my brother was organising the garage.) ENG.5.4.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” carefully. ENG.5.4.L2.Studentscan bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” together through significant details and main components while listening (to)/watching it. ENG.5.4.L3.Studentscan make meaning of/derive meaning from the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through significant details by listening (to)/watching it carefully. ENG.5.4.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.P1.Studentscan select and use the target phonological elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.4.R1.Studentscan get ready for the reading-comprehension process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.R2.Studentscan bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.4.R3.Studentscan make meaning of / derive meaning from the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by reading it carefully. ENG.5.4.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.4.V1.Studentscan select and use the target vocabulary of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.G1.Studentscan select and use the target grammatical elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.4.W1.Studentscan get ready for the writing-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. a: Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b: Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c: Students make predictions about the current content on “family life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d: Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. a: Students comprehend the topic of the current content by listening (to)/watching it as a whole. b: Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. a: Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b: Students make important and necessary classifications in the current content that help them to understand it better with details. c: Students make important and necessary comparisons in the current content that help them to understand it better with details. d: Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e: Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f: Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g: Students internalise the current content in an individualised and appropriate way according to age and language level. a: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. 104 THE ENGLISH LANGUAGE CURRICULUMb) 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. a: Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b: Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c: Students recognise the target phonological elements of the current content when they are heard in different contexts. d: Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e: Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. a: Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b: Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c: Students making significant preliminary predictions about the current content based on recognised relationships. d: Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. a: Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b: Students read the current content to scan the major components silently and quickly with the help of the clues provided. c: Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. a: Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b: Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. 105 THE ENGLISH LANGUAGE CURRICULUMc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d: Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e: Students make meaningful inferences from the information in the current content by examining it carefully. f: Students internalise the information in the current content in an individualised and appropriate way according to age and language level. a: Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b: Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c: Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. a: Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b: Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c: Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d: Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e: Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f: Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g: Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. a: Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. 106 THE ENGLISH LANGUAGE CURRICULUMb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c: Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d: Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e: Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f: Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g: Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h: Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i: Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j: Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. a: Relating their pre-existing knowledge and experience used in the initial processes of writingexpression skills to the current content by activating them in relation with the current content. b: Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V2. Family Integrity, V4. Friendship, V6. Honesty, V7. Aesthetics, V8. Privacy, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy Kızılay Haftası, Organ Bağışı ve Nakli Haftası, Lösemili Çocuklar Haftası
KASIM
10. Hafta:
10-14 Kasım
14 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
14 FAMILY LIFE FAMILY LIFE Sub-themes: “Family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for family members: Nouns: An aunt, a child, a cousin, a dad, a daddy, a grandchild, a granddad, a granddaughter, a grandma, a grandpa, a grandparent, a grandson, a granny, a mum (mom-AmE), a mummy (a mommy-AmE), a nephew, a niece, a parent, a son, twin(s), an uncle, a brother, a sister. Vocabulary for family members’ jobs: Nouns: An actor, an artist, a boss, a businessman, a businesswoman, a chemist (pharmacist-AmE), a coach, a cook, a customer, a dentist, a doctor (Dr), a driver, an engineer, an explorer, a farmer, a footballer, a journalist, an imam, a manager, a mechanic, a musician, a nurse, a pilot, a receptionist, a teacher. Vocabulary for family members’ workplaces: Nouns: A cinema (movie theatre-AmE), a studio, a gallery, a company, a laboratory, a gym, a sports centre, a store, a hospital, a clinic, a truck, a factory, a construction site, a stadium, a newsroom, a garage, a concert hall, an airport, a hotel, a chemist’s (pharmacist’s-AmE). Vocabulary for daily routines of family members: Verbs: To wake up early, to go to work, to start work, to check (emails or messages), to meet people, to use tools or equipment, to finish work, to rest at home. Vocabulary for job routines of family members: Verbs: To act, to perform, to work (in an office), to train, to cook, to follow (recipes), to check (teeth), to treat, to design, to travel, to grow, to feed, to train, to interview (people), to write (news stories), to take (photos or videos), to fix (cars or machines), to write (songs), to sing, to help, to give (medicine), to take care of (patients), to fly, to protect, to catch, to welcome, to answer, to teach. Vocabulary for different types of houses: Nouns: A caravan, a bungalow, a cabin, a cave house, a skyscraper, an apartment house/ a block of flats (block-AmE), a tiny house, countryside, seaside. Vocabulary for parts of the house: Nouns: An attic, a basement, a garage, a guest room, a laundry room, stairs, a corridor (hallway-AmE), a patio, a porch, a storage room, a study (room), a game room, floor. Target Grammatical Structures in Use: -The Present Progressive Tense for the Future: (My aunt is visiting the studio tomorrow to see her latest paintings). -The Simple Present Tense for the Future: (The plane leaves for New York at 9 a.m., and my uncle, the pilot, will fly it.) -The Simple Future Tense: (My cousin will work as a doctor in a hospital after her graduation.) -Be Going to Future Tense: (My dad is going to buy a bungalow near the beach next summer.) -“Wh-Questions”: Where: (Where does your mum work?) -Word Order with Adverbs: (My grandma always wakes up early to prepare breakfast for the family.) -Conjunctions “When-While”: (I was cleaning the porch while my brother was organising the garage.) ENG.5.4.W2.Studentscan understand the model/example for the writing task about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.W3.Studentscan organise a content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” based on the model/example provided. ENG.5.4.W4.Studentscan individually construct/form content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. 107 THE ENGLISH LANGUAGE CURRICULUMa) 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. ENG.5.4.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people. ENG.5.4.W6.Studentscan reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others. ENG.5.4.S1.Studentscan get ready for speaking-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.S2.Studentscan use the model/example for producing verbal content about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.S3.Studentscan organise a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.4.S4.Studentscan construct a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.4.S5.Studentscan reorganise (reconstruct) and use information about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people. ENG.5.4.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others. a: Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. a: Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b: Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c: Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. b: Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c: Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d: Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. a: Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b: Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c: Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. a: Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. a: Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. a: Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b: Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. 108 THE ENGLISH LANGUAGE CURRICULUMc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d: Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e: Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. a: Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b: Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c: Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d: Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. a: Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b: Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. 109 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V2. Family Integrity, V4. Friendship, V6. Honesty, V7. Aesthetics, V8. Privacy, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy Dünya Felsefe Günü, Dünya Çocuk Hakları Günü
KASIM
12. Hafta:
24-28 Kasım
14 LIFE IN THE NEIGHBOURHOOD & CITY LIFE IN THE NEIGHBOURHOOD & CITY Sub-themes: “Attractions and recreational places, services, and transportation in the neighbourhood and the city”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for attractions and recreational places in the neighbourhood & city: Nouns: An amusement park, a café, a castle, a cinema (movie theater-theater- AmE), a concert hall, a museum, a park, a shopping centre-shopping mall (mall-AmE), a sports stadium, a theatre. Adjectives: Amazing Vocabulary for services in the neighbourhood and the city: An airport, a bakery, a bookstore (bookshopAmE), a bus station, a department store, a fire station, a gas station (petrol station-AmE), a gallery, a hall, a hospital, a chemist’s (pharmacy, drugstore-AmE), a hotel, a library, a museum, a mosque, a post office, a railway station (train station-AmE), a store, a theatre (theatre-AmE), a train station. Vocabulary for transportation tools in the neighbourhood and the city: An aeroplane (airplane-AmE), an ambulance, a boat, a car, a bus, a coach, a helicopter, a lorry (truck-AmE), a motorbike (motorcycle-AmE), a ship, a train, (the British) tube-an underground (subway-AmE), a van. Vocabulary for transportation in the neighbourhood and the city: An airport, a bridge, a garage, a motorway (highway-AmE), a platform, a railway (railroad-AmE), a seat, a station, a stop. Target Grammatical Structures in Use: -The Simple Past Tense (was/were): (The library was quiet and peaceful yesterday.) -The Simple Past Tense (Regular/Irregular Verbs): (She visited the zoo last weekend. They drove to the railway station early in the morning.) -Question Tags: The Simple Past Tense: (You went to the shopping centre, didn’t you?) -Gerunds & Infinitives (-ing, -ed): (Visiting the museum is my favourite weekend activity. I plan to go to the amusement park this summer.) -Conjunctions (when-where-why): (I saw them when I visited the castle last week.) -Compound sentences (where-when-whose-why-who-that): (The cinema was the place where we watched the new film.) -Prepositions of place: (in front of, under, behind, among, beside, near, next to, between, -across, into, through, onto, out of, etc.): (The playground was behind the park in our neighbourhood.) -Something, anything: (I found something very different at the art gallery.) -Adjectives and adverbs (bad-badly): (She had a bad experience at the amusement park. He played the guitar badly during the concert at the concert hall.) Background Grammatical Structures in Use: -“Wh-Questions” (When-where-why: (Why did they build a new sports stadium in the city?) - Prepositions of Place (at, in, on): (She is in the park now.) ENG.5.5.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” carefully. ENG.5.5.L2.Studentscan bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” together through significant details and main components while listening (to)/ watching it. ENG.5.5.L3.Studentscan make meaning of/derive meaning from the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through significant details by listening (to)/watching it carefully. ENG.5.5.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. 126 THE ENGLISH LANGUAGE CURRICULUMa) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. ENG.5.5.P1.Studentscan select and use the target phonological elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.5.R1.Studentscan get ready for the reading-comprehension process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.R2.Studentscan bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.5.R3.Studentscan make meaning of / derive meaning from the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by reading it carefully. 127 THE ENGLISH LANGUAGE CURRICULUMa) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. ENG.5.5.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.5.5.V1.Studentscan select and use the target vocabulary of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.G1.Studentscan select and use the target grammatical elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.5.W1.Studentscan get ready for the writing-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. a: Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b: Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c: Students make predictions about the current content on “life in the neighbourhood and city” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d: Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. a: Students comprehend the topic of the current content by listening (to)/watching it as a whole. b: Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. a: Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b: Students make important and necessary classifications in the current content that help them to understand it better with details. c: Students make important and necessary comparisons in the current content that help them to understand it better with details. d: Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e: Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f: Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g: Students internalise the current content in an individualised and appropriate way according to age and language level. b: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. a: Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b: Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c: Students recognise the target phonological elements of the current content when they are heard in different contexts. d: Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e: Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. a: Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b: Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c: Students making significant preliminary predictions about the current content based on recognised relationships. d: Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. a: Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b: Students read the current content to scan the major components silently and quickly with the help of the clues provided. c: Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. b: Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c: Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d: Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e: Students make meaningful inferences from the information in the current content by examining it carefully. f: Students internalise the information in the current content in an individualised and appropriate way according to age and language level. a: Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b: Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c: Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. a: Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b: Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c: Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d: Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e: Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f: Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g: Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. 128 THE ENGLISH LANGUAGE CURRICULUM a: Student become familiar with the current content by listening (to)/watching/reading it a few times attentively. b: Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items/items presented verbally in context with the help of body language. c: Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d: Students act out physically the clauses/sentences containing the target grammatical chunks/ items/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e: Students see and read the example sentences containing target grammatical chunks/items/ items provided for language awareness carefully. f: Students gain awareness of clauses/sentences that contain target grammatical chunks/ items/items that are presented for the purpose of raising language awareness. g: Students recognise the clauses/sentences containing the target grammatical chunks/items/ items when they encounter them by seeing and/or hearing them in different contexts. h: Students use the recognised target grammatical chunks/items/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i: Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items/items in meaningful tasks without knowing and analysing their rules. j: Students use the target language chunks/items/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. a: Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b: Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS8. Sustainability Literacy, LS9. Art Literacy Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü
ARALIK
13. Hafta:
01-05 Aralık
14 LIFE IN THE NEIGHBOURHOOD & CITY LIFE IN THE NEIGHBOURHOOD & CITY Sub-themes: “Attractions and recreational places, services, and transportation in the neighbourhood and the city”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for attractions and recreational places in the neighbourhood & city: Nouns: An amusement park, a café, a castle, a cinema (movie theater-theater- AmE), a concert hall, a museum, a park, a shopping centre-shopping mall (mall-AmE), a sports stadium, a theatre. Adjectives: Amazing Vocabulary for services in the neighbourhood and the city: An airport, a bakery, a bookstore (bookshopAmE), a bus station, a department store, a fire station, a gas station (petrol station-AmE), a gallery, a hall, a hospital, a chemist’s (pharmacy, drugstore-AmE), a hotel, a library, a museum, a mosque, a post office, a railway station (train station-AmE), a store, a theatre (theatre-AmE), a train station. Vocabulary for transportation tools in the neighbourhood and the city: An aeroplane (airplane-AmE), an ambulance, a boat, a car, a bus, a coach, a helicopter, a lorry (truck-AmE), a motorbike (motorcycle-AmE), a ship, a train, (the British) tube-an underground (subway-AmE), a van. Vocabulary for transportation in the neighbourhood and the city: An airport, a bridge, a garage, a motorway (highway-AmE), a platform, a railway (railroad-AmE), a seat, a station, a stop. Target Grammatical Structures in Use: -The Simple Past Tense (was/were): (The library was quiet and peaceful yesterday.) -The Simple Past Tense (Regular/Irregular Verbs): (She visited the zoo last weekend. They drove to the railway station early in the morning.) -Question Tags: The Simple Past Tense: (You went to the shopping centre, didn’t you?) -Gerunds & Infinitives (-ing, -ed): (Visiting the museum is my favourite weekend activity. I plan to go to the amusement park this summer.) -Conjunctions (when-where-why): (I saw them when I visited the castle last week.) -Compound sentences (where-when-whose-why-who-that): (The cinema was the place where we watched the new film.) -Prepositions of place: (in front of, under, behind, among, beside, near, next to, between, -across, into, through, onto, out of, etc.): (The playground was behind the park in our neighbourhood.) -Something, anything: (I found something very different at the art gallery.) -Adjectives and adverbs (bad-badly): (She had a bad experience at the amusement park. He played the guitar badly during the concert at the concert hall.) Background Grammatical Structures in Use: -“Wh-Questions” (When-where-why: (Why did they build a new sports stadium in the city?) - Prepositions of Place (at, in, on): (She is in the park now.) ENG.5.5.W2.Studentscan understand the model/example for the writing task about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.W3.Studentscan organise a content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” based on the model/example provided. 129 THE ENGLISH LANGUAGE CURRICULUMa) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. ENG.5.5.W4.Studentscan individually construct/form content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people. ENG.5.5.W6.Studentscan reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.5.5.S1.Studentscan get ready for speaking-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.S2.Studentscan use the model/example for producing verbal content about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”. ENG.5.5.S3.Studentscan organise a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.5.5.S4.Studentscan construct a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.5.5.S5.Studentscan reorganise (reconstruct) and use information about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people. ENG.5.5.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/or with others. a: Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. b: Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c: Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. a: Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b: Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c: Students use target words and grammatical language chunks/items/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d: Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. a: Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b: Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c: Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. a: Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. a: Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. 130 THE ENGLISH LANGUAGE CURRICULUM a: Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b: Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c: Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d: Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e: Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. a: Students use target pronunciation, vocabulary, language chunks/items/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b: Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c: Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d: Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. a: Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b: Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. 131 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS8. Sustainability Literacy, LS9. Art Literacy Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi
ARALIK
14. Hafta:
08-12 Aralık
14 LIFE IN THE THE WORLD LIFE IN THE WORLD Sub-themes: “Continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for continents: Africa, Antarctica, Asia, Australia, Europe, North America, South America. Vocabulary for countries: Türkiye, England, Australia, Brazil, Canada, China, France, Germany, Ireland, Italy, Japan, New Zealand, Portugal, Russia, Spain, the USA, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus, Kazakhstan, Kyrgyzstan. Vocabulary for nationalities and languages: Turkish/Turkish, English/English, Australian/English, Brazilian/ Portuguese, Canadian/English, Chinese/Chinese (Mandarin), French/French, German/German, Irish/English, Italian/Italian, Japanese/Japanese, New Zealander/English, Portuguese/Portuguese, Russian/Russian, Spanish/Spanish, American/English, Azerbaijani Turkish/Azerbaijani Turkish, Uzbek/Turkish, Turkmen/ Turkish, Turkish Cypriot/Turkish, Kazakh/Russian, Kyrgyz/Russian. Vocabulary for different cuisines from the world (different dishes): Fruits: A melon, a strawberry, a lemon, an orange, a pear, grapes. Vegetables: An onion, a garlic, a mushroom. Dairy: Cream. Grains & Baked goods: A toast. Meat: Steak. Desserts: Jam, a sweet (candy-AmE). Meals & dishes: An omelette (omelet-AmE), a snack, a meal. Drinks: a drink (beverage-AmE), a fizzy drink (sodaAmE), fruit juice. Cooking: Verbs: To barbecue, to boil, to bake, to cook, to cut, to fry, to grill, to mix, to roast, to wash up. Kitchen tools: Nouns: A plate, a glass, a bowl, a cooker (stove-AmE). Adjectives: Delicious, sweet, boiled, fried, grilled, roasted. Dining context: A café, a chef. Vocabulary for food festivals: Orange Blossom Festival (Türkiye), Aydın Fig Festival (Türkiye), Pizzafest (Italy), Dumpling Festival (Hong Kong), La Tomatina (Spain), Ikura Festival (Japan), Chocolate Festival (France), Maine Lobster Festival (Australia), The National Cherry Festival (the USA). Verbs for food festivals: To celebrate, to join, to serve, to throw. Nouns for food festivals: A dumpling, a lobster, a cherry, a festival, a tradition, a dish, an event, sauce, a food stand, a crowd. Target Grammatical Structures in Use: -The Present Perfect Tense (How long? since, for, already, just, ever, never): (I have lived in the USA since 2015 and I have never seen a festival like the National Cherry Festival.) -Superlative Adjectives (Regular, Irregular): (La Tomatina is the most exciting festival in Spain because everyone throws tomatoes at each other.) -Quantifiers (much, many, a lot of, very, some, any, no, few, a few, a little, little, all, both, enough, to, either, neither): (There are many dishes at the Pizzafest in Italy.) Background Grammatical Structures in Use: -Comparative Adjectives (Regular and Irregular): (Is Orange Blossom Festival in Adana more enjoyable than other Festivals for you?) ENG.5.6.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” carefully. ENG.5.6.L2.Studentscan bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” together through significant details and main components while listening (to)/watching it. ENG.5.6.L3.Studentscan make meaning of/derive meaning from the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through significant details by listening (to)/ watching it carefully. ENG.5.6.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. 148 THE ENGLISH LANGUAGE CURRICULUMa) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. ENG.5.6.P1.Studentscan select and use the target phonological elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.6.R1.Studentscan get ready for the reading-comprehension process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.R2.Studentscan bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.6.R3.Studentscan make meaning of / derive meaning from the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by reading it carefully. ENG.5.6.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others. ENG.5.6.V1.Studentscan select and use the target vocabulary of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.6.G1.Studentscan select and use the target grammatical elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. 150 THE ENGLISH LANGUAGE CURRICULUMa) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. ENG.5.6.W1.Studentscan get ready for the writing-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. a: Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b: Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c: Students make predictions about the current content on “life in the world” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d: Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. a: Students comprehend the topic of the current content by listening (to)/watching it as a whole. b: Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. a: Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b: Students make important and necessary classifications in the current content that help them to understand it better with details. c: Students make important and necessary comparisons in the current content that help them to understand it better with details. d: Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e: Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f: Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g: Students internalise the current content in an individualised and appropriate way according to age and language level. b: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. a: Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b: Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, nand individually. c: Students recognise the target phonological elements of the current content when they are heard in different contexts. d: Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e: Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. a: Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b: Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c: Students make significant preliminary predictions about the current content based on recognised relationships. d: Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. a: Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b: Students read the current content to scan the major components silently and quickly with the help of the clues provided. c: Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. a: Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. 149 THE ENGLISH LANGUAGE CURRICULUMb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c: Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d: Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e: Students make meaningful inferences from the information in the current content by examining it carefully. f: Students internalise the information in the current content in an individualised and appropriate way according to age and language level. a: Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b: Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c: Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. a: Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b: Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c: Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d: Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e: Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f: Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g: Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. b: Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c: Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d: Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e: Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f: Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g: Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h: Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i: Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j: Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. a: Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b: Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V15. Love and Affection, V16. Responsibility, V19. Patriotism, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy Mevlana Haftası, İnsan Hakları ve Demokrasi Haftası
ARALIK
15. Hafta:
15-19 Aralık
14 LIFE IN THE THE WORLD LIFE IN THE WORLD Sub-themes: “Continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for continents: Africa, Antarctica, Asia, Australia, Europe, North America, South America. Vocabulary for countries: Türkiye, England, Australia, Brazil, Canada, China, France, Germany, Ireland, Italy, Japan, New Zealand, Portugal, Russia, Spain, the USA, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus, Kazakhstan, Kyrgyzstan. Vocabulary for nationalities and languages: Turkish/Turkish, English/English, Australian/English, Brazilian/ Portuguese, Canadian/English, Chinese/Chinese (Mandarin), French/French, German/German, Irish/English, Italian/Italian, Japanese/Japanese, New Zealander/English, Portuguese/Portuguese, Russian/Russian, Spanish/Spanish, American/English, Azerbaijani Turkish/Azerbaijani Turkish, Uzbek/Turkish, Turkmen/ Turkish, Turkish Cypriot/Turkish, Kazakh/Russian, Kyrgyz/Russian. Vocabulary for different cuisines from the world (different dishes): Fruits: A melon, a strawberry, a lemon, an orange, a pear, grapes. Vegetables: An onion, a garlic, a mushroom. Dairy: Cream. Grains & Baked goods: A toast. Meat: Steak. Desserts: Jam, a sweet (candy-AmE). Meals & dishes: An omelette (omelet-AmE), a snack, a meal. Drinks: a drink (beverage-AmE), a fizzy drink (sodaAmE), fruit juice. Cooking: Verbs: To barbecue, to boil, to bake, to cook, to cut, to fry, to grill, to mix, to roast, to wash up. Kitchen tools: Nouns: A plate, a glass, a bowl, a cooker (stove-AmE). Adjectives: Delicious, sweet, boiled, fried, grilled, roasted. Dining context: A café, a chef. Vocabulary for food festivals: Orange Blossom Festival (Türkiye), Aydın Fig Festival (Türkiye), Pizzafest (Italy), Dumpling Festival (Hong Kong), La Tomatina (Spain), Ikura Festival (Japan), Chocolate Festival (France), Maine Lobster Festival (Australia), The National Cherry Festival (the USA). Verbs for food festivals: To celebrate, to join, to serve, to throw. Nouns for food festivals: A dumpling, a lobster, a cherry, a festival, a tradition, a dish, an event, sauce, a food stand, a crowd. Target Grammatical Structures in Use: -The Present Perfect Tense (How long? since, for, already, just, ever, never): (I have lived in the USA since 2015 and I have never seen a festival like the National Cherry Festival.) -Superlative Adjectives (Regular, Irregular): (La Tomatina is the most exciting festival in Spain because everyone throws tomatoes at each other.) -Quantifiers (much, many, a lot of, very, some, any, no, few, a few, a little, little, all, both, enough, to, either, neither): (There are many dishes at the Pizzafest in Italy.) Background Grammatical Structures in Use: -Comparative Adjectives (Regular and Irregular): (Is Orange Blossom Festival in Adana more enjoyable than other Festivals for you?) ENG.5.6.W2.Studentscan understand the model/example for the writing task about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.W3.Studentscan organise a content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” based on the model/example provided. ENG.5.6.W4.Studentscan individually construct/form content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people. ENG.5.6.W6.Studentscan reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others. ENG.5.6.S1.Studentscan get ready for speaking-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.S2.Studentscan use the model/example for producing verbal content about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”. ENG.5.6.S3.Studentscan organise a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically. 152 THE ENGLISH LANGUAGE CURRICULUMa) 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. ENG.5.6.S4.Studentscan construct a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically. ENG.5.6.S5.Studentscan reorganise (reconstruct) and use information about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people. ENG.5.6.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people in relation to themselves or others, both individually and/or with others. a: Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. a: Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b: Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c: Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. 151 THE ENGLISH LANGUAGE CURRICULUM a: Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b: Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c: Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d: Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. a: Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b: Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c: Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. a: Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. a: Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. b: Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c: Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d: Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e: Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. a: Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b: Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c: Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d: Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. a: Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b: Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. 153 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V15. Love and Affection, V16. Responsibility, V19. Patriotism, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy Tutum, Yatırım ve Türk Malları Haftası
ARALIK
16. Hafta:
22-26 Aralık
14 LIFE IN NATURE-1 LIFE IN NATURE Sub-themes: “Animals in nature and habitats; daily activities and nature; activities in nature”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for animals and natural habitats: Land habitats: Nouns: A rainforest, a desert, a grassland, a savannah, a temperate forest, a tropical forest, a mountain. Water habitats: Nouns: The Arctic, the ocean, a lake, a wetland, the sea, the sky, ice, temperature, sand, storm, mud, wind. Adjectives: Hot, cold, cool, dry, wild, high, wide, endangered, warm, wet, magical. Animals: Nouns: A bird, a bear, a bee, a camel, a dolphin, a duck, an elephant, a fish, a frog, an insect, a monkey, a parrot, a rabbit, a snake, a tiger, a whale. Verbs: To kill, to protect, to blow, to destroy, to feed, to exist, to reach, to fly, to swim, to jump, to chirp, to hunt, to cut down. Vocabulary for daily activities and nature: Nouns: a storm. Verbs: To collect, to enjoy the view, to feed, to fish, to have a picnic, to plant, to pick, to recycle, to save, to swing, to blow Vocabulary for nature/outdoor activities: Nouns-Gerunds: Hiking, jogging, swimming, sunbathing, climbing. Target Grammatical Structures in Use: -The Past Progressive Tense: (Positive, Negative, Interrogative): (The bear was swimming in the river in the morning.) -The Past Progressive Tense vs The Simple Past Tense: (The dolphin was jumping out of the water in the ocean when the rabbit jumped quickly away from the grassland.) Modals: (Positive, Negative, Interrogative): -”Could” (Ability in The Past): (The butterfly could fly across the desert.) - “Could” (Polite Requests): (Could you help me plant seeds in the garden?) - “Should” For Advice: (You should feed the fish in the pond every day.) -Wh-Questions: (Where do the elephants usually walk in the savannah?) -Modal “Will” for Help: (I will help you cut the grass around the mountain trail.) - “Need & Needn’t” (Necessity): (You need to collect rainwater to water plants in the desert. We needn’t worry about sandstorms in the grassland.) Background Grammatical Language Structures in Use: -The Simple Past Tense: (The elephants left the savannah last year.) Function of the Grammatical Structures in Use: -Use of the Past Progressive Tense: Describing ongoing or interrupted actions in the past; setting the background for a narrative. ENG.5.7.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” carefully. ENG.5.7.L2.Studentscan bring information about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” together through significant details and main components while listening (to)/watching it. ENG.5.7.L3.Studentscan make meaning of/derive meaning from the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” through significant details by listening (to)/watching it carefully. ENG.5.7.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.P1.Studentscan select and use the target phonological elements of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.7.R1.Studentscan get ready for the reading-comprehension process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.R2.Studentscan bring information about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.7.R3.Studentscan make meaning of / derive meaning from the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by reading it carefully. ENG.5.7.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” in relation to themselves or others, both individually and/or with others. ENG.5.7.V1.Studentscan select and use the target vocabulary of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.7.G1.Studentscan select and use the target grammatical elements of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.7.W1.Studentscan get ready for the writing-expression process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. a: Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b: Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c: Students make predictions about the current content on “life in nature” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d: Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. a: Students comprehend the topic of the current content by listening (to)/watching it as a whole. b: Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. a: Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b: Students make important and necessary classifications in the current content that help them to understand it better with details. c: Students make important and necessary comparisons in the current content that help them to understand it better with details. d: Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e: Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f: Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g: Students internalise the current content in an individualised and appropriate way according to age and language level. a: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. 170 THE ENGLISH LANGUAGE CURRICULUMb) 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. a: Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b: Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c: Students recognise the target phonological elements of the current content when they are heard in different contexts. d: Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e: Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. a: Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b: Students recognise significant relationships between their pre-existing knowledge, past experiences, and clues to the current content. c: Students make significant preliminary predictions about the current content based on recognised relationships. d: Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. a: Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b: Students read the current content to scan the major components silently and quickly with the help of the clues provided. c: Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. a: Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b: Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c: Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. 171 THE ENGLISH LANGUAGE CURRICULUMd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e: Students make meaningful inferences from the information in the current content by examining it carefully. f: Students internalise the information in the current content in an individualised and appropriate way according to age and language level. a: Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b: Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c: Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. a: Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b: Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c: Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d: Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e: Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f: Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g: Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. a: Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b: Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. 172 THE ENGLISH LANGUAGE CURRICULUMc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d: Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e: Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f: Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g: Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h: Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i: Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j: Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. a: Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b: Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V13. Healthy Living, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS8. Sustainability Literacy, LS9. Art Literacy Mehmet Akif Ersoy'u Anma Haftası
ARALIK
17. Hafta:
29 Aralık- 02 Ocak
14 LIFE IN NATURE-1 LIFE IN NATURE Sub-themes: “Animals in nature and habitats; daily activities and nature; activities in nature”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for animals and natural habitats: Land habitats: Nouns: A rainforest, a desert, a grassland, a savannah, a temperate forest, a tropical forest, a mountain. Water habitats: Nouns: The Arctic, the ocean, a lake, a wetland, the sea, the sky, ice, temperature, sand, storm, mud, wind. Adjectives: Hot, cold, cool, dry, wild, high, wide, endangered, warm, wet, magical. Animals: Nouns: A bird, a bear, a bee, a camel, a dolphin, a duck, an elephant, a fish, a frog, an insect, a monkey, a parrot, a rabbit, a snake, a tiger, a whale. Verbs: To kill, to protect, to blow, to destroy, to feed, to exist, to reach, to fly, to swim, to jump, to chirp, to hunt, to cut down. Vocabulary for daily activities and nature: Nouns: a storm. Verbs: To collect, to enjoy the view, to feed, to fish, to have a picnic, to plant, to pick, to recycle, to save, to swing, to blow Vocabulary for nature/outdoor activities: Nouns-Gerunds: Hiking, jogging, swimming, sunbathing, climbing. Target Grammatical Structures in Use: -The Past Progressive Tense: (Positive, Negative, Interrogative): (The bear was swimming in the river in the morning.) -The Past Progressive Tense vs The Simple Past Tense: (The dolphin was jumping out of the water in the ocean when the rabbit jumped quickly away from the grassland.) Modals: (Positive, Negative, Interrogative): -”Could” (Ability in The Past): (The butterfly could fly across the desert.) - “Could” (Polite Requests): (Could you help me plant seeds in the garden?) - “Should” For Advice: (You should feed the fish in the pond every day.) -Wh-Questions: (Where do the elephants usually walk in the savannah?) -Modal “Will” for Help: (I will help you cut the grass around the mountain trail.) - “Need & Needn’t” (Necessity): (You need to collect rainwater to water plants in the desert. We needn’t worry about sandstorms in the grassland.) Background Grammatical Language Structures in Use: -The Simple Past Tense: (The elephants left the savannah last year.) Function of the Grammatical Structures in Use: -Use of the Past Progressive Tense: Describing ongoing or interrupted actions in the past; setting the background for a narrative. ENG.5.7.W2.Studentscan understand the model/example for the writing task about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.W3.Studentscan organise a content for the assigned writing task on the current content “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” based on the model/example provided. ENG.5.7.W4.Studentscan individually construct/form content for the assigned writing task on the current content “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people. ENG.5.7.W6.Studentscan reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” in relation to themselves or others, both individually and/or with others. ENG.5.7.S1.Studentscan get ready for speaking-expression process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.S2.Studentscan use the model/example for producing verbal content about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”. ENG.5.7.S3.Studentscan organise a new verbal content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by speaking accurately, efficiently, and authentically . ENG.5.7.S4.Studentscan construct a new verbal content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by speaking accurately, efficiently, and authentically. ENG.5.7.S5.Studentscan reorganise (reconstruct) and use information about the “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people. ENG.5.7.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people in relation to themselves or others, both individually and/or with others. a: Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. a: Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b: Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c: Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. a: Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. 173 THE ENGLISH LANGUAGE CURRICULUMb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c: Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d: Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. a: Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b: Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c: Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. a: Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. a: Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. a: Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b: Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c: Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d: Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. 174 THE ENGLISH LANGUAGE CURRICULUMe) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. a: Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b: Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c: Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d: Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. a: Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b: Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. 175 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V13. Healthy Living, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS8. Sustainability Literacy, LS9. Art Literacy
OCAK
18. Hafta:
05-09 Ocak
14 LIFE IN THE UNIVERSE LIFE IN THE UNIVERSE Sub-themes: “Planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for planets in the solar system: Nouns: A planet, the moon, the sun, moon(s), a star, the sky, space, the Milky Way, a comet, a galaxy, the world, size, spaceship. Planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. Directions: East, west, north, south. Vocabulary for facts about planets: Nouns: An asteroid, an astronaut, a climate (change), a comet, a diameter, dust, energy, gas, metal, a movement, ring(s), a rock, atmosphere, a satellite, an orbit, a surface, solar energy. Verbs: To exist, to light, to rise, to revolve around, to travel around, to rise, to discover. Adjectives: Dwarf, bright, connected, enormous, liquid, solid, major, huge, enormous. Vocabulary for the Earth as a planet: Verbs: To cover, to heat, to prevent, to protect, to provide, to rise, to reduce, to recycle, to explore. Nouns: A continent, a desert, a disaster, the environment, heat, a hole, pollution, population, a position, a stone, a source, smoke, temperature, air, weather, the environment. Adjectives: Habitable, recent, plastic, extreme, global. Target Grammatical Structures in Use: -Zero Conditional: (If you heat plastic, it melts into a liquid form). -Conditional 1: (If astronauts discover water on Mars, they will explore it further in the future). -Unless: (Unless scientists protect the environment, Earth’s population will have harm). Background Grammatical Structures: -Simple Future Tense: (The astronauts will visit new places beyond our planet.) Functions of the Target Grammatical Structures in Use: -Use of Zero Conditional: Describing general truths, facts, or habitual actions that are always true if certain conditions are fulfilled. -Use of Conditional 1: Describing possible or likely outcomes in the future based on a condition being fulfilled. Use of “Unless”: Expressing a condition in a negative form indicating something will happen only if the condition is not fulfilled. Use of “If”: Introducing a condition to describe potential actions, situations, or consequences, often expressing possibility or uncertainty. Functions of the Background Grammatical Structures in Use: -Use of the Simple Future Tense: Describing predictions for the future. *About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual ENG.5.8.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” carefully. ENG.5.8.L2.Studentscan bring information about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” together through significant details and main components while listening (to)/watching it. ENG.5.8.L3.Studentscan make meaning of/derive meaning from the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” through significant details by listening (to)/watching it carefully. ENG.5.8.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” ENG.5.8.P1.Studentscan select and use the target phonological elements of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.8.R1.Studentscan get ready for the reading-comprehension process about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. ENG.5.8.R2.Studentscan bring information about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.8.R3.Studentscan make meaning of / derive meaning from the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” by reading it carefully. ENG.5.8.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” in relation to themselves or others, both individually and/or with others. ENG.5.8.V1.Studentscan select and use the target vocabulary of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.G1.Studentscan select and use the target grammatical elements of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.8.W1.Studentscan get ready for the writing-expression process about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”. a: Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b: Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c: Students make predictions about the current content on “life in the universe” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d: Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. a: Students comprehend the topic of the current content by listening (to)/watching it as a whole. b: Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. a: Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b: Students make important and necessary classifications in the current content that help them to understand it better with details. c: Students make important and necessary comparisons in the current content that help them to understand it better with details. d: Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e: Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f: Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g: Students internalise the current content in an individualised and appropriate way according to age and language level. a: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. 192 THE ENGLISH LANGUAGE CURRICULUMb) 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. a: Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b: Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c: Students recognise the target phonological elements of the current content when they are heard in different contexts. d: Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e: Students use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others. a: Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b: Students recognise significant relationships between their pre-existing knowledge, past experiences, and clues to the current content. c: Students make significant preliminary predictions about the current content based on recognised relationships. d: Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. a: Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b: Students read the current content to scan the major components silently and quickly with the help of the clues provided. c: Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. a: Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b: Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. 193 THE ENGLISH LANGUAGE CURRICULUMc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d: Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e: Students make meaningful inferences from the information in the current content by examining it carefully. f: Students internalise the information in the current content in an individualised and appropriate way according to age and language level. a: Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b: Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c: Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. a: Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b: Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c: Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d: Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e: Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f: Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g: Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. a: Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. 194 THE ENGLISH LANGUAGE CURRICULUMb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c: Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d: Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e: Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f: Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g: Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h: Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i: Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j: Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. a: Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b: Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V16. Responsibility, V18. Cleanliness, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS8. Sustainability Literacy, LS9. Art Literacy Enerji Tasarrufu Haftası
OCAK
19. Hafta:
12-16 Ocak
14 Etkinlik Haftası Etkinlik Haftası Etkinlik Haftası
OCAK
20. Hafta:
19-23 Ocak
14 Yarıyıl Tatili Yarıyıl Tatili Yarıyıl Tatili
OCAK
21. Hafta:
26-30 Ocak
14 Yarıyıl Tatili Yarıyıl Tatili Yarıyıl Tatili
ŞUBAT
22. Hafta:
02-06 Şubat
14 SCHOOL LIFE & EDUCATION SCHOOL LIFE & EDUCATION Sub-themes: “Schools from different parts of the world; extracurricular activities at school; clubs at school”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for general terms related to education: Nouns: An educational programme, a diploma, a year (grade AmE), an extracurricular activity, a student, a qualification, facilities. Verbs: To graduate, to practise (to practice-AmE), to research, to register. Vocabulary for types of school: A primary school (an elementary school-AmE), a lower secondary school (junior high school/middle school-AmE), an upper secondary school (high school-AmE), a vocational school, a private school, a public school, an international school, a boarding school, a special needs school, a language school, a college, a university. Vocabulary for facilities in different types of schools: Nouns: A cafeteria, a courtyard, a gym, a conference room, a seminar room, a swimming pool, a tennis court, a basketball court, a teacher’s room/a staff room (teachers’ lounge-AmE), a headmaster’s office (principal’s office-AmE), a counsellor’s office (counselor’s office-AmE), a prayer room, a technology lab. Vocabulary for regular activities in different types of schools: Nouns: A Lecture, classwork, an exam, a quiz, a project, a discussion, a presentation, group work, laboratory work, an experiment, an exhibition. School Subjects: Information Technology (IT), Geography, History, Physics, Chemistry, Biology, Maths (Math-AmE), Literature, Social Studies, Philosophy, Art, Music, Physical Education (P.E.), Religion and Morals. Vocabulary for extracurricular activities in different types of schools: Nouns: Debate club, maths club, science club, chess club, literature club, art club, coding club, history club, volunteers club, spelling bee club, drama club, sculpture club, robotics club. Vocabulary for sports at school: Nouns: Football (soccer-AmE), basketball, swimming, tennis, martial arts, gymnastics, cycling, rugby, skiing, hiking. Target Grammatical Structures in Use: -Passive Voice in Present Tenses for Daily Speech: (Projects are assigned to students by the teachers.) -Question Tags with Perfect Tenses: (You’ve completed your class project on time, haven’t you?) -Articles (a/an/the): (A boarding school, an international school, the school). Background Grammatical Structures in Use: -The Present Simple Tense: (Students play football, basketball, and tennis regularly.) -The Present Progressive Tense: (The students are working on a group project about social studies now.) ENG.5.9.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” carefully. ENG.5.9.L2.Studentscan bring information about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” together through significant details and main components while listening (to)/watching it. ENG.5.9.L3.Studentscan make meaning of/derive meaning from the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” through significant details by listening (to)/watching it carefully. ENG.5.9.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” ENG.5.9.P1.Studentscan select and use the target phonological elements of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.9.R1.Studentscan get ready for the reading-comprehension process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.R2.Studentscan bring information about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.9.R3.Studentscan make meaning of / derive meaning from the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by reading it carefully. ENG.5.9.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” in relation to themselves or others, both individually and/or with others. ENG.5.9.V1.Studentscan select and use the target vocabulary of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.9.G1.Studentscan select and use the target grammatical elements of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.9.W1.Studentscan get ready for the writing-expression process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. a: Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b: Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c: Students make predictions about the current content on “school life and education” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d: Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. a: Students comprehend the topic of the current content by listening (to)/watching it as a whole. b: Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. a: Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b: Students make important and necessary classifications in the current content that help them to understand it better with details. c: Students make important and necessary comparisons in the current content that help them to understand it better with details. d: Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e: Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f: Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g: Students internalise the current content in an individualised and appropriate way according to age and language level. a: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully relation to the listening/watching-comprehension process about the current content. 213 THE ENGLISH LANGUAGE CURRICULUMb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content by sharing them with others. a: Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b: Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c: Students recognise the target phonological elements of the current content when they are heard in different contexts. d: Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e: Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. a: Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b: Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c: Students make significant preliminary predictions about the current content based on recognised relationships. d: Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. a: Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b: Students read the current content to scan the major components silently and quickly with the help of the clues provided. c: Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. a: Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b: Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. 214 THE ENGLISH LANGUAGE CURRICULUMc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d: Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e: Students make meaningful inferences from the information in the current content by examining it carefully. f: Students internalise the information in the current content in an individualised and appropriate way according to age and language level. a: Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b: Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c: Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. a: Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b: Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c: Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d: Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e: Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f: Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g: Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. a: Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. 215 THE ENGLISH LANGUAGE CURRICULUMb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c: Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d: Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e: Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f: Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g: Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h: Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i: Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j: Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. a: Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b: Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy
ŞUBAT
23. Hafta:
09-13 Şubat
14 SCHOOL LIFE & EDUCATION SCHOOL LIFE & EDUCATION Sub-themes: “Schools from different parts of the world; extracurricular activities at school; clubs at school”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for general terms related to education: Nouns: An educational programme, a diploma, a year (grade AmE), an extracurricular activity, a student, a qualification, facilities. Verbs: To graduate, to practise (to practice-AmE), to research, to register. Vocabulary for types of school: A primary school (an elementary school-AmE), a lower secondary school (junior high school/middle school-AmE), an upper secondary school (high school-AmE), a vocational school, a private school, a public school, an international school, a boarding school, a special needs school, a language school, a college, a university. Vocabulary for facilities in different types of schools: Nouns: A cafeteria, a courtyard, a gym, a conference room, a seminar room, a swimming pool, a tennis court, a basketball court, a teacher’s room/a staff room (teachers’ lounge-AmE), a headmaster’s office (principal’s office-AmE), a counsellor’s office (counselor’s office-AmE), a prayer room, a technology lab. Vocabulary for regular activities in different types of schools: Nouns: A Lecture, classwork, an exam, a quiz, a project, a discussion, a presentation, group work, laboratory work, an experiment, an exhibition. School Subjects: Information Technology (IT), Geography, History, Physics, Chemistry, Biology, Maths (Math-AmE), Literature, Social Studies, Philosophy, Art, Music, Physical Education (P.E.), Religion and Morals. Vocabulary for extracurricular activities in different types of schools: Nouns: Debate club, maths club, science club, chess club, literature club, art club, coding club, history club, volunteers club, spelling bee club, drama club, sculpture club, robotics club. Vocabulary for sports at school: Nouns: Football (soccer-AmE), basketball, swimming, tennis, martial arts, gymnastics, cycling, rugby, skiing, hiking. Target Grammatical Structures in Use: -Passive Voice in Present Tenses for Daily Speech: (Projects are assigned to students by the teachers.) -Question Tags with Perfect Tenses: (You’ve completed your class project on time, haven’t you?) -Articles (a/an/the): (A boarding school, an international school, the school). Background Grammatical Structures in Use: -The Present Simple Tense: (Students play football, basketball, and tennis regularly.) -The Present Progressive Tense: (The students are working on a group project about social studies now.) ENG.5.9.W2.Studentscan understand the model/example for the writing task about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.W3.Studentscan organise a content for the assigned writing task on the current content “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” based on the model/example provided. ENG.5.9.W4.Studentscan individually construct/form content for the assigned writing task on the current content “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. 216 THE ENGLISH LANGUAGE CURRICULUMa) 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. ENG.5.9.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people. ENG.5.9.W6.Studentscan reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” in relation to themselves or others, both individually and/or with others. ENG.5.9.S1.Studentscan get ready for speaking-expression process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.S2.Studentscan use the model/example for producing verbal content about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”. ENG.5.9.S3.Studentscan organise a new verbal content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by speaking accurately, efficiently, and authentically. ENG.5.9.S4.Studentscan construct a new verbal content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by speaking accurately, efficiently, and authentically. ENG.5.9.S5.Studentscan reorganise (reconstruct) and use information about the “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people. ENG.5.9.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people in relation to themselves or others, both individually and/ or with others. a: Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. a: Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b: Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c: Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. b: Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c: Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d: Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. a: Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b: Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c: Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. a: Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. a: Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. a: Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b: Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. 217 THE ENGLISH LANGUAGE CURRICULUMc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d: Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e: Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. a: Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b: Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c: Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d: Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. a: Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b: Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. 218 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy
ŞUBAT
24. Hafta:
16-20 Şubat
14 CLASSROOM LIFE & LEARNING CLASSROOM LIFE & LEARNING Sub-themes: “Technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for technological classroom tools: Verbs: To access, to download, to upload, to sign in, to sign out, to sign up, to search, to send, to text, to receive, to connect, to print, to click, to switch on, to switch off, to log in, to log out, to label. Nouns: A PC, a laptop, a printer, a server, a screen, a keyboard, a file, a homepage, a website, a webcam, a web page, a smartphone, a connection, 3d printer, a headset. Vocabulary for learning activities: Nouns: An assignment, pair work, group work, a role-play, brainstorming, a discussion, a question-answer session, a task, a presentation. Verbs: To take notes, to summarise, to analyse, to compare, to define, to solve a problem, to conclude, to participate, to share, to guess, to discuss. Cardinal numbers: (500-1000) Ordinal numbers: (50-100): Target Grammatical Structures in Use: -Passive Voice in Future Tenses for Daily Speech: (The homework will be finished by tomorrow morning). Background Grammatical Structures in Use: -The Simple Future Tense “Will”: (The IT workshop will start at 10:00 a.m. tomorrow.) - “Be going to Future” Tense: (The students are going to sign up for a webinar on educational technology in the afternoon.) -The Present Progressive Tense for the Future: (The teacher is printing the exam sheets for the next session at the moment.) -The Simple Present Tense for the Future: (The new website for the online library opens next Monday.) -Question Tags with Future Tenses: (You’re going to participate in an online quiz, aren’t you?) - “Can” for Polite Requests: (Can you share your screen with us?) - “Can” for Probability: (You can take notes on your mobile phone.) Functions of the Grammatical Structures in Use: -Use of Passive Voice in Future Tenses for Daily Speech: Emphasising the future action and its receiver rather than the doer. ENG.5.10.L1.Studentscan get ready for the listening /watching-comprehension process for the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” carefully. ENG.5.10.L2.Studentscan bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” together through significant details and main components while listening(to)/watching it. ENG.5.10.L3.Studentscan make meaning of/derive meaning from the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through significant details by listening(to)/watching it carefully. ENG.5.10.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” 235 THE ENGLISH LANGUAGE CURRICULUMa) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. ENG.5.10.P1.Studentscan select and use the target phonological elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.10.R1.Studentscan get ready for the reading-comprehension process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.R2.Studentscan bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.10.R3.Studentscan make meaning of / derive meaning from the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by reading it carefully. ENG.5.10.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. ENG.5.10.V1.Studentscan select and use the target vocabulary of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.10.G1.Studentscan select and use the target grammatical elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. 237 THE ENGLISH LANGUAGE CURRICULUMa) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. ENG.5.10.W1.Studentscan get ready for the writing-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. a: Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b: Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c: Students make predictions about the current content on “classroom life and learning” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d: Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. a: Students comprehend the topic of the current content by listening (to)/watching it as a whole. b: Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. a: Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b: Students make important and necessary classifications in the current content that help them to understand it better with details. c: Students make important and necessary comparisons in the current content that help them to understand it better with details. d: Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e: Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f: Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g: Students internalise the current content in an individualised and appropriate way according to age and language level. b: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. a: Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b: Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c: Students recognise the target phonological elements of the current content when they are heard in different contexts. d: Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e: Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. a: Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b: Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c: Students make significant preliminary predictions about the current content based on recognised relationships. d: Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. a: Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b: Students read the current content to scan the major components silently and quickly with the help of the clues provided. c: Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. a: Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. 236 THE ENGLISH LANGUAGE CURRICULUMb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c: Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d: Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e: Students make meaningful inferences from the information in the current content by examining it carefully. f: Students internalise the information in the current content in an individualised and appropriate way according to age and language level. a: Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b: Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c: Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. a: Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b: Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c: Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d: Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e: Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f: Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g: Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. b: Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c: Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d: Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e: Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f: Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g: Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h: Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i: Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j: Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. a: Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b: Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy
ŞUBAT
25. Hafta:
23-27 Şubat
14 CLASSROOM LIFE & LEARNING CLASSROOM LIFE & LEARNING Sub-themes: “Technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for technological classroom tools: Verbs: To access, to download, to upload, to sign in, to sign out, to sign up, to search, to send, to text, to receive, to connect, to print, to click, to switch on, to switch off, to log in, to log out, to label. Nouns: A PC, a laptop, a printer, a server, a screen, a keyboard, a file, a homepage, a website, a webcam, a web page, a smartphone, a connection, 3d printer, a headset. Vocabulary for learning activities: Nouns: An assignment, pair work, group work, a role-play, brainstorming, a discussion, a question-answer session, a task, a presentation. Verbs: To take notes, to summarise, to analyse, to compare, to define, to solve a problem, to conclude, to participate, to share, to guess, to discuss. Cardinal numbers: (500-1000) Ordinal numbers: (50-100): Target Grammatical Structures in Use: -Passive Voice in Future Tenses for Daily Speech: (The homework will be finished by tomorrow morning). Background Grammatical Structures in Use: -The Simple Future Tense “Will”: (The IT workshop will start at 10:00 a.m. tomorrow.) - “Be going to Future” Tense: (The students are going to sign up for a webinar on educational technology in the afternoon.) -The Present Progressive Tense for the Future: (The teacher is printing the exam sheets for the next session at the moment.) -The Simple Present Tense for the Future: (The new website for the online library opens next Monday.) -Question Tags with Future Tenses: (You’re going to participate in an online quiz, aren’t you?) - “Can” for Polite Requests: (Can you share your screen with us?) - “Can” for Probability: (You can take notes on your mobile phone.) Functions of the Grammatical Structures in Use: -Use of Passive Voice in Future Tenses for Daily Speech: Emphasising the future action and its receiver rather than the doer. ENG.5.10.W2.Studentscan understand the model/example for the writing task about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.W3.Studentscan organise a content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” based on the model/example provided. ENG.5.10.W4.Studentscan individually construct/form content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. ENG.5.10.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people. ENG.5.10.W6.Studentscan reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. ENG.5.10.S1.Studentscan get ready for speaking-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” ENG.5.10.S2.Studentscan use the model/example for producing verbal content about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” ENG.5.10.S3.Studentscan organise a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically. ENG.5.10.S4.Studentscan construct a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically. ENG.5.10.S5.Studentscan reorganise (reconstruct) and use information about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people. ENG.5.10.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people in relation to themselves or others, both individually and/or with others. a: Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. a: Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b: Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c: Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. 238 THE ENGLISH LANGUAGE CURRICULUM a: Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b: Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c: Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d: Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. a: Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b: Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c: Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. a: Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. a: Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. a: Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. 239 THE ENGLISH LANGUAGE CURRICULUMb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c: Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d: Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e: Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. a: Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b: Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c: Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d: Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. a: Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b: Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. 240 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy Vergi Haftası, Yeşilay Haftası
MART
26. Hafta:
02-06 Mart
14 PERSONAL LIFE & WELL-BEING PERSONAL LIFE & WELL BEING Sub-themes: “Body parts; human illnesses and diseases; keeping good health”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for body parts: Nouns: A head, a face, hair, a forehead, an eyebrow, an eyelash, an eye, an ear, a nose, a mouth, lips, a tongue, a tooth, teeth, a chin, a neck, shoulders, a chest, a back, an arm, a hand, fingers, a leg, a knee, an ankle, a foot, toes, heart, brain, a stomach. Vocabulary for human illnesses and diseases: Nouns: A patient, a cold, the flu, cough, a headache, stomach ache, sore throat, a backache, earache, allergy, allergic reaction, treatment, COVID-19, a patient, pain, a painkiller, an emergency, blood, medical help. Verbs: To vomit, to lie down, to feel dizzy, to breathe, to get better, to get worse, to feel sick, to spin, to hurt, to treat, to examine. Adjectives: Painful, pale, weak. Vocabulary for keeping good health: Adjectives: Empathy, ambitious, creative, courageous. Nouns: Self-care, mindfulness, social connection, happiness, digital detox. Verbs: To keep fit, to exercise, to work out, to support, to explore. Target Grammatical Structures in Use: -Passive Voice in Past Tenses: (The patient was carefully examined by the doctor.) -Comparatives & Superlatives of Adjectives: (A toothache is more painful than a headache). (The most painful common illness is probably a headache.) - “Used to”: (People used to give importance to physical activity in the old days.) - “Should”: (You should drink plenty of water to stay hydrated.) Background Grammatical Structures in Use: -The Simple Past Tense: (He exercised every day last week). -The Past Progressive Tense: (The athlete was training hard for the football match last month.) - “Must/Can’t” for Deduction: (He must have a headache because he is pressing his forehead with both hands. She can’t be allergic to pollen as she exercises outdoors every day without any problems.) Functions of the Target Grammatical Structures in Use: -Use of Passive Voice in Past Tenses: Emphasising the action itself rather than who performed the action, often highlighting the receiver of an action in the past. -Use of “Used To”: Expressing habits, routines, and states in the past that no longer occur in the present. -Use of “Comparative Adjectives”: Expressing difference or degree between two things, people and/or entities. ENG.5.11.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” carefully. ENG.5.11.L2.Studentscan bring information about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” together through significant details and main components while listening (to)/watching it. ENG.5.11.L3.Studentscan make meaning of/derive meaning from the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” through significant details by listening (to)/watching it carefully. ENG.5.11.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” ENG.5.11.P1.Studentscan select and use the target phonological elements of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.11.R1.Studentscan get ready for the reading-comprehension process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. ENG.5.11.R2.Studentscan bring information about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.11.R3.Studentscan make meaning of / derive meaning from the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by reading it carefully. ENG.5.11.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” in relation to themselves or others, both individually and/or with others. ENG.5.11.V1.Studentscan select and use the target vocabulary of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.11.G1.Studentscan select and use the target grammatical elements of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.11.W1.Studentscan get ready for the writing-expression process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. a: Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b: Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c: Students make predictions about the current content on “personal life and well-being” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d: Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. a: Students comprehend the topic of the current content by listening (to)/watching it as a whole. b: Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. a: Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b: Students make important and necessary classifications in the current content that help them to understand it better with details. c: Students make important and necessary comparisons in the current content that help them to understand it better with details. d: Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e: Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f: Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g: Students internalise the current content in an individualised and appropriate way according to age and language level. a: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. 257 THE ENGLISH LANGUAGE CURRICULUMb) 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. a: Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b: Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c: Students recognise the target phonological elements of the current content when they are heard in different contexts. d: Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e: Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. a: Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b: Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c: Students make significant preliminary predictions about the current content based on recognised relationships. d: Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. a: Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b: Students read the current content to scan the major components silently and quickly with the help of the clues provided. c: Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. a: Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b: Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c: Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. 258 THE ENGLISH LANGUAGE CURRICULUMd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e: Students make meaningful inferences from the information in the current content by examining it carefully. f: Students internalise the information in the current content in an individualised and appropriate way according to age and language level. a: Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b: Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c: Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. a: Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b: Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c: Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d: Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e: Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f: Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g: Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. a: Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b: Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. 259 THE ENGLISH LANGUAGE CURRICULUMc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d: Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e: Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f: Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g: Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h: Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i: Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j: Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. a: Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b: Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V13. Healthy Living, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy Girişimcilik Haftası
MART
27. Hafta:
09-13 Mart
14 PERSONAL LIFE & WELL-BEING PERSONAL LIFE & WELL BEING Sub-themes: “Body parts; human illnesses and diseases; keeping good health”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for body parts: Nouns: A head, a face, hair, a forehead, an eyebrow, an eyelash, an eye, an ear, a nose, a mouth, lips, a tongue, a tooth, teeth, a chin, a neck, shoulders, a chest, a back, an arm, a hand, fingers, a leg, a knee, an ankle, a foot, toes, heart, brain, a stomach. Vocabulary for human illnesses and diseases: Nouns: A patient, a cold, the flu, cough, a headache, stomach ache, sore throat, a backache, earache, allergy, allergic reaction, treatment, COVID-19, a patient, pain, a painkiller, an emergency, blood, medical help. Verbs: To vomit, to lie down, to feel dizzy, to breathe, to get better, to get worse, to feel sick, to spin, to hurt, to treat, to examine. Adjectives: Painful, pale, weak. Vocabulary for keeping good health: Adjectives: Empathy, ambitious, creative, courageous. Nouns: Self-care, mindfulness, social connection, happiness, digital detox. Verbs: To keep fit, to exercise, to work out, to support, to explore. Target Grammatical Structures in Use: -Passive Voice in Past Tenses: (The patient was carefully examined by the doctor.) -Comparatives & Superlatives of Adjectives: (A toothache is more painful than a headache). (The most painful common illness is probably a headache.) - “Used to”: (People used to give importance to physical activity in the old days.) - “Should”: (You should drink plenty of water to stay hydrated.) Background Grammatical Structures in Use: -The Simple Past Tense: (He exercised every day last week). -The Past Progressive Tense: (The athlete was training hard for the football match last month.) - “Must/Can’t” for Deduction: (He must have a headache because he is pressing his forehead with both hands. She can’t be allergic to pollen as she exercises outdoors every day without any problems.) Functions of the Target Grammatical Structures in Use: -Use of Passive Voice in Past Tenses: Emphasising the action itself rather than who performed the action, often highlighting the receiver of an action in the past. -Use of “Used To”: Expressing habits, routines, and states in the past that no longer occur in the present. -Use of “Comparative Adjectives”: Expressing difference or degree between two things, people and/or entities. ENG.5.11.W2.Studentscan understand the model/example for the writing task about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. ENG.5.11.W3.Studentscan organise a content for the assigned writing task on the current content “personal life and well-being with body parts; human illnesses and diseases; keeping good health” based on the model/example provided. ENG.5.11.W4.Studentscan individually construct/form content for the assigned writing task on the current content “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. ENG.5.11.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with body parts; human illnesses and diseases; keeping good health” to communicate with other people. ENG.5.11.W6.Studentscan reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” in relation to themselves or others, both individually and/or with others. ENG.5.11.S1.Studentscan get ready for speaking-expression process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. ENG.5.11.S2.Studentscan use the model/example for producing verbal content about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. ENG.5.11.S3.Studentscan organise a new verbal content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by speaking accurately, efficiently, and authentically. ENG.5.11.S4.Studentscan construct a new verbal content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by speaking accurately, efficiently, and authentically. ENG.5.11.S5.Studentscan reorganise (reconstruct) and use information about the “personal life and wellbeing with body parts; human illnesses and diseases; keeping good health” to communicate with other people. ENG.5.11.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” to communicate with other people in relation to themselves or others, both individually and/or with others. a: Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. a: Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b: Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c: Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. a: Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. 260 THE ENGLISH LANGUAGE CURRICULUMb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c: Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d: Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. a: Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b: Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c: Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. a: Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. a: Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. a: Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b: Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c: Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. 261 THE ENGLISH LANGUAGE CURRICULUMd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e: Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. a: Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b: Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c: Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d: Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. a: Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b: Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. 262 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V13. Healthy Living, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy Bilim ve Teknoloji Haftası, İstiklâl Marşı'nın Kabulü ve Mehmet Akif Ersoy'u Anma Günü
MART
28. Hafta:
16-20 Mart
14 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
14 FAMILY LIFE & HOME FAMILY LIFE & HOME Sub-themes: “Family members’ abilities and skills; hobbies of family members, different lifestyles of families in different houses”. Target Vocabulary in Use (with revisional vocabulary) Vocabulary for family members’ abilities and skills: Verbs: To act, to babysit, to barbecue, to build, to catch, to climb, to code, to communicate, to cycle, to create, to decide, to develop, to design, to describe, to explain, to film, to fish, to fly, to grill, to improve, to jump, to manage (time), to match, to organise, to perform, to peel, to programme, to run, to sail, to skateboard, to solve, to surf. Vocabulary for hobbies of family members (sports, films, music): Verbs: To do barbecue, to go to the beach, to ride a bicycle, to ride a bike, to camp, to collect, to go cycling, to go to a festival, to go out, to go shopping, to play the guitar, to go on a holiday, to join, to be a member, to go to a museum, to paint, to go to the park, to take a photograph, to go on a picnic, to do a quiz, to play a video game. Vocabulary for different lifestyles of families in different houses: Types of houses: Nouns: An attached house, a detached house (a single-family house), a semi-detached house, a duplex, a terraced house (a row house-AmE), a flat (an apartment-AmE), a block, a block of flats (an apartment buildingAmE), a villa (a vacation home-AmE), an igloo, a cottage, a bungalow (a ranch house-AmE), a penthouse, a hut, a houseboat, a farmhouse, a treehouse. Types of families: Nouns: An immediate family, an extended family, a foster family. Target Grammatical Structures in Use: -Passive Voice in Future Tenses: - Passive Voice in the “Be Going to Future Tense”: (The house is going to be cleaned later today.) -Passive Voice in the Simple Future Tense (Will): (The invitations will be sent tomorrow.) -(Active) The Future Progressive Tense: (This time next month, we will be camping in the mountains.) -(Active) The Future Perfect Tense: (I will have read all the books in my collection by next weekend.) -(Active) The Future Perfect Progressive Tense: (By next weekend, I will have been reading all the books in my collection.) -Question Tags with Future Tenses (Passive): (The project will be completed by the team by next Friday, won’t it?) - “Will” for Sudden Decisions: (What would you like to drink? Orange juice or apple juice? Err, I think I’ll take orange juice. Thank you.) ENG.5.12.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” carefully. ENG.5.12.L2.Studentscan bring information about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” together through significant details and main components while listening (to)/watching it. ENG.5.12.L3.Studentscan make meaning of/derive meaning from the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” through significant details by listening (to)/watching it carefully. ENG.5.12.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” 279 THE ENGLISH LANGUAGE CURRICULUMa) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. ENG.5.12.P1.Studentscan select and use the target phonological elements of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.12.R1.Studentscan get ready for the reading-comprehension process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. ENG.5.12.R2.Studentscan bring information about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.12.R3.Studentscan make meaning of / derive meaning from the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by reading it carefully. ENG.5.12.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” in relation to themselves or others, both individually and/or with others. ENG.5.12.V1.Studentscan select and use the target vocabulary of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.12.G1.Studentscan select and use the target grammatical elements of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. 281 THE ENGLISH LANGUAGE CURRICULUMa) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. ENG.5.12.W1.Studentscan get ready for the writing-expression process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. a: Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b: Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c: Students make predictions about the current content on “family life and home” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d: Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. a: Students comprehend the topic of the current content by listening (to)/watching it as a whole. b: Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. a: Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b: Students make important and necessary classifications in the current content that help them to understand it better with details. c: Students make important and necessary comparisons in the current content that help them to understand it better with details. d: Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e: Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f: Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g: Students internalise the current content in an individualised and appropriate way according to age and language level. b: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. a: Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b: Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c: Students recognise the target phonological elements of the current content when they are heard in different contexts. d: Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e: Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. a: Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b: Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c: Students make significant preliminary predictions about the current content based on recognised relationships. d: Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. a: Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b: Students read the current content to scan the major components silently and quickly with the help of the clues provided. c: Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. a: Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. 280 THE ENGLISH LANGUAGE CURRICULUMb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c: Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d: Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e: Students make meaningful inferences from the information in the current content by examining it carefully. f: Students internalise the information in the current content in an individualised and appropriate way according to age and language level. a: Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b: Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c: Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. a: Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b: Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c: Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d: Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e: Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f: Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g: Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. b: Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c: Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d: Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e: Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f: Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g: Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h: Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i: Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j: Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. a: Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b: Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V2. Family Integrity, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V8. Privacy, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy Orman Haftası, Dünya Tiyatrolar Günü
MART
30. Hafta:
30 Mart- 03 Nisan
14 FAMILY LIFE & HOME FAMILY LIFE & HOME Sub-themes: “Family members’ abilities and skills; hobbies of family members, different lifestyles of families in different houses”. Target Vocabulary in Use (with revisional vocabulary) Vocabulary for family members’ abilities and skills: Verbs: To act, to babysit, to barbecue, to build, to catch, to climb, to code, to communicate, to cycle, to create, to decide, to develop, to design, to describe, to explain, to film, to fish, to fly, to grill, to improve, to jump, to manage (time), to match, to organise, to perform, to peel, to programme, to run, to sail, to skateboard, to solve, to surf. Vocabulary for hobbies of family members (sports, films, music): Verbs: To do barbecue, to go to the beach, to ride a bicycle, to ride a bike, to camp, to collect, to go cycling, to go to a festival, to go out, to go shopping, to play the guitar, to go on a holiday, to join, to be a member, to go to a museum, to paint, to go to the park, to take a photograph, to go on a picnic, to do a quiz, to play a video game. Vocabulary for different lifestyles of families in different houses: Types of houses: Nouns: An attached house, a detached house (a single-family house), a semi-detached house, a duplex, a terraced house (a row house-AmE), a flat (an apartment-AmE), a block, a block of flats (an apartment buildingAmE), a villa (a vacation home-AmE), an igloo, a cottage, a bungalow (a ranch house-AmE), a penthouse, a hut, a houseboat, a farmhouse, a treehouse. Types of families: Nouns: An immediate family, an extended family, a foster family. Target Grammatical Structures in Use: -Passive Voice in Future Tenses: - Passive Voice in the “Be Going to Future Tense”: (The house is going to be cleaned later today.) -Passive Voice in the Simple Future Tense (Will): (The invitations will be sent tomorrow.) -(Active) The Future Progressive Tense: (This time next month, we will be camping in the mountains.) -(Active) The Future Perfect Tense: (I will have read all the books in my collection by next weekend.) -(Active) The Future Perfect Progressive Tense: (By next weekend, I will have been reading all the books in my collection.) -Question Tags with Future Tenses (Passive): (The project will be completed by the team by next Friday, won’t it?) - “Will” for Sudden Decisions: (What would you like to drink? Orange juice or apple juice? Err, I think I’ll take orange juice. Thank you.) ENG.5.12.W2.Studentscan understand the model/example for the writing task about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. ENG.5.12.W3.Studentscan organise a content for the assigned writing task on the current content “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” based on the model/example provided. ENG.5.12.W4.Studentscan individually construct/form content for the assigned writing task on the current content “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. ENG.5.12.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people. ENG.5.12.W6.Studentscan reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” in relation to themselves or others, both individually and/or with others. ENG.5.12.S1.Studentscan get ready for speaking-expression process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” ENG.5.12.S2.Studentscan use the model/example for producing verbal content about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” ENG.5.12.S3.Studentscan organise a new verbal content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by speaking accurately, efficiently, and authentically. ENG.5.12.S4.Studentscan construct a new verbal content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by speaking accurately, efficiently, and authentically. ENG.5.12.S5.Studentscan reorganise (reconstruct) and use information about the “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people. ENG.5.12.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people in relation to themselves or others, both individually and/or with others. a: Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. a: Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b: Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c: Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. 282 THE ENGLISH LANGUAGE CURRICULUM a: Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b: Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c: Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d: Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. a: Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b: Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c: Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. a: Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. a: Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. a: Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. 283 THE ENGLISH LANGUAGE CURRICULUMb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c: Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d: Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e: Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. a: Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b: Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c: Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d: Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. a: Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b: Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. 284 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V2. Family Integrity, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V8. Privacy, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy Kütüphaneler Haftası, Kanser Haftası, Dünya Otizm Farkındalık Günü
NISAN
31. Hafta:
06-10 Nisan
14 LIFE IN THE NEIGHBOURHOOD, CITY & LIFE IN THE NEIGHBOURHOOD, CITY & SOCIAL LIFE Sub-themes: “Cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for cultural and historical places in the neighbourhood and the city: Verbs: to admire, to gather, to locate. Nouns: A fountain, a statue, a palace, a tower, an attraction, a collection, a custom, a highlight, an identity, a landmark, a booking (reservation-AmE), a theatre (theaterAmE), a cinema (movie theater-AmE). Adjectives: Historic, historical, ancient, local, traditional, peaceful, cultural, old-fashioned, romantic, worth, tiny. Vocabulary for festivals and events in the neighbourhood and the city: Vocabulary for food events and festivals: Nouns: A cuisine, traditional (food), street food, an international/ local dish, a feast. Vocabulary for food items: Nouns: Ingredients, corn (sweetcorn-AmE), seafood, salmon, beef, tuna, a pineapple, a coconut, a courgette (zucchini-AmE). Vocabulary for international dishes: Turkish pizza, couscous, barbeque (barbecue-AmE), a stew, a curry. Adjectives: Spicy, hot, sour, savoury (savory-AmE), juicy, creamy, frozen, folk, cheerful, continuous, sharp. Verbs: to entertain, to announce, to pour, to freeze. Nouns: An advert (ad,-AmE), an announcement, a celebration, a ceremony, a pot, a mixture, a pan, an organiser (organizer-AmE), flour, a container, a discount, leftover. Vocabulary for transportation: Nouns: A public transport (public transportation-AmE), the tube (Br-only), underground trains (subwayAmE), a ferry, an aeroplane (air) plane-AmE), an e-scooter, backpacking, a charter, a vehicle. Places: a parking space, a railway (railroad-AmE). Verbs: To check in, to check out, to deliver, to hitchhike, to land, to take off, to translate, to transport, to direct, to fasten. Travelling: Nouns: Accommodation, an application, an airline, luggage (baggage-AmE), a boarding pass, a brochure, a departure, a destination, a direction, an exchange, a rate, a gate, a journey, a trip, a pass, an embassy, roundabout, service, signpost, (road sign-AmE). Adjectives: Arrival, duty-free, on board, affordable, worldwide. Target Grammatical Structures in Use: -Conditional 2: (If I had more time, I would visit many attractions in the city.) -If only: (If only people could travel to distant places, they would know more about other cultures.) -Wish (was/were): (I wish there were more attractions to visit in this city). -Verbs Followed by Infinitives (want, hope, need, plan, expect, promise, decide, offer, refuse, try, forget, learn, would love, would like etc.): (They need to protect the historical statue from damage.) ENG.5.13.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” carefully. ENG.5.13.L2.Studentscan bring information about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” together through significant details and main components while listening (to)/watching it. ENG.5.13.L3.Studentscan make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” through significant details by listening (to)/watching it carefully. ENG.5.13.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.P1.Studentscan select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.13.R1.Studentscan get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.R2.Studentscan bring information about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.13.R3.Studentscan make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by reading it carefully. ENG.5.13.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.5.13.V1.Studentscan select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.13.G1.Studentscan select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.13.W1.Studentscan get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. a: Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b: Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c: Students make predictions about the current content on “life in the neighbourhood, city and social life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d: Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. a: Students comprehend the topic of the current content by listening (to)/watching it as a whole. b: Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. a: Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b: Students make important and necessary classifications in the current content that help them to understand it better with details. c: Students make important and necessary comparisons in the current content that help them to understand it better with details. d: Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e: Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f: Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g: Students internalise the current content in an individualised and appropriate way according to age and language level. 301 THE ENGLISH LANGUAGE CURRICULUM a: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. a: Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b: Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c: Students recognise the target phonological elements of the current content when they are heard in different contexts. d: Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e: Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. a: Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b: Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c: Students make significant preliminary predictions about the current content based on recognised relationships. d: Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. a: Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. 302 THE ENGLISH LANGUAGE CURRICULUMb) Students read the current content to scan the major components silently and quickly with the help of the clues provided. c: Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. a: Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b: Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c: Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d: Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e: Students make meaningful inferences from the information in the current content by examining it carefully. f: Students internalise the information in the current content in an individualised and appropriate way according to age and language level. a: Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b: Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c: Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. a: Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b: Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c: Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d: Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. 303 THE ENGLISH LANGUAGE CURRICULUMe) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f: Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g: Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. a: Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b: Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c: Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d: Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e: Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f: Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g: Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h: Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i: Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j: Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. a: Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b: Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. 304 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy Kanser Haftası, Dünya Sağlık Günün/Dünya Sağlık Haftası, Kişisel Verileri Koruma Günü
NISAN
32. Hafta:
13-17 Nisan
14 LIFE IN THE NEIGHBOURHOOD, CITY & LIFE IN THE NEIGHBOURHOOD, CITY & SOCIAL LIFE Sub-themes: “Cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for cultural and historical places in the neighbourhood and the city: Verbs: to admire, to gather, to locate. Nouns: A fountain, a statue, a palace, a tower, an attraction, a collection, a custom, a highlight, an identity, a landmark, a booking (reservation-AmE), a theatre (theaterAmE), a cinema (movie theater-AmE). Adjectives: Historic, historical, ancient, local, traditional, peaceful, cultural, old-fashioned, romantic, worth, tiny. Vocabulary for festivals and events in the neighbourhood and the city: Vocabulary for food events and festivals: Nouns: A cuisine, traditional (food), street food, an international/ local dish, a feast. Vocabulary for food items: Nouns: Ingredients, corn (sweetcorn-AmE), seafood, salmon, beef, tuna, a pineapple, a coconut, a courgette (zucchini-AmE). Vocabulary for international dishes: Turkish pizza, couscous, barbeque (barbecue-AmE), a stew, a curry. Adjectives: Spicy, hot, sour, savoury (savory-AmE), juicy, creamy, frozen, folk, cheerful, continuous, sharp. Verbs: to entertain, to announce, to pour, to freeze. Nouns: An advert (ad,-AmE), an announcement, a celebration, a ceremony, a pot, a mixture, a pan, an organiser (organizer-AmE), flour, a container, a discount, leftover. Vocabulary for transportation: Nouns: A public transport (public transportation-AmE), the tube (Br-only), underground trains (subwayAmE), a ferry, an aeroplane (air) plane-AmE), an e-scooter, backpacking, a charter, a vehicle. Places: a parking space, a railway (railroad-AmE). Verbs: To check in, to check out, to deliver, to hitchhike, to land, to take off, to translate, to transport, to direct, to fasten. Travelling: Nouns: Accommodation, an application, an airline, luggage (baggage-AmE), a boarding pass, a brochure, a departure, a destination, a direction, an exchange, a rate, a gate, a journey, a trip, a pass, an embassy, roundabout, service, signpost, (road sign-AmE). Adjectives: Arrival, duty-free, on board, affordable, worldwide. Target Grammatical Structures in Use: -Conditional 2: (If I had more time, I would visit many attractions in the city.) -If only: (If only people could travel to distant places, they would know more about other cultures.) -Wish (was/were): (I wish there were more attractions to visit in this city). -Verbs Followed by Infinitives (want, hope, need, plan, expect, promise, decide, offer, refuse, try, forget, learn, would love, would like etc.): (They need to protect the historical statue from damage.) ENG.5.13.W2.Studentscan understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.W3.Studentscan organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” based on the model/example provided. ENG.5.13.W4.Studentscan individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” to communicate with other people. ENG.5.13.W6.Studentscan reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. ENG.5.13.S1.Studentscan get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.S2.Studentscan use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. ENG.5.13.S3.Studentscan organise a new verbal content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.5.13.S4.Studentscan construct a new verbal content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. ENG.5.13.S5.Studentscan reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” to communicate with other people. ENG.5.13.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/ or with others. a: Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. a: Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b: Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c: Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. a: Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b: Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c: Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d: Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. a: Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b: Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. 305 THE ENGLISH LANGUAGE CURRICULUMc) 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. a: Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. a: Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. a: Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b: Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c: Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d: Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e: Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. a: Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b: Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c: Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d: Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unpreparedspeaking situations. 306 THE ENGLISH LANGUAGE CURRICULUM a: Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b: Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. 307 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy Turizm Haftası
NISAN
33. Hafta:
20-24 Nisan
14 LIFE IN THE WORLD & CULTURE LIFE IN THE WORLD & CULTURE Sub-themes: “Capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for capitals of countries: Ankara (Türkiye), London (UK-United Kingdom), Paris (France), Berlin (Germany), Rome (Italy), Madrid (Spain), Dublin (Ireland), Beijing (China), Tokyo (Japan), New Delhi (India), Washington D.C. (United States), Baku (Azerbaijan), Tashkent (Uzbekistan), Ashgabat (Turkmenistan), Astana (Kazakhstan), Lefkoşa (Nicosia) (Turkish Republic of Northern Cyprus). Nouns: A border, a flag, location, a nation, a prince, a princess. Verbs: To consist (of), to place, to state, to locate. Adjectives: Eastern, western, northern, southern, political, powerful, royal, private. Vocabulary for landmarks and famous places: Nouns: A Collection, an exhibition, a sculpture, a statue, scenery, a set, a stage, a hub. Adjectives: Calm, fantastic, impressive, modern, old-fashioned, original, typical, strange, outdoors, indoors, luxury, outdoor, private, central, familiar, unique. Nouns: A neighbourhood, architecture, a population, a skyscraper, city centre, a town hall, a location, a court, a hostel, a shopping centre (a shopping mall-AmE.), a stadium, a queue. Verbs: To attract, to face, to decorate, to represent. Vocabulary for sport events in various parts of the world and sports culture (fair play) Verbs: To take part, to coach, to join in, to cheat, to throw, to compete, to practice, to hit, to rest. Nouns: An athlete, a captain, a court, a cricketer, a goalkeeper, golf, a golfer, qualification, rugby, athletics, a champion, a championship, a climber, a competitor, a contest, a cyclist, an event, an extreme sport, a gold medal, a leader, a long jump, the Olympic Games, a racehorse, a race, a record holder, a rider, silver medal, a track, a trainer, training, a water jump, a diver, a diving board, a sail, a sailor, a surfer, surfing, boxing, sports facilities, a locker room/a changing room, an instructor, a point. Adjectives: Winning, competitive, athletic, Olympic. Target Grammatical Structures in Use: -Reported Speech of the Present Tenses: (The guide said that the population of Tokyo is one of the largest in the world). -Reported Speech of the Future tenses: (The organiser stated that the championship match would take place in the new stadium). -Ought to/need/must/needn’t/needed (in the past)/mustn’t (obligation): (Visitors must take a guided tour to see the architecture of the Eiffel Tower in Paris. Last year, the cricketer needed extra coaching to improve his techniques). Background Grammatical Structures in Use: Present Tenses: The Simple Present Tense, The Present Progressive Tense, The Present Perfect Tense. Future Tenses: The Simple Future Tense, “Be Going to” Future Tense, The Future Progressive Tense, The Future Perfect Progressive Tense. ENG.5.14.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” carefully. ENG.5.14.L2.Studentscan bring information about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” together through significant details and main components while listening (to)/watching it. ENG.5.14.L3.Studentscan make meaning of/derive meaning from the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” through significant details by listening (to)/watching it carefully. ENG.5.14.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. 324 THE ENGLISH LANGUAGE CURRICULUMa) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. ENG.5.14.P1.Studentscan select and use the target phonological elements of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.14.R1.Studentscan get ready for the reading-comprehension process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.R2.Studentscan bring information about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.14.R3.Studentscan make meaning of / derive meaning from the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by reading it carefully. 325 THE ENGLISH LANGUAGE CURRICULUMa) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. ENG.5.14.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” in relation to themselves or others, both individually and/or with others. ENG.5.14.V1.Studentscan select and use the target vocabulary of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.14.G1.Studentscan select and use the target grammatical elements of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.14.W1.Studentscan get ready for the writing-expression process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. a: Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b: Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c: Students make predictions about the current content on “life in the world and culture” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d: Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. a: Students comprehend the topic of the current content by listening (to)/watching it as a whole. b: Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. a: Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b: Students make important and necessary classifications in the current content that help them to understand it better with details. c: Students make important and necessary comparisons in the current content that help them to understand it better with details. d: Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e: Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f: Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g: Students internalise the current content in an individualised and appropriate way according to age and language level. b: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. a: Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b: Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c: Students recognise the target phonological elements of the current content when they are heard in different contexts. d: Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e: Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. a: Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b: Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c: Students make significant preliminary predictions about the current content based on recognised relationships. d: Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. a: Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b: Students read the current content to scan the major components silently and quickly with the help of the clues provided. c: Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. b: Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c: Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d: Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e: Students make meaningful inferences from the information in the current content by examining it carefully. f: Students internalise the information in the current content in an individualised and appropriate way according to age and language level. a: Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b: Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c: Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. a: Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b: Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c: Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d: Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e: Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f: Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g: Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. 326 THE ENGLISH LANGUAGE CURRICULUM a: Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b: Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c: Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d: Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e: Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f: Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g: Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h: Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i: Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j: Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. a: Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b: Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V1. Justice, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V13. Healthy Living, V14. Respect, V15. Love and Affection, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy Ulusal Egemenlik ve Çocuk Bayramı
NISAN
34. Hafta:
27 Nisan- 01 Mayıs
14 LIFE IN THE WORLD & CULTURE LIFE IN THE WORLD & CULTURE Sub-themes: “Capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for capitals of countries: Ankara (Türkiye), London (UK-United Kingdom), Paris (France), Berlin (Germany), Rome (Italy), Madrid (Spain), Dublin (Ireland), Beijing (China), Tokyo (Japan), New Delhi (India), Washington D.C. (United States), Baku (Azerbaijan), Tashkent (Uzbekistan), Ashgabat (Turkmenistan), Astana (Kazakhstan), Lefkoşa (Nicosia) (Turkish Republic of Northern Cyprus). Nouns: A border, a flag, location, a nation, a prince, a princess. Verbs: To consist (of), to place, to state, to locate. Adjectives: Eastern, western, northern, southern, political, powerful, royal, private. Vocabulary for landmarks and famous places: Nouns: A Collection, an exhibition, a sculpture, a statue, scenery, a set, a stage, a hub. Adjectives: Calm, fantastic, impressive, modern, old-fashioned, original, typical, strange, outdoors, indoors, luxury, outdoor, private, central, familiar, unique. Nouns: A neighbourhood, architecture, a population, a skyscraper, city centre, a town hall, a location, a court, a hostel, a shopping centre (a shopping mall-AmE.), a stadium, a queue. Verbs: To attract, to face, to decorate, to represent. Vocabulary for sport events in various parts of the world and sports culture (fair play) Verbs: To take part, to coach, to join in, to cheat, to throw, to compete, to practice, to hit, to rest. Nouns: An athlete, a captain, a court, a cricketer, a goalkeeper, golf, a golfer, qualification, rugby, athletics, a champion, a championship, a climber, a competitor, a contest, a cyclist, an event, an extreme sport, a gold medal, a leader, a long jump, the Olympic Games, a racehorse, a race, a record holder, a rider, silver medal, a track, a trainer, training, a water jump, a diver, a diving board, a sail, a sailor, a surfer, surfing, boxing, sports facilities, a locker room/a changing room, an instructor, a point. Adjectives: Winning, competitive, athletic, Olympic. Target Grammatical Structures in Use: -Reported Speech of the Present Tenses: (The guide said that the population of Tokyo is one of the largest in the world). -Reported Speech of the Future tenses: (The organiser stated that the championship match would take place in the new stadium). -Ought to/need/must/needn’t/needed (in the past)/mustn’t (obligation): (Visitors must take a guided tour to see the architecture of the Eiffel Tower in Paris. Last year, the cricketer needed extra coaching to improve his techniques). Background Grammatical Structures in Use: Present Tenses: The Simple Present Tense, The Present Progressive Tense, The Present Perfect Tense. Future Tenses: The Simple Future Tense, “Be Going to” Future Tense, The Future Progressive Tense, The Future Perfect Progressive Tense. ENG.5.14.W2.Studentscan understand the model/example for the writing task about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.W3.Studentscan organise a content for the assigned writing task on the current content “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” based on the model/example provided. 327 THE ENGLISH LANGUAGE CURRICULUMa) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. ENG.5.14.W4.Studentscan individually construct/form content for the assigned writing task on the current content “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people. ENG.5.14.W6.Studentscan reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” in relation to themselves or others, both individually and/or with others. ENG.5.14.S1.Studentscan get ready for speaking-expression process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. ENG.5.14.S2.Studentscan use the model/example for producing verbal content about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. 328 THE ENGLISH LANGUAGE CURRICULUMa) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.5.14.S3.Studentscan organise a new verbal content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by speaking accurately, efficiently, and authentically. ENG.5.14.S4.Studentscan construct a new verbal content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by speaking accurately, efficiently, and authentically. ENG.5.14.S5.Studentscan reorganise (reconstruct) and use information about the “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people. ENG.5.14.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people in relation to themselves or others, both individually and/or with others. a: Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. b: Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c: Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. a: Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b: Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c: Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d: Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. a: Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b: Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c: Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. a: Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. a: Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b: Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c: Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d: Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e: Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. a: Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b: Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c: Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d: Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. a: Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b: Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. 329 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V1. Justice, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V13. Healthy Living, V14. Respect, V15. Love and Affection, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy Kût'ül Amâre Zaferi
MAYIS
35. Hafta:
04-08 Mayıs
14 LIFE IN NATURE-2 LIFE IN NATURE Sub-themes: “Natural resources; animals in nature and their habitats; protecting natural resources and animals”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for natural resources: Nouns: Renewable resources, non-renewable resources, wind energy, geothermal energy, coal, oil, petrol (gas,AmE), natural gas, a forest, a rainforest, a jungle, an island, farmland, sunshine, sand, oceans, freshwater, groundwater, nature, wood, a waterfall, a valley, (the) environment, recycling. Vocabulary for global problems related to natural resources: Nouns: Deforestation, pollution (air, water, soil), global warming, climate change, landslide, flood, overfishing, loss of biodiversity, energy crisis, overpopulation, urbanisation (urbanization-AmE), rubbish (trash-AmE), litter, industrialisation (industrialization-AmE), environmental problems. Vocabulary for animals in nature and their habitats: Vocabulary for endangered animals: Nouns: A polar bear, a sea turtle, an Asian elephant, a tiger, a whale, a great white shark, a penguin, a panda, a dolphin, a chimpanzee, a cheetah. Vocabulary for their habitats: Nouns: Grasslands, woodlands, jungles, coral reefs, wetlands. Vocabulary for protecting natural resources: Verbs: To recycle, to use energy, to protect wildlife, to reduce consumption, to raise awareness, to reuse, to take care of, to cut down on, to avoid, to limit, to survive, to lessen, to hunt, to hide, to donate, to produce, to prevent. Adjectives: Endangered. Other related vocabulary: Nouns: A disease, a food source, wildlife, volunteering, overhunting, overfishing, sea pollution, air pollution, safety, population. Target Grammatical Structures in Use: -Reported Speech of Past Tenses: (The researcher explained that the whale had survived despite the sea pollution.) -The Past Perfect Tense: (The team had finished their survey on air pollution before the flood occurred.) -The Past Perfect Progressive Tense: (The farmers had been cutting down trees which led to deforestation when they became aware of that.) -Quantifiers (much, many, a lot of, very, none, no, few, a few, little, a little, all, both, enough, too, such, such a, either, neither): (A lot of rainforest trees have been cut down.) -Countable or Uncountable Nouns (some, any, no, none): (Do you have any information about global warming?) -Broader Range of Intensifiers (too, enough, all, both, so): (There are too many problems about air and water protection.) ENG.5.15.L1.Studentscan get ready for the listening/watching-comprehension process for the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” carefully. ENG.5.15.L2.Studentscan bring information about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” together through significant details and main components while listening (to)/watching it. ENG.5.15.L3.Studentscan make meaning of/derive meaning from the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” through significant details by listening (to)/watching it carefully. ENG.5.15.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.P1.Studentscan select and use the target phonological elements of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. ENG.5.15.R1.Studentscan get ready for the reading-comprehension process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.R2.Studentscan bring information about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.15.R3.Studentscan make meaning of / derive meaning from the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by reading it carefully. ENG.5.15.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” in relation to themselves or others, both individually and/or with others. ENG.5.15.V1.Studentscan select and use the target vocabulary of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.15.G1.Studentscan select and use the target grammatical elements of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.15.W1.Studentscan get ready for the writing-expression process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. a: Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b: Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c: Students make predictions about the current content on “life in nature” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d: Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. a: Students comprehend the topic of the current content by listening (to)/watching it as a whole. b: Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. a: Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b: Students make important and necessary classifications in the current content that help them to understand it better with details. c: Students make important and necessary comparisons in the current content that help them to understand it better with details. d: Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e: Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f: Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g: Students internalise the current content in an individualised and appropriate way according to age and language level. a: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. 346 THE ENGLISH LANGUAGE CURRICULUMb) 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. a: Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b: Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c: Students recognise the target phonological elements of the current content when they are heard in different contexts. d: Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e: Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. a: Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b: Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c: Students make significant preliminary predictions about the current content based on recognised relationships. d: Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. a: Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b: Students read the current content to scan the major components silently and quickly with the help of the clues provided. c: Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. a: Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b: Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. 347 THE ENGLISH LANGUAGE CURRICULUMc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d: Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e: Students make meaningful inferences from the information in the current content by examining it carefully. f: Students internalise the information in the current content in an individualised and appropriate way according to age and language level. a: Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b: Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c: Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. a: Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b: Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c: Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d: Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e: Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f: Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g: Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. a: Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. 348 THE ENGLISH LANGUAGE CURRICULUMb) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. c: Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d: Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e: Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. f: Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. g: Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. h: Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i: Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j: Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. a: Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b: Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V18. Cleanliness, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS8. Sustainability Literacy, LS9. Art Literacy Bilişim Haftası, Trafik ve İlkyardım Haftası, İş Sağlığı ve Güvenliği Haftası
MAYIS
36. Hafta:
11-15 Mayıs
14 LIFE IN NATURE-2 LIFE IN NATURE Sub-themes: “Natural resources; animals in nature and their habitats; protecting natural resources and animals”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for natural resources: Nouns: Renewable resources, non-renewable resources, wind energy, geothermal energy, coal, oil, petrol (gas,AmE), natural gas, a forest, a rainforest, a jungle, an island, farmland, sunshine, sand, oceans, freshwater, groundwater, nature, wood, a waterfall, a valley, (the) environment, recycling. Vocabulary for global problems related to natural resources: Nouns: Deforestation, pollution (air, water, soil), global warming, climate change, landslide, flood, overfishing, loss of biodiversity, energy crisis, overpopulation, urbanisation (urbanization-AmE), rubbish (trash-AmE), litter, industrialisation (industrialization-AmE), environmental problems. Vocabulary for animals in nature and their habitats: Vocabulary for endangered animals: Nouns: A polar bear, a sea turtle, an Asian elephant, a tiger, a whale, a great white shark, a penguin, a panda, a dolphin, a chimpanzee, a cheetah. Vocabulary for their habitats: Nouns: Grasslands, woodlands, jungles, coral reefs, wetlands. Vocabulary for protecting natural resources: Verbs: To recycle, to use energy, to protect wildlife, to reduce consumption, to raise awareness, to reuse, to take care of, to cut down on, to avoid, to limit, to survive, to lessen, to hunt, to hide, to donate, to produce, to prevent. Adjectives: Endangered. Other related vocabulary: Nouns: A disease, a food source, wildlife, volunteering, overhunting, overfishing, sea pollution, air pollution, safety, population. Target Grammatical Structures in Use: -Reported Speech of Past Tenses: (The researcher explained that the whale had survived despite the sea pollution.) -The Past Perfect Tense: (The team had finished their survey on air pollution before the flood occurred.) -The Past Perfect Progressive Tense: (The farmers had been cutting down trees which led to deforestation when they became aware of that.) -Quantifiers (much, many, a lot of, very, none, no, few, a few, little, a little, all, both, enough, too, such, such a, either, neither): (A lot of rainforest trees have been cut down.) -Countable or Uncountable Nouns (some, any, no, none): (Do you have any information about global warming?) -Broader Range of Intensifiers (too, enough, all, both, so): (There are too many problems about air and water protection.) ENG.5.15.W2.Studentscan understand the model/example for the writing task about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.W3.Studentscan organise a content for the assigned writing task on the current content “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” based on the model/example provided. ENG.5.15.W4.Studentscan individually construct/form content for the assigned writing task on the current content “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people. ENG.5.15.W6.Studentscan reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” in relation to themselves or others, both individually and/or with others. ENG.5.15.S1.Studentscan get ready for speaking-expression process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.S2.Studentscan use the model/example for producing verbal content about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. ENG.5.15.S3.Studentscan organise a new verbal content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by speaking accurately, efficiently, and authentically. ENG.5.15.S4.Studentscan construct a new verbal content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by speaking accurately, efficiently, and authentically. ENG.5.15.S5.Studentscan reorganise (reconstruct) and use information about the “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people. ENG.5.15.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people in relation to themselves or others, both individually and/ or with others. a: Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. a: Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b: Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c: Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. 349 THE ENGLISH LANGUAGE CURRICULUM a: Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b: Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c: Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d: Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. a: Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b: Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c: Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. a: Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. a: Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. a: Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. 350 THE ENGLISH LANGUAGE CURRICULUMb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c: Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d: Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e: Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. a: Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b: Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c: Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d: Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. a: Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b: Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. 351 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V18. Cleanliness, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS8. Sustainability Literacy, LS9. Art Literacy Engelliler Haftası, Vakıflar Haftası
MAYIS
37. Hafta:
18-22 Mayıs
14 LIFE IN THE UNIVERSE & FUTURE LIFE IN THE UNIVERSE & FUTURE Sub-themes: “Astronaut life on space stations; space explorations; life in the future”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary about Space: Atmosphere, a starship, aerospace, an asteroid, a comet, a space module, a moonwalk, surface, faster-than-light (FTL), a flying saucer, an unidentified flying object (UFO). Verbs: To shine, to launch. Adjectives: Interplanetary, earthbound, crewed-uncrewed (manned, unmanned-AmE). Vocabulary for space exploration: Nouns: An astronaut, space travel, exploration, space mission, telescope, a spacecraft, rocket, spacewalk, discovery, a space suit, a spaceship, a space station, a space capsule, a space tourist, an autopilot, an airlock, a lander, a launcher, a mother ship, a module. Verbs: To capture, to rotate, to revolve, to launch, to take off, to land, to explore, to return to Earth, to exist. Vocabulary for life in the universe: Nouns: Life forms, living things, robots, creatures, space colonies. Adjectives: Rare, mysterious, unknown, smart, weird. Vocabulary for future Lifestyles (robots…): Nouns: Smart homes, wearable technology, telecommuting, virtual reality, digital environment, digital elements. Vocabulary for future technologies and inventions: Nouns: Robotics, 3D printing, drones, self-driving vehicles, solar panels, wireless earbuds, AR glasses, headsets, AI home assistants, artificial intelligence (AI), virtual reality (VR). Verbs: To be equipped with, to predict, to transform, to alert, to influence, to adapt. Target Grammatical Structures in Use: -Conditional 3: (If astronomers hadn’t gone to space we would not have learned about it.) -Modals in the Past: (Research on planets may have started years ago.) Background Target Grammatical Structures: -The Past Perfect Tense: (I had bought a new drone to take pictures.) -The Future Perfect Tense: (By 2050, scientists will have discovered evidence of life on Mars.) Functions of the Grammatical Structures in Use: -Use of Conditional 3: Talking about hypothetical situations in the past that did not happen. -Use of Modals in the Past: Expressing speculation, possibility, or necessity about past actions. Functions of the Background Grammatical Structures in Use: -Use of Past Perfect Tense: -Use of the Future Perfect Tense: Expressing an action that will be completed before a specific time in the future. ENG.5.16.L1.Studentscan get ready for the listening /watching-comprehension process for the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” carefully. ENG.5.16.L2.Studentscan bring information about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” together through significant details and main components while listening (to)/watching it. ENG.5.16.L3.Studentscan make meaning of/derive meaning from the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” through significant details by listening (to)/watching it carefully. ENG.5.16.L4.Studentscan convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” ENG.5.16.P1.Studentscan select and use the target phonological elements of the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.5.16.R1.Studentscan get ready for the reading-comprehension process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. ENG.5.16.R2.Studentscan bring information about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.16.R3.Studentscan make meaning of / derive meaning from the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” by reading it carefully. ENG.5.16.R4.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with astronaut life on space stations; space explorations; life in the future” in relation to themselves or others, both individually and/or with others. ENG.5.16.V1.Studentscan select and use the target vocabulary of the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.16.G1.Studentscan select and use the target grammatical elements of the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.5.16.W1.Studentscan get ready for the writing-expression process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. a: Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b: Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c: Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d: Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. a: Students comprehend the topic of the current content by listening (to)/watching it as a whole. b: Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. a: Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b: Students make important and necessary classifications in the current content that help them to understand it better with details. c: Students make important and necessary comparisons in the current content that help them to understand it better with details. d: Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e: Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f: Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g: Students internalise the current content in an individualised and appropriate way according to age and language level. a: Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. 367 THE ENGLISH LANGUAGE CURRICULUMb) 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. a: Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b: Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c: Students recognise the target phonological elements of the current content when they are heard in different contexts. d: Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e: Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. a: Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b: Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c: Students make significant preliminary predictions about the current content based on recognised relationships. d: Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. a: Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b: Students read the current content to scan the major components silently and quickly with the help of the clues provided. c: Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. a: Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b: Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c: Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. 368 THE ENGLISH LANGUAGE CURRICULUMd) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e: Students make meaningful inferences from the information in the current content by examining it carefully. f: Students internalise the information in the current content in an individualised and appropriate way according to age and language level. a: Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b: Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c: Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. a: Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b: Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c: Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d: Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e: Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f: Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g: Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. a: Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b: Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. 369 THE ENGLISH LANGUAGE CURRICULUMc) 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. d: 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. e: Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f: Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g: Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h: Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i: Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. j: Students use the target language chunk/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. a: Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b: Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS8. Sustainability Literacy, LS9. Art Literacy Müzeler Haftası, Atatürk'ü Anma ve Gençlik ve Spor Bayramı
MAYIS
38. Hafta:
25-29 Mayıs
14 LIFE IN THE UNIVERSE & FUTURE LIFE IN THE UNIVERSE & FUTURE Sub-themes: “Astronaut life on space stations; space explorations; life in the future”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary about Space: Atmosphere, a starship, aerospace, an asteroid, a comet, a space module, a moonwalk, surface, faster-than-light (FTL), a flying saucer, an unidentified flying object (UFO). Verbs: To shine, to launch. Adjectives: Interplanetary, earthbound, crewed-uncrewed (manned, unmanned-AmE). Vocabulary for space exploration: Nouns: An astronaut, space travel, exploration, space mission, telescope, a spacecraft, rocket, spacewalk, discovery, a space suit, a spaceship, a space station, a space capsule, a space tourist, an autopilot, an airlock, a lander, a launcher, a mother ship, a module. Verbs: To capture, to rotate, to revolve, to launch, to take off, to land, to explore, to return to Earth, to exist. Vocabulary for life in the universe: Nouns: Life forms, living things, robots, creatures, space colonies. Adjectives: Rare, mysterious, unknown, smart, weird. Vocabulary for future Lifestyles (robots…): Nouns: Smart homes, wearable technology, telecommuting, virtual reality, digital environment, digital elements. Vocabulary for future technologies and inventions: Nouns: Robotics, 3D printing, drones, self-driving vehicles, solar panels, wireless earbuds, AR glasses, headsets, AI home assistants, artificial intelligence (AI), virtual reality (VR). Verbs: To be equipped with, to predict, to transform, to alert, to influence, to adapt. Target Grammatical Structures in Use: -Conditional 3: (If astronomers hadn’t gone to space we would not have learned about it.) -Modals in the Past: (Research on planets may have started years ago.) Background Target Grammatical Structures: -The Past Perfect Tense: (I had bought a new drone to take pictures.) -The Future Perfect Tense: (By 2050, scientists will have discovered evidence of life on Mars.) Functions of the Grammatical Structures in Use: -Use of Conditional 3: Talking about hypothetical situations in the past that did not happen. -Use of Modals in the Past: Expressing speculation, possibility, or necessity about past actions. Functions of the Background Grammatical Structures in Use: -Use of Past Perfect Tense: -Use of the Future Perfect Tense: Expressing an action that will be completed before a specific time in the future. ENG.5.16.W2.Studentscan understand the model/example for the writing task about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. ENG.5.16.W3.Studentscan organise a content for the assigned writing task on the current content “life in the universe and future with astronaut life on space stations; space explorations; life in the future” based on the model/example provided. ENG.5.16.W4.Studentscan individually construct/form content for the assigned writing task on the current content “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. ENG.5.16.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people. ENG.5.16.W6.Studentscan 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 astronaut life on space stations; space explorations; life in the future” in relation to themselves or others, both individually and/or with others. ENG.5.16.S1.Studentscan get ready for speaking-expression process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” ENG.5.16.S2.Studentscan use the model/example for producing verbal content about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” ENG.5.16.S3.Studentscan organise a new verbal content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” by speaking accurately, efficiently, and authentically. ENG.5.16.S4.Studentscan construct a new verbal content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” by speaking accurately, efficiently, and authentically. ENG.5.16.S5.Studentscan reorganise (reconstruct) and use information about the “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people. ENG.5.16.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people in relation to themselves or others, both individually and/or with others. a: Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. a: Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b: Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c: Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. a: Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. 370 THE ENGLISH LANGUAGE CURRICULUMb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c: Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d: Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. a: Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b: Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c: Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. a: Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. a: Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. a: Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b: Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c: Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. 371 THE ENGLISH LANGUAGE CURRICULUMd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e: Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. a: 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. b: Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c: Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d: Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. a: Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b: Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. 372 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS8. Sustainability Literacy, LS9. Art Literacy Etik Günü, İstanbul'un Fethi
HAZIRAN
39. Hafta:
01-05 Haziran
14 LIFE IN THE UNIVERSE & FUTURE LIFE IN THE UNIVERSE & FUTURE Sub-themes: “Astronaut life on space stations; space explorations; life in the future”. Target Vocabulary in Use (with revisional vocabulary): Vocabulary about Space: Atmosphere, a starship, aerospace, an asteroid, a comet, a space module, a moonwalk, surface, faster-than-light (FTL), a flying saucer, an unidentified flying object (UFO). Verbs: To shine, to launch. Adjectives: Interplanetary, earthbound, crewed-uncrewed (manned, unmanned-AmE). Vocabulary for space exploration: Nouns: An astronaut, space travel, exploration, space mission, telescope, a spacecraft, rocket, spacewalk, discovery, a space suit, a spaceship, a space station, a space capsule, a space tourist, an autopilot, an airlock, a lander, a launcher, a mother ship, a module. Verbs: To capture, to rotate, to revolve, to launch, to take off, to land, to explore, to return to Earth, to exist. Vocabulary for life in the universe: Nouns: Life forms, living things, robots, creatures, space colonies. Adjectives: Rare, mysterious, unknown, smart, weird. Vocabulary for future Lifestyles (robots…): Nouns: Smart homes, wearable technology, telecommuting, virtual reality, digital environment, digital elements. Vocabulary for future technologies and inventions: Nouns: Robotics, 3D printing, drones, self-driving vehicles, solar panels, wireless earbuds, AR glasses, headsets, AI home assistants, artificial intelligence (AI), virtual reality (VR). Verbs: To be equipped with, to predict, to transform, to alert, to influence, to adapt. Target Grammatical Structures in Use: -Conditional 3: (If astronomers hadn’t gone to space we would not have learned about it.) -Modals in the Past: (Research on planets may have started years ago.) Background Target Grammatical Structures: -The Past Perfect Tense: (I had bought a new drone to take pictures.) -The Future Perfect Tense: (By 2050, scientists will have discovered evidence of life on Mars.) Functions of the Grammatical Structures in Use: -Use of Conditional 3: Talking about hypothetical situations in the past that did not happen. -Use of Modals in the Past: Expressing speculation, possibility, or necessity about past actions. Functions of the Background Grammatical Structures in Use: -Use of Past Perfect Tense: -Use of the Future Perfect Tense: Expressing an action that will be completed before a specific time in the future. ENG.5.16.W2.Studentscan understand the model/example for the writing task about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. ENG.5.16.W3.Studentscan organise a content for the assigned writing task on the current content “life in the universe and future with astronaut life on space stations; space explorations; life in the future” based on the model/example provided. ENG.5.16.W4.Studentscan individually construct/form content for the assigned writing task on the current content “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. ENG.5.16.W5.Studentscan reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people. ENG.5.16.W6.Studentscan 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 astronaut life on space stations; space explorations; life in the future” in relation to themselves or others, both individually and/or with others. ENG.5.16.S1.Studentscan get ready for speaking-expression process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” ENG.5.16.S2.Studentscan use the model/example for producing verbal content about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” ENG.5.16.S3.Studentscan organise a new verbal content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” by speaking accurately, efficiently, and authentically. ENG.5.16.S4.Studentscan construct a new verbal content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” by speaking accurately, efficiently, and authentically. ENG.5.16.S5.Studentscan reorganise (reconstruct) and use information about the “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people. ENG.5.16.S6.Studentscan convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people in relation to themselves or others, both individually and/or with others. a: Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. a: Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b: Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c: Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. a: Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. 370 THE ENGLISH LANGUAGE CURRICULUMb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c: Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d: Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. a: Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b: Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c: Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. a: Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. a: Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. a: Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b: Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c: Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. 371 THE ENGLISH LANGUAGE CURRICULUMd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e: Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. a: 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. b: Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c: Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d: Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. a: Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b: Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. a: Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b: Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. 372 THE ENGLISH LANGUAGE CURRICULUM SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. SelfReflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1 Adaptability Skill, SELS3.2 Flexibility Skill, SELS3.3. Responsible Decision-Making Skill V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V16. Responsibility, V20. Benevolence LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS8. Sustainability Literacy, LS9. Art Literacy Etik Günü, Hayat Boyu Öğrenme Haftası
HAZIRAN
40. Hafta:
08-12 Haziran
14 SCHOOL-BASED PLANNING SCHOOL-BASED PLANNING SCHOOL-BASED PLANNING SCHOOL-BASED PLANNING Etik Günü, Çevre ve İklim Değişikliği Haftası
HAZIRAN
41. Hafta:
15-19 Haziran
14 SCHOOL-BASED PLANNING SCHOOL-BASED PLANNING SCHOOL-BASED PLANNING SCHOOL-BASED PLANNING Etik Günü
HAZIRAN
42. Hafta:
22-26 Haziran
14 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.

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