{"_id":"6950f07bb25c7531f79d5514","outcome_id":"3582","created_at":"2025-12-28T08:55:22.646Z","updated_at":"2025-12-28T09:51:21.933Z","weeks":[{"content":"2. Hafta|08-14 Eylül|ORIENTATION","unit":"ORIENTATION","subject":"ORIENTATION","description":"ORIENTATION"},{"content":"3. Hafta|15-21 Eylül|\"ENG.4.1.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations”.\n\nENG.4.1.W1. Pupils can get ready for the writing-expression process about the current content on “school\nlife with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” in an age- and level-appropriate way.\n\nENG.4.1.R1. Pupils can get ready for the reading-comprehension process about the current content on\n“school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations”.\n\nENG.4.1.V1. Pupils can select and use the target vocabulary of the current content about “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.4.1.G1. Pupils can select and use the language including target grammatical elements of the current\ncontent about “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.4.2.R1. Pupils can get ready for the reading-comprehension process about the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons”. \n\nENG.4.2.V1. Pupils can select and use the target vocabulary of the current content about “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \n\nENG.4.2.W1. Pupils can get ready for the writing-expression process about the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” in an age- and level appropriate way.\n\nENG.4.3.R1. Pupils can get ready for the reading-comprehension process about the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons”.\n\nENG.4.3.V1.  Pupils can select and use the target vocabulary of the current content about “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.4.3.G1. Pupils can select and use the language including target grammatical elements of the current content about “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.4.3.S1.  Pupils can get ready for the speaking-expression process about the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” with the help of supplementary audio-visual materials.\n\nENG.4.4.L1.   Pupils can get ready for the listening/watching-comprehension process for the current content on “family life and life in the neighbourhood with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons”.\n\nENG.4.4.R1.   Pupils can get ready for the reading-comprehension process about the current content on “family life and life in the neighbourhood with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons”.\n\nENG.4.4.V1.   Pupils can select and use the target vocabulary of the current content about “family life and life in the neighbourhood with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.4.4.S1.   Pupils can get ready for speaking-expression process about the current content on “family life and life in the neighbourhood with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” with the help of supplementary audio-visual materials.\n\nENG.4.5.R1.   Pupils can get ready for the reading-comprehension process about the current content on “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of housesby the water”.\n\nENG.4.5.W1.   Pupils can get ready for the writing-expression process about the current content on “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” in an age- and level-appropriate way.\n\nENG.4.6.R1.   Pupils can get ready for the reading-comprehension process about the current content on “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays”.\n\nENG.4.6.V1.   Pupils can select and use the target vocabulary of the current content about “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.4.6.W1.   Pupils can get ready for the writing-expression process about the current content on “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” in an age- and level-appropriate way.","unit":"REVISION 1-2","subject":"\"THEME 1\nSub-themes: People at school; daily routines and activities at school; activities at present, favourite activities; favourite months\nVocabulary for school activities: To arrive at (school), to have (an assembly (homeroom-AmE.)), to attend (lessons), to have (a break (recess-AmE.)), to have breakfast/lunch, to leave (school), to meet, to do sports, to prepare, to participate in (drama performances, talent shows).\nOther vocabulary: A club meeting, a school play, a sports day, a talent show, a parent-teacher meeting, a field trip, a main hall.\nDays of the week  / Months of the year\nLanguage Chunks:\n(Who is Mrs Clark? She’s/is our new school headmistress. Where’s/is she now? She’s/is in her office now.\nWhat’s/is your favourite school activity? My favourite school activity is the drama show. What’s your favourite month? My favourite month is January.)\nFunctions: Telling who people are, where people and things are, telling what month it is; expressing preferences for favourite months.\nThe Simple Present Te","description":"\"ENG.4.1.L1.\na) Pupils activate their pre-existing knowledge and experiences related to the current theme and content, by recalling it in her/his own language in their minds.\nb) Pupils recognise concrete and simple relationships between the previous knowledge and experience and the clues to the current content, by responding to simple questions with physical actions without speaking Turkish or without having a translation.\nc) Pupils make simple predictions about the current content, by using pre-existing knowledge and experience based on the realia, pictures and context.\n\nENG.4.1.W1.\na) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way.\nb) Pupils understand correctly what the current writing task is as guided and assigned.\n\nENG.4.1.R1. \na) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content.\nb) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Pupils make simple preliminary predictions about the current content based on recognised relationships.\n\nENG.4.1.V1.\na) Pupils hear/view target vocabulary in the current content as a whole in context.\nb) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class.\nc) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept.\nd) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind.\ne) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition.\nf) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind).\ng) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences.\n\nENG.4.1.G1.\na) Pupils become familiar with the current content by listening, viewing, and reading it several times.\nb) Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it.\nc) Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition.\nd) Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition.\ne) Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically and by pointing.\nf) Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules.\ng) Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules.\nh) Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules.\ni) Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules.\n\nENG.4.2.R1.\na) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content.\nb) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Pupils make simple preliminary predictions about the current content based on recognised relationships. \n\nENG.4.2.V1.\na) Pupils hear/view target vocabulary in the current content as a whole in context.\nb) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class.\nc) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept.\nd) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind.\ne) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition.\nf) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind).\ng) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences. \n\nENG.4.2.W1\na) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way.\nb) Pupils understand correctly what the current writing task is as guided and assigned.\n\n\nENG.4.3.R1\na) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content.\nb) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Pupils make simple preliminary predictions about the current content based on recognised relationships.\n\n\nENG.4.3.V1. \na) Pupils hear/view target vocabulary in the current content as a whole in context.\nb) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class.\nc) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept.\nd) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind.\ne) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition.\nf) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind).\ng) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences.\n\nENG.4.3.G1. \na) Pupils become familiar with the current content by listening, viewing, and reading it several times.\nb) Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it.\nc) Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition.\nd) Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition.\ne) Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically and by pointing.                                                    f) Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules.\ng) Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules.\nh) Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules.\ni) Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules.\n\nENG.4.3.S1.  \na) Pupils become familiar with model/example content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listening/watching/reading and associating it with the current content.\n\nENG.4.4.L1.\na) Pupils activate their pre-existing knowledge and experiences related to the current theme and content, by recalling it in her/his own language in their minds.\nb) Pupils recognise concrete and simple relationships between the previous knowledge and experience and the clues to the current content, by responding to simple questions with physical actions without speaking Turkish or without having a translation.\nc) Pupils make simple predictions about the current content, by using pre-existing knowledge and experience based on the realia, pictures and context.\n\nENG.4.4.R1.\na) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content.\nb) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Pupils make simple preliminary predictions about the current content based on recognised relationships.\n\nENG.4.4.V1. \na) Pupils hear/view target vocabulary in the current content as a whole in context.\nb) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class.\nc) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept.\nd) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind.\ne) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition.\nf) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind).\ng) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school bybeing aware of their differences.\n\nENG.4.4.S1. \na) Pupils become familiar with model/example content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listening/watching/reading and associating it with the current content.\n\n\nENG.4.5.R1\na) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content.\nb) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Pupils make simple preliminary predictions about the current content based on recognised relationships.\n\n\nENG.4.5.W1\na) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way.\nb) Pupils understand correctly what the current writing task is as guided and assigned.\n\nENG.4.6.R1. \na) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content.\nb) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Pupils make simple preliminary predictions about the current content based on recognised relationships.\nENG.4.6.V1. \na) Pupils hear/view target vocabulary in the current content as a whole in context.\nb) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class.\nc) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept.\nd) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind.\ne) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition.\nf) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind).\ng) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences.\n\nENG.4.6.W1. \na) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way.\nb) Pupils understand correctly what the current writing task is as guided and assigned.\n\nENG.4.4.L1.\na) Pupils activate their pre-existing knowledge and experiences related to the current theme and content, by recalling it in her/his own language in their minds.\nb) Pupils recognise concrete and simple relationships between the previous knowledge and experience and the clues to the current content, by responding to simple questions with physical actions without speaking Turkish or without having a translation.\nc) Pupils make simple predictions about the current content, by using pre-existing knowledge and experience based on the realia, pictures and context.\n\nENG.4.4.R1.\na) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content.\nb) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Pupils make simple preliminary predictions about the current content based on recognised relationships.\n\nENG.4.4.V1. \na) Pupils hear/view target vocabulary in the current content as a whole in context.\nb) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class.\nc) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept.\nd) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind.\ne) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition.\nf) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind).\ng) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school bybeing aware of their differences.\n\nENG.4.4.S1. \na) Pupils become familiar with model/example content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listening/watching/reading and associating it with the current content.\n\n\nENG.4.5.R1\na) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content.\nb) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Pupils make simple preliminary predictions about the current content based on recognised relationships.\n\n\nENG.4.5.W1\na) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way.\nb) Pupils understand correctly what the current writing task is as guided and assigned.\n\nENG.4.6.R1. \na) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content.\nb) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Pupils make simple preliminary predictions about the current content based on recognised relationships.\nENG.4.6.V1. \na) Pupils hear/view target vocabulary in the current content as a whole in context.\nb) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class.\nc) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept.\nd) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind.\ne) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition.\nf) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind).\ng) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences.\n\nENG.4.6.W1. \na) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way.\nb) Pupils understand correctly what the current writing task is as guided and assigned."},{"content":"4. Hafta|22-28 Eylül|\"ENG.5.1.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” carefully.\n\nENG.5.1.L2. Students are expected to be able to bring information about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” together through significant details and main components while listening/watching it.\n\nENG.5.1.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” through significant details by listening/watching it carefully.\n\nENG.5.1.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.P1. Students are expected to be able to select and use the target phonological elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.1.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.R2. Students are expected to be able to bring information about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.1.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” by reading it carefully.\n\nENG.5.1.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others.\n\nENG.5.1.V1. Students are expected to be able to select and use the target vocabulary of the current content about “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.1.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.1.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “school life with people, places and rules at school; school clubs; countries; national days and celebrations” based on the model/example provided.\n\nENG.5.1.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people.\n\nENG.5.1.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others.\n\nENG.5.1.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.S3. Students are expected to be able to organize a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically.\n\nENG.5.1.S4. Students are expected to be able to construct a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically.\n\nENG.5.1.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people.\n\nENG.5.1.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.\"","unit":"THEME 1  SCHOOL LIFE","subject":"\"Sub-Themes:People, places and rules at school; school clubs; countries; national days and celebrations\nVocabulary for people, places and rules at school:Nouns: A department, a gate, a noise, a uniform, a lab,a sports field, a secretary, a coach, an assistant, (no) shouting, a conference hall, a canteen, a library, anotice board, an administration department. Verbs: To fight.\nVocabulary for school clubs:Nouns: A drama club, a maths club, a technology club, an environment club,an art club, a music club, a sports club, a chess club, a science club, a film club, a ballet club, a folk dance club. Verbs: To organise, to solve, to arrange.\nVocabulary for countries:Türkiye, the United States of America (USA), the United Kingdom (UK) (England,Scotland, Northern Ireland, Wales), Canada, Australia, France, Italy, Spain, Argentina, Brazil, China, Japan,Mexico, Russia, South Korea, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus,Kazakhstan, Kyrgyzstan.\nTarget Grammatical Structures in Use:\n-The","description":"\"ENG.5.1.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “school life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.1.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.1.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.1.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.1.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others.\n\nENG.5.1.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences, and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.1.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.1.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.1.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.1.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.1.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.1.W1. \na) 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.\nb) 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.\n\nENG.5.1.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.1.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.1.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.1.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.1.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.1.S1. \na) 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.\n\nENG.5.1.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.1.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/unprepared speaking situations in an appropriate way as required.\n\nENG.5.1.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.1.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.1.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"1. Hafta|29 Eylül-05 Ekim|\"ENG.5.1.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” carefully.\n\nENG.5.1.L2. Students are expected to be able to bring information about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” together through significant details and main components while listening/watching it.\n\nENG.5.1.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” through significant details by listening/watching it carefully.\n\nENG.5.1.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.P1. Students are expected to be able to select and use the target phonological elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.1.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.R2. Students are expected to be able to bring information about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.1.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” by reading it carefully.\n\nENG.5.1.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others.\n\nENG.5.1.V1. Students are expected to be able to select and use the target vocabulary of the current content about “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.1.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.1.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “school life with people, places and rules at school; school clubs; countries; national days and celebrations” based on the model/example provided.\n\nENG.5.1.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people.\n\nENG.5.1.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others.\n\nENG.5.1.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.S3. Students are expected to be able to organize a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically.\n\nENG.5.1.S4. Students are expected to be able to construct a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically.\n\nENG.5.1.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people.\n\nENG.5.1.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.\"","unit":"THEME 1  SCHOOL LIFE","subject":"\"Sub-Themes:People, places and rules at school; school clubs; countries; national days and celebrations\nVocabulary for people, places and rules at school:Nouns: A department, a gate, a noise, a uniform, a lab,a sports field, a secretary, a coach, an assistant, (no) shouting, a conference hall, a canteen, a library, anotice board, an administration department. Verbs: To fight.\nVocabulary for school clubs:Nouns: A drama club, a maths club, a technology club, an environment club,an art club, a music club, a sports club, a chess club, a science club, a film club, a ballet club, a folk dance club. Verbs: To organise, to solve, to arrange.\nVocabulary for countries:Türkiye, the United States of America (USA), the United Kingdom (UK) (England,Scotland, Northern Ireland, Wales), Canada, Australia, France, Italy, Spain, Argentina, Brazil, China, Japan,Mexico, Russia, South Korea, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus,Kazakhstan, Kyrgyzstan.\nTarget Grammatical Structures in Use:\n-The","description":"\"ENG.5.1.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “school life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.1.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.1.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.1.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.1.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others.\n\nENG.5.1.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences, and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.1.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.1.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.1.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.1.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.1.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.1.W1. \na) 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.\nb) 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.\n\nENG.5.1.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.1.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.1.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.1.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.1.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.1.S1. \na) 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.\n\nENG.5.1.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.1.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/unprepared speaking situations in an appropriate way as required.\n\nENG.5.1.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.1.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.1.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"2. Hafta|06-12 Ekim|\"ENG.5.1.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” carefully.\n\nENG.5.1.L2. Students are expected to be able to bring information about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” together through significant details and main components while listening/watching it.\n\nENG.5.1.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” through significant details by listening/watching it carefully.\n\nENG.5.1.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.P1. Students are expected to be able to select and use the target phonological elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.1.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.R2. Students are expected to be able to bring information about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.1.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” by reading it carefully.\n\nENG.5.1.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others.\n\nENG.5.1.V1. Students are expected to be able to select and use the target vocabulary of the current content about “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.1.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.1.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “school life with people, places and rules at school; school clubs; countries; national days and celebrations” based on the model/example provided.\n\nENG.5.1.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people.\n\nENG.5.1.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others.\n\nENG.5.1.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.S3. Students are expected to be able to organize a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically.\n\nENG.5.1.S4. Students are expected to be able to construct a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically.\n\nENG.5.1.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people.\n\nENG.5.1.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.\"","unit":"THEME 1  SCHOOL LIFE","subject":"\"Sub-Themes:People, places and rules at school; school clubs; countries; national days and celebrations\nVocabulary for people, places and rules at school:Nouns: A department, a gate, a noise, a uniform, a lab,a sports field, a secretary, a coach, an assistant, (no) shouting, a conference hall, a canteen, a library, anotice board, an administration department. Verbs: To fight.\nVocabulary for school clubs:Nouns: A drama club, a maths club, a technology club, an environment club,an art club, a music club, a sports club, a chess club, a science club, a film club, a ballet club, a folk dance club. Verbs: To organise, to solve, to arrange.\nVocabulary for countries:Türkiye, the United States of America (USA), the United Kingdom (UK) (England,Scotland, Northern Ireland, Wales), Canada, Australia, France, Italy, Spain, Argentina, Brazil, China, Japan,Mexico, Russia, South Korea, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus,Kazakhstan, Kyrgyzstan.\nTarget Grammatical Structures in Use:\n-The","description":"\"ENG.5.1.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “school life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.1.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.1.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.1.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.1.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others.\n\nENG.5.1.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences, and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.1.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.1.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.1.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.1.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.1.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.1.W1. \na) 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.\nb) 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.\n\nENG.5.1.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.1.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.1.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.1.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.1.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.1.S1. \na) 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.\n\nENG.5.1.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.1.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/unprepared speaking situations in an appropriate way as required.\n\nENG.5.1.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.1.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.1.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"3. Hafta|13-19 Ekim|\"ENG.5.1.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” carefully.\n\nENG.5.1.L2. Students are expected to be able to bring information about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” together through significant details and main components while listening/watching it.\n\nENG.5.1.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” through significant details by listening/watching it carefully.\n\nENG.5.1.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.P1. Students are expected to be able to select and use the target phonological elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.1.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.R2. Students are expected to be able to bring information about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.1.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” by reading it carefully.\n\nENG.5.1.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others.\n\nENG.5.1.V1. Students are expected to be able to select and use the target vocabulary of the current content about “school life with people, places, and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.1.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.1.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “school life with people, places and rules at school; school clubs; countries; national days and celebrations” based on the model/example provided.\n\nENG.5.1.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “school life with people, places, and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people.\n\nENG.5.1.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others.\n\nENG.5.1.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.\n\nENG.5.1.S3. Students are expected to be able to organize a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically.\n\nENG.5.1.S4. Students are expected to be able to construct a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically.\n\nENG.5.1.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people.\n\nENG.5.1.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.\"","unit":"THEME 1  SCHOOL LIFE","subject":"\"Sub-Themes:People, places and rules at school; school clubs; countries; national days and celebrations\nVocabulary for people, places and rules at school:Nouns: A department, a gate, a noise, a uniform, a lab,a sports field, a secretary, a coach, an assistant, (no) shouting, a conference hall, a canteen, a library, anotice board, an administration department. Verbs: To fight.\nVocabulary for school clubs:Nouns: A drama club, a maths club, a technology club, an environment club,an art club, a music club, a sports club, a chess club, a science club, a film club, a ballet club, a folk dance club. Verbs: To organise, to solve, to arrange.\nVocabulary for countries:Türkiye, the United States of America (USA), the United Kingdom (UK) (England,Scotland, Northern Ireland, Wales), Canada, Australia, France, Italy, Spain, Argentina, Brazil, China, Japan,Mexico, Russia, South Korea, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus,Kazakhstan, Kyrgyzstan.\nTarget Grammatical Structures in Use:\n-The","description":"\"ENG.5.1.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “school life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.1.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.1.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.1.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.1.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others.\n\nENG.5.1.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences, and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.1.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.1.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.1.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.1.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.1.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.1.W1. \na) 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.\nb) 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.\n\nENG.5.1.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.1.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.1.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.1.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.1.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.1.S1. \na) 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.\n\nENG.5.1.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.1.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/unprepared speaking situations in an appropriate way as required.\n\nENG.5.1.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.1.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.1.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"4. Hafta|20-26 Ekim|SCHOOL-BASED PLANNING\t\t\t\t\t\t\t\t\t\t\n\"ENG.5.2.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” carefully.\n\nENG.5.2.L2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” together through significant details and main components while listening/watching it.\n\nENG.5.2.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through significant details by listening/watching it carefully.\n\nENG.5.2.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.P1. Students are expected to be able to select and use the target phonological elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.2.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.R2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.2.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by reading it carefully.\n\nENG.5.2.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others.\n\nENG.5.2.V1. Students are expected to be able to select and use the target vocabulary of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.2.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.2.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” based on the model/example provided.\n\nENG.5.2.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people.\n\nENG.5.2.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others.\n\nENG.5.2.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.S2. Students are expected to be able to use the model /example for producing verbal content about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.S3. Students are expected to be able to organize a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically.\n\nENG.5.2.S4. Students are expected to be able to construct a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically.\n\nENG.5.2.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people.\n\nENG.5.2.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\n\n\n\"","unit":"SCHOOL-BASED PLANNING\t\nTHEME 2  CLASSROOM LIFE","subject":"SCHOOL-BASED PLANNING\t\n\"Sub-Themes:Classroom rules and language; school subjects; timetables; classroom objects; days of theweek; time.\nVocabulary for classroom rules and language:Nouns: Rubbish (trash-garbage-AmE), attention, (no) running.Adjectives: Careful. Verbs: To shout, to smile, to raise a hand, to follow, to borrow, to lend, to tidy (up), toleave, to forget, to bring, to hang (your coat), to hold on. Adverbs: Quietly, loudly, carefully, slowly.\nVocabulary for school subjects:Maths, Turkish, Science, Social Studies, Foreign Language, English, Religionand Morals, Art, Music, P.E. (Physical Education), IT (Information Technology), Drama.\nVocabulary for timetables:Nouns: A timetable, a day, a week, a weekday, a weekend, morning, afternoon,noon, a break, lunch, double lessons. Verbs: To start, to finish.\nVocabulary for classroom objects:Nouns: A rubbish bin (a trash/garbage can -AmE), a (sMarch)board, aposter, a seat, a bookshelf, a rubber (an eraser-AmE), a dictionary, a board marker, a pencil case, a (s","description":"SCHOOL-BASED PLANNING\t\n\"ENG.5.2.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “classroom life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.2.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.2.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.2.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.2.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG.5.2.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.2.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.2.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.2.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.2.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with\ntheir pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.2.G1. \na) Being familiar with the current content by listening (to) /watching /reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.2.W1. \na) 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.\nb) 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.\n\nENG.5.2.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.2.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. \n\nENG.5.2.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.2.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.2.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.2.S1. \na) 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.\n\nENG.5.2.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.2.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/unprepared speaking situations in an appropriate way as required.\n\nENG.5.2.S4.\na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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/unprepared speaking situations.\n\nENG.5.2.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.2.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"5. Hafta|27 Ekim-02 Kasım|\"ENG.5.2.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” carefully.\n\nENG.5.2.L2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” together through significant details and main components while listening/watching it.\n\nENG.5.2.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through significant details by listening/watching it carefully.\n\nENG.5.2.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.P1. Students are expected to be able to select and use the target phonological elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.2.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.R2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.2.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by reading it carefully.\n\nENG.5.2.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others.\n\nENG.5.2.V1. Students are expected to be able to select and use the target vocabulary of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.2.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.2.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” based on the model/example provided.\n\nENG.5.2.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people.\n\nENG.5.2.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others.\n\nENG.5.2.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.S2. Students are expected to be able to use the model /example for producing verbal content about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.S3. Students are expected to be able to organize a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically.\n\nENG.5.2.S4. Students are expected to be able to construct a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically.\n\nENG.5.2.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people.\n\nENG.5.2.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\n\n\n\"","unit":"THEME 2  CLASSROOM LIFE","subject":"\"Sub-Themes:Classroom rules and language; school subjects; timetables; classroom objects; days of theweek; time.\nVocabulary for classroom rules and language:Nouns: Rubbish (trash-garbage-AmE), attention, (no) running.Adjectives: Careful. Verbs: To shout, to smile, to raise a hand, to follow, to borrow, to lend, to tidy (up), toleave, to forget, to bring, to hang (your coat), to hold on. Adverbs: Quietly, loudly, carefully, slowly.\nVocabulary for school subjects:Maths, Turkish, Science, Social Studies, Foreign Language, English, Religionand Morals, Art, Music, P.E. (Physical Education), IT (Information Technology), Drama.\nVocabulary for timetables:Nouns: A timetable, a day, a week, a weekday, a weekend, morning, afternoon,noon, a break, lunch, double lessons. Verbs: To start, to finish.\nVocabulary for classroom objects:Nouns: A rubbish bin (a trash/garbage can -AmE), a (sMarch)board, aposter, a seat, a bookshelf, a rubber (an eraser-AmE), a dictionary, a board marker, a pencil case, a (school)material, a sheet","description":"\"ENG.5.2.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “classroom life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.2.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.2.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.2.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.2.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG.5.2.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.2.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.2.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.2.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.2.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with\ntheir pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.2.G1. \na) Being familiar with the current content by listening (to) /watching /reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.2.W1. \na) 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.\nb) 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.\n\nENG.5.2.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.2.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. \n\nENG.5.2.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.2.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.2.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.2.S1. \na) 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.\n\nENG.5.2.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.2.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/unprepared speaking situations in an appropriate way as required.\n\nENG.5.2.S4.\na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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/unprepared speaking situations.\n\nENG.5.2.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.2.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"1. Hafta|03-09 Kasım|\"ENG.5.2.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” carefully.\n\nENG.5.2.L2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” together through significant details and main components while listening/watching it.\n\nENG.5.2.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through significant details by listening/watching it carefully.\n\nENG.5.2.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.P1. Students are expected to be able to select and use the target phonological elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.2.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.R2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.2.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by reading it carefully.\n\nENG.5.2.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others.\n\nENG.5.2.V1. Students are expected to be able to select and use the target vocabulary of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.2.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.2.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” based on the model/example provided.\n\nENG.5.2.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people.\n\nENG.5.2.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others.\n\nENG.5.2.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.S2. Students are expected to be able to use the model /example for producing verbal content about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.S3. Students are expected to be able to organize a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically.\n\nENG.5.2.S4. Students are expected to be able to construct a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically.\n\nENG.5.2.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people.\n\nENG.5.2.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\n\n\n\"","unit":"THEME 2  CLASSROOM LIFE","subject":"\"Sub-Themes:Classroom rules and language; school subjects; timetables; classroom objects; days of theweek; time.\nVocabulary for classroom rules and language:Nouns: Rubbish (trash-garbage-AmE), attention, (no) running.Adjectives: Careful. Verbs: To shout, to smile, to raise a hand, to follow, to borrow, to lend, to tidy (up), toleave, to forget, to bring, to hang (your coat), to hold on. Adverbs: Quietly, loudly, carefully, slowly.\nVocabulary for school subjects:Maths, Turkish, Science, Social Studies, Foreign Language, English, Religionand Morals, Art, Music, P.E. (Physical Education), IT (Information Technology), Drama.\nVocabulary for timetables:Nouns: A timetable, a day, a week, a weekday, a weekend, morning, afternoon,noon, a break, lunch, double lessons. Verbs: To start, to finish.\nVocabulary for classroom objects:Nouns: A rubbish bin (a trash/garbage can -AmE), a (sMarch)board, aposter, a seat, a bookshelf, a rubber (an eraser-AmE), a dictionary, a board marker, a pencil case, a (school)material, a sheet","description":"\"ENG.5.2.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “classroom life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.2.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.2.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.2.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.2.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG.5.2.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.2.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.2.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.2.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.2.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with\ntheir pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.2.G1. \na) Being familiar with the current content by listening (to) /watching /reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.2.W1. \na) 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.\nb) 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.\n\nENG.5.2.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.2.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. \n\nENG.5.2.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.2.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.2.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.2.S1. \na) 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.\n\nENG.5.2.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.2.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/unprepared speaking situations in an appropriate way as required.\n\nENG.5.2.S4.\na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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/unprepared speaking situations.\n\nENG.5.2.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.2.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"2. Hafta|10-16 Kasım|        ","unit":"","subject":"","description":""},{"content":"3. Hafta|17-23 Kasım|\"ENG.5.2.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” carefully.\n\nENG.5.2.L2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” together through significant details and main components while listening/watching it.\n\nENG.5.2.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through significant details by listening/watching it carefully.\n\nENG.5.2.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.P1. Students are expected to be able to select and use the target phonological elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.2.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.R2. Students are expected to be able to bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.2.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by reading it carefully.\n\nENG.5.2.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others.\n\nENG.5.2.V1. Students are expected to be able to select and use the target vocabulary of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.2.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.2.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” based on the model/example provided.\n\nENG.5.2.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people.\n\nENG.5.2.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others.\n\nENG.5.2.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.S2. Students are expected to be able to use the model /example for producing verbal content about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.\n\nENG.5.2.S3. Students are expected to be able to organize a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically.\n\nENG.5.2.S4. Students are expected to be able to construct a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically.\n\nENG.5.2.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people.\n\nENG.5.2.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\n\n\n\"","unit":"THEME 2  CLASSROOM LIFE","subject":"\"Sub-Themes:Classroom rules and language; school subjects; timetables; classroom objects; days of theweek; time.\nVocabulary for classroom rules and language:Nouns: Rubbish (trash-garbage-AmE), attention, (no) running.Adjectives: Careful. Verbs: To shout, to smile, to raise a hand, to follow, to borrow, to lend, to tidy (up), toleave, to forget, to bring, to hang (your coat), to hold on. Adverbs: Quietly, loudly, carefully, slowly.\nVocabulary for school subjects:Maths, Turkish, Science, Social Studies, Foreign Language, English, Religionand Morals, Art, Music, P.E. (Physical Education), IT (Information Technology), Drama.\nVocabulary for timetables:Nouns: A timetable, a day, a week, a weekday, a weekend, morning, afternoon,noon, a break, lunch, double lessons. Verbs: To start, to finish.\nVocabulary for classroom objects:Nouns: A rubbish bin (a trash/garbage can -AmE), a (sMarch)board, aposter, a seat, a bookshelf, a rubber (an eraser-AmE), a dictionary, a board marker, a pencil case, a (school)material, a sheet","description":"\"ENG.5.2.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “classroom life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.2.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.2.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.2.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.2.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG.5.2.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.2.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.2.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.2.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.2.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with\ntheir pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.2.G1. \na) Being familiar with the current content by listening (to) /watching /reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.2.W1. \na) 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.\nb) 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.\n\nENG.5.2.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.2.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. \n\nENG.5.2.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.2.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.2.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.2.S1. \na) 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.\n\nENG.5.2.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.2.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/unprepared speaking situations in an appropriate way as required.\n\nENG.5.2.S4.\na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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/unprepared speaking situations.\n\nENG.5.2.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.2.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"4. Hafta|24-30 Kasım|\"ENG.5.3.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” carefully.\n\nENG.5.3.L2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” together through significant details and main components while listening/watching it.\n\nENG.5.3.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through significant details by listening/watching it carefully.\n\nENG.5.3.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.P1. Students are expected to be able to select and use the target phonological elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.3.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.R2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.3.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” by reading it carefully.\n\nENG.5.3.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others.\n\nENG.5.3.V1. Students are expected to be able to select and use the target vocabulary of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.3.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.3.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities” based on the model/example provided.\n\nENG.5.3.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people.\n\nENG.5.3.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others.\n\nENG.5.3.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.S3. Students are expected to be able to organize a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically.\n\nENG.5.3.S4. Students are expected to be able to construct a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically.\n\nENG.5.3.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people.\n\nENG.5.3.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\n\"\n\n\n","unit":"THEME 3         PERSONAL LIFE","subject":"\"Sub-Themes:Basic body parts and physical features; clothes; daily routines and activities\nVocabulary for basic body parts and physical features:Nouns: A neck, a finger, an arm, a body, an eye,a face, a foot, hair, a hand, a head, a nose, a tooth, teeth, height, a leg. Adjectives: Thin, average, curly,straight, round, square, tall, short, wavy, oval.\nVocabulary for clothes:Nouns: A belt, trousers (pants-AmE), a ring, a bag, boots, a cap, a coat, a (fancydress) costume, a dress, earrings, fashion, glasses, gloves, a handbag, a hat, a jacket, jeans, a jumper(a sweater-AmE), a necklace, a raincoat, a scarf, a headscarf, a shirt, shoes, shorts, a skirt, a sock,sunglasses, a T-shirt, an umbrella, a watch, silver, clothing, a bow, an outfit. Verbs: To own, to try on, towear, to create. Adjectives: Thick, thin, trendy, comfortable, ordinary, fancy, different, cool.\nVocabulary for daily routines and activities:Nouns: A computer, a book, a magazine, music, a videogame, a map, a path, an adventure, an adventurer, a fas","description":"\"ENG.5.3.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “personal life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.3.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.3.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.3.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.3.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG.5.3.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.3.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.3.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contributes to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.3.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.3.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.3.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.3.W1. \na) 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.\nb) 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.\n\nENG.5.3.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\n\nENG.5.3.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.3.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.3.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.3.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.3.S1. \na) 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.\n\nENG.5.3.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.3.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.3.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.3.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.3.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n"},{"content":"1. Hafta|01-07 Aralık|\"ENG.5.3.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” carefully.\n\nENG.5.3.L2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” together through significant details and main components while listening/watching it.\n\nENG.5.3.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through significant details by listening/watching it carefully.\n\nENG.5.3.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.P1. Students are expected to be able to select and use the target phonological elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.3.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.R2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.3.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” by reading it carefully.\n\nENG.5.3.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others.\n\nENG.5.3.V1. Students are expected to be able to select and use the target vocabulary of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.3.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.3.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities” based on the model/example provided.\n\nENG.5.3.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people.\n\nENG.5.3.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others.\n\nENG.5.3.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.S3. Students are expected to be able to organize a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically.\n\nENG.5.3.S4. Students are expected to be able to construct a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically.\n\nENG.5.3.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people.\n\nENG.5.3.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\n\"\n\n\n","unit":"THEME 3         PERSONAL LIFE","subject":"\"Sub-Themes:Basic body parts and physical features; clothes; daily routines and activities\nVocabulary for basic body parts and physical features:Nouns: A neck, a finger, an arm, a body, an eye,a face, a foot, hair, a hand, a head, a nose, a tooth, teeth, height, a leg. Adjectives: Thin, average, curly,straight, round, square, tall, short, wavy, oval.\nVocabulary for clothes:Nouns: A belt, trousers (pants-AmE), a ring, a bag, boots, a cap, a coat, a (fancydress) costume, a dress, earrings, fashion, glasses, gloves, a handbag, a hat, a jacket, jeans, a jumper(a sweater-AmE), a necklace, a raincoat, a scarf, a headscarf, a shirt, shoes, shorts, a skirt, a sock,sunglasses, a T-shirt, an umbrella, a watch, silver, clothing, a bow, an outfit. Verbs: To own, to try on, towear, to create. Adjectives: Thick, thin, trendy, comfortable, ordinary, fancy, different, cool.\nVocabulary for daily routines and activities:Nouns: A computer, a book, a magazine, music, a videogame, a map, a path, an adventure, an adventurer, a fas","description":"\"ENG.5.3.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “personal life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.3.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.3.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.3.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.3.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG.5.3.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.3.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.3.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contributes to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.3.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.3.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.3.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.3.W1. \na) 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.\nb) 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.\n\nENG.5.3.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\n\nENG.5.3.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.3.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.3.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.3.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.3.S1. \na) 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.\n\nENG.5.3.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.3.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.3.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.3.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.3.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n"},{"content":"2. Hafta|08-14 Aralık|\"ENG.5.3.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” carefully.\n\nENG.5.3.L2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” together through significant details and main components while listening/watching it.\n\nENG.5.3.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through significant details by listening/watching it carefully.\n\nENG.5.3.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.P1. Students are expected to be able to select and use the target phonological elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.3.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.R2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.3.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” by reading it carefully.\n\nENG.5.3.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others.\n\nENG.5.3.V1. Students are expected to be able to select and use the target vocabulary of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.3.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.3.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities” based on the model/example provided.\n\nENG.5.3.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people.\n\nENG.5.3.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others.\n\nENG.5.3.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.S3. Students are expected to be able to organize a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically.\n\nENG.5.3.S4. Students are expected to be able to construct a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically.\n\nENG.5.3.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people.\n\nENG.5.3.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\n\"\n\n\n","unit":"THEME 3         PERSONAL LIFE","subject":"\"Sub-Themes:Basic body parts and physical features; clothes; daily routines and activities\nVocabulary for basic body parts and physical features:Nouns: A neck, a finger, an arm, a body, an eye,a face, a foot, hair, a hand, a head, a nose, a tooth, teeth, height, a leg. Adjectives: Thin, average, curly,straight, round, square, tall, short, wavy, oval.\nVocabulary for clothes:Nouns: A belt, trousers (pants-AmE), a ring, a bag, boots, a cap, a coat, a (fancydress) costume, a dress, earrings, fashion, glasses, gloves, a handbag, a hat, a jacket, jeans, a jumper(a sweater-AmE), a necklace, a raincoat, a scarf, a headscarf, a shirt, shoes, shorts, a skirt, a sock,sunglasses, a T-shirt, an umbrella, a watch, silver, clothing, a bow, an outfit. Verbs: To own, to try on, towear, to create. Adjectives: Thick, thin, trendy, comfortable, ordinary, fancy, different, cool.\nVocabulary for daily routines and activities:Nouns: A computer, a book, a magazine, music, a videogame, a map, a path, an adventure, an adventurer, a fas","description":"\"ENG.5.3.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “personal life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.3.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.3.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.3.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.3.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG.5.3.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.3.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.3.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contributes to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.3.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.3.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.3.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.3.W1. \na) 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.\nb) 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.\n\nENG.5.3.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\n\nENG.5.3.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.3.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.3.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.3.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.3.S1. \na) 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.\n\nENG.5.3.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.3.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.3.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.3.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.3.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n"},{"content":"3. Hafta|15-21 Aralık|\"ENG.5.3.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” carefully.\n\nENG.5.3.L2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” together through significant details and main components while listening/watching it.\n\nENG.5.3.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through significant details by listening/watching it carefully.\n\nENG.5.3.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.P1. Students are expected to be able to select and use the target phonological elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.3.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.R2. Students are expected to be able to bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.3.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” by reading it carefully.\n\nENG.5.3.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others.\n\nENG.5.3.V1. Students are expected to be able to select and use the target vocabulary of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.3.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.3.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities” based on the model/example provided.\n\nENG.5.3.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people.\n\nENG.5.3.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others.\n\nENG.5.3.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.\n\nENG.5.3.S3. Students are expected to be able to organize a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically.\n\nENG.5.3.S4. Students are expected to be able to construct a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically.\n\nENG.5.3.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people.\n\nENG.5.3.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\n\"\n\n\n","unit":"THEME 3         PERSONAL LIFE","subject":"\"Sub-Themes:Basic body parts and physical features; clothes; daily routines and activities\nVocabulary for basic body parts and physical features:Nouns: A neck, a finger, an arm, a body, an eye,a face, a foot, hair, a hand, a head, a nose, a tooth, teeth, height, a leg. Adjectives: Thin, average, curly,straight, round, square, tall, short, wavy, oval.\nVocabulary for clothes:Nouns: A belt, trousers (pants-AmE), a ring, a bag, boots, a cap, a coat, a (fancydress) costume, a dress, earrings, fashion, glasses, gloves, a handbag, a hat, a jacket, jeans, a jumper(a sweater-AmE), a necklace, a raincoat, a scarf, a headscarf, a shirt, shoes, shorts, a skirt, a sock,sunglasses, a T-shirt, an umbrella, a watch, silver, clothing, a bow, an outfit. Verbs: To own, to try on, towear, to create. Adjectives: Thick, thin, trendy, comfortable, ordinary, fancy, different, cool.\nVocabulary for daily routines and activities:Nouns: A computer, a book, a magazine, music, a videogame, a map, a path, an adventure, an adventurer, a fas","description":"\"ENG.5.3.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “personal life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.3.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.3.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.3.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.3.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG.5.3.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.3.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.3.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contributes to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.3.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.3.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.3.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.3.W1. \na) 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.\nb) 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.\n\nENG.5.3.W2. \na) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\n\nENG.5.3.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.3.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.3.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.3.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.3.S1. \na) 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.\n\nENG.5.3.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.3.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.3.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.3.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.3.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\"\n\n\n"},{"content":"4. Hafta|22-28 Aralık|SCHOOL-BASED PLANNING\t\t\n\"ENG.5.4.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “family life with family members’ routines; family members’ hobbies and activities” carefully.\n\nENG.5.4.L2. Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” together through significant details and main components while listening/watching it.\n\nENG.5.4.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “family life with family members’ routines; family members’ hobbies and activities” through significant details by listening/watching it carefully.\n\nENG.5.4.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.P1. Students are expected to be able to select and use the target phonological elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.4.R1. Students are expected to be able to get ready for the writing-comprehension process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.R2. Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.4.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “family life with family members’ routines; family members’ hobbies and activities” by reading it carefully.\n\nENG.5.4.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others.\n\nENG.5.4.V1. Students are expected to be able to select and use the target vocabulary of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.4.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.4.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities” based on the model/example provided.\n\nENG.5.4.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people.\n\nENG.5.4.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others.\n\nENG.5.4.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.S3. Students are expected to be able to organize a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically.\n\nENG.5.4.S4. Students are expected to be able to construct a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically.\n\nENG.5.4.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people.\n\nENG.5.4.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\n\"","unit":"SCHOOL-BASED PLANNING\t\nTHEME 4  FAMILY LIFE","subject":"SCHOOL-BASED PLANNING\t\n\"Sub-Themes:Family members’ routines; family members’ hobbies and activities\nVocabulary for Family members’ Routines:Nouns: A couple, a role, a task, focus, resting, tidying, pet care,organisation. Verbs: To brush, to take care (of), to organise. Adjectives: Everyday, specific.\nPronouns:Hers, his, mine (belongs to me), yours.\nVocabulary for family members’ hobbies and activities:Nouns: A board game, a beach, a barbecue, abicycle, a camera, a festival, a guitar, a hobby, a holiday, a member, a museum, a photograph, a photo, a tent,a party, a computer game, a forest, a scooter, a piano, cooking, camping, cycling, dancing, fishing, playinggolf, swimming, playing football. Verbs: To have a picnic, to relax, to join, Adjectives: Active, usual.\nTarget Grammatical Structures in Use:\n-Present Progressive Tense: (She is brushing her teeth.)\n-Present Progressive Tense vs Present Simple Tense: (We are camping in the forest this weekend, but wenormally stay at home during holidays.)\n-Question tags","description":"SCHOOL-BASED PLANNING\n\"ENG.5.4.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “family life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.4.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.4.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.4.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.4.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG.5.4.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences, and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.4.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.4.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.4.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.4.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.4.G1. \na) Being familiar with the current content by listening (to)/watching /reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.4.W1. \na) 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.\nb) 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.\n\nENG.5.4.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.4.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.4.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.4.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge with others.\n\nENG.5.4.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.4.S1. \na) 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.\n\nENG.5.4.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.4.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.4.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.4.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.4.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\n\n\n\n\""},{"content":"1. Hafta|29 Aralık-04 Ocak|\"ENG.5.4.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “family life with family members’ routines; family members’ hobbies and activities” carefully.\n\nENG.5.4.L2. Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” together through significant details and main components while listening/watching it.\n\nENG.5.4.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “family life with family members’ routines; family members’ hobbies and activities” through significant details by listening/watching it carefully.\n\nENG.5.4.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.P1. Students are expected to be able to select and use the target phonological elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.4.R1. Students are expected to be able to get ready for the writing-comprehension process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.R2. Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.4.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “family life with family members’ routines; family members’ hobbies and activities” by reading it carefully.\n\nENG.5.4.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others.\n\nENG.5.4.V1. Students are expected to be able to select and use the target vocabulary of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.4.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.4.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities” based on the model/example provided.\n\nENG.5.4.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people.\n\nENG.5.4.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others.\n\nENG.5.4.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.S3. Students are expected to be able to organize a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically.\n\nENG.5.4.S4. Students are expected to be able to construct a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically.\n\nENG.5.4.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people.\n\nENG.5.4.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\n\"","unit":"THEME 4  FAMILY LIFE","subject":"\"Sub-Themes:Family members’ routines; family members’ hobbies and activities\nVocabulary for Family members’ Routines:Nouns: A couple, a role, a task, focus, resting, tidying, pet care,organisation. Verbs: To brush, to take care (of), to organise. Adjectives: Everyday, specific.\nPronouns:Hers, his, mine (belongs to me), yours.\nVocabulary for family members’ hobbies and activities:Nouns: A board game, a beach, a barbecue, abicycle, a camera, a festival, a guitar, a hobby, a holiday, a member, a museum, a photograph, a photo, a tent,a party, a computer game, a forest, a scooter, a piano, cooking, camping, cycling, dancing, fishing, playinggolf, swimming, playing football. Verbs: To have a picnic, to relax, to join, Adjectives: Active, usual.\nTarget Grammatical Structures in Use:\n-Present Progressive Tense: (She is brushing her teeth.)\n-Present Progressive Tense vs Present Simple Tense: (We are camping in the forest this weekend, but wenormally stay at home during holidays.)\n-Question tags for the Present Progres","description":"\"ENG.5.4.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “family life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.4.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.4.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.4.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.4.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG.5.4.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences, and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.4.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.4.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.4.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.4.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.4.G1. \na) Being familiar with the current content by listening (to)/watching /reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.4.W1. \na) 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.\nb) 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.\n\nENG.5.4.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.4.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.4.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.4.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge with others.\n\nENG.5.4.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.4.S1. \na) 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.\n\nENG.5.4.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.4.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.4.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.4.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.4.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\n\n\n\n\""},{"content":"2. Hafta|05-11 Ocak|\"ENG.5.4.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “family life with family members’ routines; family members’ hobbies and activities” carefully.\n\nENG.5.4.L2. Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” together through significant details and main components while listening/watching it.\n\nENG.5.4.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “family life with family members’ routines; family members’ hobbies and activities” through significant details by listening/watching it carefully.\n\nENG.5.4.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.P1. Students are expected to be able to select and use the target phonological elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.4.R1. Students are expected to be able to get ready for the writing-comprehension process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.R2. Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.4.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “family life with family members’ routines; family members’ hobbies and activities” by reading it carefully.\n\nENG.5.4.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others.\n\nENG.5.4.V1. Students are expected to be able to select and use the target vocabulary of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.4.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.4.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities” based on the model/example provided.\n\nENG.5.4.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people.\n\nENG.5.4.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others.\n\nENG.5.4.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.S3. Students are expected to be able to organize a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically.\n\nENG.5.4.S4. Students are expected to be able to construct a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically.\n\nENG.5.4.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people.\n\nENG.5.4.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\n\"","unit":"THEME 4  FAMILY LIFE","subject":"\"Sub-Themes:Family members’ routines; family members’ hobbies and activities\nVocabulary for Family members’ Routines:Nouns: A couple, a role, a task, focus, resting, tidying, pet care,organisation. Verbs: To brush, to take care (of), to organise. Adjectives: Everyday, specific.\nPronouns:Hers, his, mine (belongs to me), yours.\nVocabulary for family members’ hobbies and activities:Nouns: A board game, a beach, a barbecue, abicycle, a camera, a festival, a guitar, a hobby, a holiday, a member, a museum, a photograph, a photo, a tent,a party, a computer game, a forest, a scooter, a piano, cooking, camping, cycling, dancing, fishing, playinggolf, swimming, playing football. Verbs: To have a picnic, to relax, to join, Adjectives: Active, usual.\nTarget Grammatical Structures in Use:\n-Present Progressive Tense: (She is brushing her teeth.)\n-Present Progressive Tense vs Present Simple Tense: (We are camping in the forest this weekend, but wenormally stay at home during holidays.)\n-Question tags for the Present Progres","description":"\"ENG.5.4.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “family life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.4.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.4.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.4.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.4.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG.5.4.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences, and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.4.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.4.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.4.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.4.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.4.G1. \na) Being familiar with the current content by listening (to)/watching /reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.4.W1. \na) 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.\nb) 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.\n\nENG.5.4.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.4.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.4.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.4.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge with others.\n\nENG.5.4.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.4.S1. \na) 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.\n\nENG.5.4.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.4.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.4.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.4.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.4.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\n\n\n\n\""},{"content":"3. Hafta|12-18 Ocak|\"ENG.5.4.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “family life with family members’ routines; family members’ hobbies and activities” carefully.\n\nENG.5.4.L2. Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” together through significant details and main components while listening/watching it.\n\nENG.5.4.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “family life with family members’ routines; family members’ hobbies and activities” through significant details by listening/watching it carefully.\n\nENG.5.4.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.P1. Students are expected to be able to select and use the target phonological elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.4.R1. Students are expected to be able to get ready for the writing-comprehension process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.R2. Students are expected to be able to bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.4.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “family life with family members’ routines; family members’ hobbies and activities” by reading it carefully.\n\nENG.5.4.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others.\n\nENG.5.4.V1. Students are expected to be able to select and use the target vocabulary of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.4.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.4.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities” based on the model/example provided.\n\nENG.5.4.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people.\n\nENG.5.4.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others.\n\nENG.5.4.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “family life with family members’ routines; family members’ hobbies and activities”.\n\nENG.5.4.S3. Students are expected to be able to organize a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically.\n\nENG.5.4.S4. Students are expected to be able to construct a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically.\n\nENG.5.4.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people.\n\nENG.5.4.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\n\"","unit":"THEME 4  FAMILY LIFE","subject":"\"Sub-Themes:Family members’ routines; family members’ hobbies and activities\nVocabulary for Family members’ Routines:Nouns: A couple, a role, a task, focus, resting, tidying, pet care,organisation. Verbs: To brush, to take care (of), to organise. Adjectives: Everyday, specific.\nPronouns:Hers, his, mine (belongs to me), yours.\nVocabulary for family members’ hobbies and activities:Nouns: A board game, a beach, a barbecue, abicycle, a camera, a festival, a guitar, a hobby, a holiday, a member, a museum, a photograph, a photo, a tent,a party, a computer game, a forest, a scooter, a piano, cooking, camping, cycling, dancing, fishing, playinggolf, swimming, playing football. Verbs: To have a picnic, to relax, to join, Adjectives: Active, usual.\nTarget Grammatical Structures in Use:\n-Present Progressive Tense: (She is brushing her teeth.)\n-Present Progressive Tense vs Present Simple Tense: (We are camping in the forest this weekend, but wenormally stay at home during holidays.)\n-Question tags for the Present Progres","description":"\"ENG.5.4.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “family life” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.4.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.4.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.4.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.4.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG.5.4.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences, and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.4.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.4.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.4.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.4.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.4.G1. \na) Being familiar with the current content by listening (to)/watching /reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.4.W1. \na) 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.\nb) 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.\n\nENG.5.4.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.4.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.4.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.4.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge with others.\n\nENG.5.4.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.4.S1. \na) 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.\n\nENG.5.4.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.4.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.4.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.4.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.4.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\n\n\n\n\""},{"content":"4. Hafta|19-25 Ocak|                ","unit":"","subject":"","description":""},{"content":"5. Hafta|26 Ocak-01 Şubat|","unit":"","subject":"","description":""},{"content":"1. Hafta|02-08 Şubat|                 \"ENG.5.5.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” carefully.\n\nENG.5.5.L2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” together through significant details and main components while listening/watching it.\n\nENG.5.5.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through significant details by listening/watching it carefully.\n\nENG.5.5.L4. Students are expected to be able to 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 neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.5.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.R2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.5.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by reading it carefully.\n\nENG.5.5.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.\n\nENG.5.5.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.5.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.5.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\nENG.5.5.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” based on the model/example provided.\n\nENG.5.5.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people.\n\nENG.5.5.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.\n\nENG.5.5.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ;different types of houses”.\n\nENG.5.5.S3. Students are expected to be able to organize a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.\n\nENG.5.5.S4. Students are expected to be able to construct a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.\n\nENG.5.5.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people.\n\nENG.5.5.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"THEME 5 LIFE IN THE NEIGHBOURHOOD & CITY","subject":"\"\nSub-Themes:Places for recreation and attractions in the neighbourhood and city different types of houses.\nVocabulary for places for recreation and attractions in the neighbourhood and city:Nouns: A corner, asquare, a gym, a coast, a street fair, a hall, a sports centre, an art gallery, a shop (store-AmE), a castle, atower, a site, a museum, a mosque, a town. Verbs: To cycle, to fish, to jump, to guide, to joke, to experience,to attend.    Adjectives: Social, ancient, close, famous, crowded, quiet, modern, traditional, peaceful, brand-new, local. Adverbs: Best, easily. Phrases: To take a tour, to attend an event, to take a photograph, to hire (abike) (rent-AmE).\nVocabulary for different types of houses and furniture and kitchen utensils:Nouns: A flat (apartment AmE),a kitchen, a bathroom, a bedroom, a sitting room (a living room-AmE),  a dining room, a toilet, a garden, agarage), a balcony, a terrace, a corridor (hallway-AmE), a floor, a lift ( elevator-AmE), a roof, a bookcase, asofa, an armchair, a bed, a cu","description":"\"ENG.5.5.L1\na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences\nand the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the neighborhood and city” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.5.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.5.L3.\na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.5.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.5.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\n\n\nENG.5.5.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.5.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.5.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.5.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.5.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.5.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.5.W1. \na) 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.\nb) 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.\n\nENG.5.5.W2.\na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.5.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.5.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.5.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.5.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\nENG.5.5.S1. \na) 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.\n\nENG.5.5.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.5.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.5.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.5.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.5.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"2. Hafta|09-15 Şubat|                 \"ENG.5.5.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” carefully.\n\nENG.5.5.L2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” together through significant details and main components while listening/watching it.\n\nENG.5.5.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through significant details by listening/watching it carefully.\n\nENG.5.5.L4. Students are expected to be able to 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 neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.5.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.R2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.5.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by reading it carefully.\n\nENG.5.5.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.\n\nENG.5.5.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.5.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.5.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\nENG.5.5.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” based on the model/example provided.\n\nENG.5.5.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people.\n\nENG.5.5.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.\n\nENG.5.5.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ;different types of houses”.\n\nENG.5.5.S3. Students are expected to be able to organize a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.\n\nENG.5.5.S4. Students are expected to be able to construct a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.\n\nENG.5.5.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people.\n\nENG.5.5.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"THEME 5 LIFE IN THE NEIGHBOURHOOD & CITY","subject":"\"\nSub-Themes:Places for recreation and attractions in the neighbourhood and city different types of houses.\nVocabulary for places for recreation and attractions in the neighbourhood and city:Nouns: A corner, asquare, a gym, a coast, a street fair, a hall, a sports centre, an art gallery, a shop (store-AmE), a castle, atower, a site, a museum, a mosque, a town. Verbs: To cycle, to fish, to jump, to guide, to joke, to experience,to attend.    Adjectives: Social, ancient, close, famous, crowded, quiet, modern, traditional, peaceful, brand-new, local. Adverbs: Best, easily. Phrases: To take a tour, to attend an event, to take a photograph, to hire (abike) (rent-AmE).\nVocabulary for different types of houses and furniture and kitchen utensils:Nouns: A flat (apartment AmE),a kitchen, a bathroom, a bedroom, a sitting room (a living room-AmE),  a dining room, a toilet, a garden, agarage), a balcony, a terrace, a corridor (hallway-AmE), a floor, a lift ( elevator-AmE), a roof, a bookcase, asofa, an armchair, a bed, a cu","description":"\"ENG.5.5.L1\na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences\nand the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the neighborhood and city” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.5.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.5.L3.\na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.5.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.5.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\n\n\nENG.5.5.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.5.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.5.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.5.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.5.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.5.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.5.W1. \na) 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.\nb) 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.\n\nENG.5.5.W2.\na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.5.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.5.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.5.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.5.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\nENG.5.5.S1. \na) 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.\n\nENG.5.5.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.5.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.5.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.5.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.5.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"3. Hafta|16-22 Şubat|                 \"ENG.5.5.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” carefully.\n\nENG.5.5.L2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” together through significant details and main components while listening/watching it.\n\nENG.5.5.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through significant details by listening/watching it carefully.\n\nENG.5.5.L4. Students are expected to be able to 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 neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.5.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.R2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.5.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by reading it carefully.\n\nENG.5.5.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.\n\nENG.5.5.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.5.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.5.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\nENG.5.5.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” based on the model/example provided.\n\nENG.5.5.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people.\n\nENG.5.5.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.\n\nENG.5.5.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ;different types of houses”.\n\nENG.5.5.S3. Students are expected to be able to organize a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.\n\nENG.5.5.S4. Students are expected to be able to construct a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.\n\nENG.5.5.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people.\n\nENG.5.5.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"THEME 5 LIFE IN THE NEIGHBOURHOOD & CITY","subject":"\"\nSub-Themes:Places for recreation and attractions in the neighbourhood and city different types of houses.\nVocabulary for places for recreation and attractions in the neighbourhood and city:Nouns: A corner, asquare, a gym, a coast, a street fair, a hall, a sports centre, an art gallery, a shop (store-AmE), a castle, atower, a site, a museum, a mosque, a town. Verbs: To cycle, to fish, to jump, to guide, to joke, to experience,to attend.    Adjectives: Social, ancient, close, famous, crowded, quiet, modern, traditional, peaceful, brand-new, local. Adverbs: Best, easily. Phrases: To take a tour, to attend an event, to take a photograph, to hire (abike) (rent-AmE).\nVocabulary for different types of houses and furniture and kitchen utensils:Nouns: A flat (apartment AmE),a kitchen, a bathroom, a bedroom, a sitting room (a living room-AmE),  a dining room, a toilet, a garden, agarage), a balcony, a terrace, a corridor (hallway-AmE), a floor, a lift ( elevator-AmE), a roof, a bookcase, asofa, an armchair, a bed, a cu","description":"\"ENG.5.5.L1\na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences\nand the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the neighborhood and city” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.5.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.5.L3.\na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.5.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.5.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\n\n\nENG.5.5.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.5.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.5.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.5.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.5.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.5.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.5.W1. \na) 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.\nb) 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.\n\nENG.5.5.W2.\na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.5.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.5.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.5.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.5.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\nENG.5.5.S1. \na) 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.\n\nENG.5.5.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.5.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.5.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.5.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.5.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"4. Hafta|23 Şubat-01 Mart|                 \"ENG.5.5.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” carefully.\n\nENG.5.5.L2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” together through significant details and main components while listening/watching it.\n\nENG.5.5.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through significant details by listening/watching it carefully.\n\nENG.5.5.L4. Students are expected to be able to 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 neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.5.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.R2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.5.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by reading it carefully.\n\nENG.5.5.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.\n\nENG.5.5.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.5.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.5.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\nENG.5.5.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” based on the model/example provided.\n\nENG.5.5.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people.\n\nENG.5.5.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.\n\nENG.5.5.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ;different types of houses”.\n\nENG.5.5.S3. Students are expected to be able to organize a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.\n\nENG.5.5.S4. Students are expected to be able to construct a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.\n\nENG.5.5.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people.\n\nENG.5.5.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"THEME 5 LIFE IN THE NEIGHBOURHOOD & CITY","subject":"\"\nSub-Themes:Places for recreation and attractions in the neighbourhood and city different types of houses.\nVocabulary for places for recreation and attractions in the neighbourhood and city:Nouns: A corner, asquare, a gym, a coast, a street fair, a hall, a sports centre, an art gallery, a shop (store-AmE), a castle, atower, a site, a museum, a mosque, a town. Verbs: To cycle, to fish, to jump, to guide, to joke, to experience,to attend.    Adjectives: Social, ancient, close, famous, crowded, quiet, modern, traditional, peaceful, brand-new, local. Adverbs: Best, easily. Phrases: To take a tour, to attend an event, to take a photograph, to hire (abike) (rent-AmE).\nVocabulary for different types of houses and furniture and kitchen utensils:Nouns: A flat (apartment AmE),a kitchen, a bathroom, a bedroom, a sitting room (a living room-AmE),  a dining room, a toilet, a garden, agarage), a balcony, a terrace, a corridor (hallway-AmE), a floor, a lift ( elevator-AmE), a roof, a bookcase, asofa, an armchair, a bed, a cu","description":"\"ENG.5.5.L1\na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences\nand the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the neighborhood and city” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.5.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.5.L3.\na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.5.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.5.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\n\n\nENG.5.5.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.5.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.5.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.5.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.5.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.5.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.5.W1. \na) 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.\nb) 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.\n\nENG.5.5.W2.\na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.5.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.5.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.5.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.5.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\nENG.5.5.S1. \na) 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.\n\nENG.5.5.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.5.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.5.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.5.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.5.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"1. Hafta|02-08 Mart|                 \"ENG.5.5.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” carefully.\n\nENG.5.5.L2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” together through significant details and main components while listening/watching it.\n\nENG.5.5.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through significant details by listening/watching it carefully.\n\nENG.5.5.L4. Students are expected to be able to 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 neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.5.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.R2. Students are expected to be able to bring information about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.5.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by reading it carefully.\n\nENG.5.5.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.\n\nENG.5.5.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.5.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.5.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\nENG.5.5.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” based on the model/example provided.\n\nENG.5.5.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people.\n\nENG.5.5.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.\n\nENG.5.5.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses”.\n\nENG.5.5.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ;different types of houses”.\n\nENG.5.5.S3. Students are expected to be able to organize a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.\n\nENG.5.5.S4. Students are expected to be able to construct a new verbal content on “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.\n\nENG.5.5.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people.\n\nENG.5.5.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighborhood and city with places for recreation and attractions in the neighborhood and city ; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"THEME 5 LIFE IN THE NEIGHBOURHOOD & CITY","subject":"\"\nSub-Themes:Places for recreation and attractions in the neighbourhood and city different types of houses.\nVocabulary for places for recreation and attractions in the neighbourhood and city:Nouns: A corner, asquare, a gym, a coast, a street fair, a hall, a sports centre, an art gallery, a shop (store-AmE), a castle, atower, a site, a museum, a mosque, a town. Verbs: To cycle, to fish, to jump, to guide, to joke, to experience,to attend.    Adjectives: Social, ancient, close, famous, crowded, quiet, modern, traditional, peaceful, brand-new, local. Adverbs: Best, easily. Phrases: To take a tour, to attend an event, to take a photograph, to hire (abike) (rent-AmE).\nVocabulary for different types of houses and furniture and kitchen utensils:Nouns: A flat (apartment AmE),a kitchen, a bathroom, a bedroom, a sitting room (a living room-AmE),  a dining room, a toilet, a garden, agarage), a balcony, a terrace, a corridor (hallway-AmE), a floor, a lift ( elevator-AmE), a roof, a bookcase, asofa, an armchair, a bed, a cu","description":"\"ENG.5.5.L1\na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences\nand the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the neighborhood and city” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.5.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.5.L3.\na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.5.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.5.P1. \na) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\n\n\nENG.5.5.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.5.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.5.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.5.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.5.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.5.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.5.W1. \na) 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.\nb) 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.\n\nENG.5.5.W2.\na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.5.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.5.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.5.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.5.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\nENG.5.5.S1. \na) 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.\n\nENG.5.5.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.5.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.5.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.5.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.5.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"2. Hafta|09-15 Mart|                 \"ENG.5.6.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” carefully.\n\nENG.5.6.L2. Students are expected to be able to bring information about the current conte t on “life in the world with basic food types; ordering in a restaurant; food events in the city” together through significant details and main components while listening/watching it.\n\nENG.5.6.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through significant details by listening/watching it carefully. \n\nENG.5.6.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.6.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.R2. Students are expected to be able to bring information about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.6.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” by reading it carefully.\n\nENG.5.6.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others.\n\nENG.5.6.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.6.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.6.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city” based on the model/example provided.\n\nENG.5.6.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people.\n\nENG.5.6.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others.\n\nENG.5.6.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.S3. Students are expected to be able to organize a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically.\n\nENG.5.6.S4. Students are expected to be able to construct a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically.\n\nENG.5.6.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people.\n\nENG.5.6.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people in relation to themselves or others, both individually and/or with others.\"","unit":"THEME 6 LIFE IN THE WORLD","subject":"\"Sub-Themes:Basic food types; ordering in a restaurant; food events the city.\nVocabulary for basic food types:Nouns: Dairy, nuts, beef, beans, a sweet (candy-AmE), a biscuit (cookie-AmE), jam, oil, a lemon, a top, a bottom, a bit, amount, soup, a salad, spices, sugar, butter, salt, pasta, flour,bread, tuna, a tart, garlic, meat, a plate, a recipe. Verbs: To boil, to cut, to wash, to dry, to heat, to taste, tocontain, to need, to mash, to prepare, to slice, to cook. Adjectives: Fresh, home-made, boiled, healthy, light,sweet, fatty, special. Adverbs: Carefully, slowly, quickly. Phrases: To put on weight, to lose weight, at/on thetop of.\nVocabulary for ordering in a restaurant:Nouns: Sauce, tip, a bowl, a bit, a chef, a dessert, a drink (abeverage-AmE), an order, a service, a side, tasting, a recipe, a quality, amount, a meal, a main dish, a starter(an appetizer-AmE). Verbs: To order, to serve, to book, to taste, to pay, to smell, to recommend, to reserve.Adjectives: Empty, tasty, delicious. Phrases: To book a ta","description":"\"ENG.5.6.L1\na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the world” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.6.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.6.L3.\na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.6.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.6.P1. \na) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG.5.6.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.6.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.6.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.6.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.6.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.6.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.6.W1. \na) 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.\nb) 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.\n\nENG.5.6.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.6.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.6.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.6.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. \nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.6.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.6.S1. \na) 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.\n\nENG.5.6.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\n\nENG.5.6.S3.\na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.6.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.6.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.6.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"3. Hafta|16-22 Mart|                 ","unit":"","subject":"","description":""},{"content":"4. Hafta|23-29 Mart|                 SCHOOL-BASED PLANNING\t\t\t\t\t\t\t\t\t\n\"ENG.5.6.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” carefully.\n\nENG.5.6.L2. Students are expected to be able to bring information about the current conte t on “life in the world with basic food types; ordering in a restaurant; food events in the city” together through significant details and main components while listening/watching it.\n\nENG.5.6.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through significant details by listening/watching it carefully. \n\nENG.5.6.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.6.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.R2. Students are expected to be able to bring information about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.6.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” by reading it carefully.\n\nENG.5.6.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others.\n\nENG.5.6.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.6.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.6.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city” based on the model/example provided.\n\nENG.5.6.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people.\n\nENG.5.6.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others.\n\nENG.5.6.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.S3. Students are expected to be able to organize a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically.\n\nENG.5.6.S4. Students are expected to be able to construct a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically.\n\nENG.5.6.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people.\n\nENG.5.6.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people in relation to themselves or others, both individually and/or with others.\"","unit":"SCHOOL-BASED PLANNING\t\nTHEME 6 LIFE IN THE WORLD","subject":"SCHOOL-BASED PLANNING\t\n\"Sub-Themes:Basic food types; ordering in a restaurant; food events the city.\nVocabulary for basic food types:Nouns: Dairy, nuts, beef, beans, a sweet (candy-AmE), a biscuit (cookie-AmE), jam, oil, a lemon, a top, a bottom, a bit, amount, soup, a salad, spices, sugar, butter, salt, pasta, flour,bread, tuna, a tart, garlic, meat, a plate, a recipe. Verbs: To boil, to cut, to wash, to dry, to heat, to taste, tocontain, to need, to mash, to prepare, to slice, to cook. Adjectives: Fresh, home-made, boiled, healthy, light,sweet, fatty, special. Adverbs: Carefully, slowly, quickly. Phrases: To put on weight, to lose weight, at/on thetop of.\nVocabulary for ordering in a restaurant:Nouns: Sauce, tip, a bowl, a bit, a chef, a dessert, a drink (abeverage-AmE), an order, a service, a side, tasting, a recipe, a quality, amount, a meal, a main dish, a starter(an appetizer-AmE). Verbs: To order, to serve, to book, to taste, to pay, to smell, to recommend, to reserve.Adjectives: Empty, tasty, delicious","description":"SCHOOL-BASED PLANNING\t\t\t\t\t\t\t\t\t\n\"ENG.5.6.L1\na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the world” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.6.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.6.L3.\na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.6.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.6.P1. \na) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG.5.6.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.6.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.6.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.6.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.6.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.6.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.6.W1. \na) 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.\nb) 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.\n\nENG.5.6.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.6.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.6.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.6.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. \nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.6.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.6.S1. \na) 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.\n\nENG.5.6.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\n\nENG.5.6.S3.\na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.6.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.6.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.6.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"1. Hafta|30 Mart-05 Nisan|                 \"ENG.5.6.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” carefully.\n\nENG.5.6.L2. Students are expected to be able to bring information about the current conte t on “life in the world with basic food types; ordering in a restaurant; food events in the city” together through significant details and main components while listening/watching it.\n\nENG.5.6.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through significant details by listening/watching it carefully. \n\nENG.5.6.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.6.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.R2. Students are expected to be able to bring information about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.6.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” by reading it carefully.\n\nENG.5.6.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others.\n\nENG.5.6.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.6.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.6.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city” based on the model/example provided.\n\nENG.5.6.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people.\n\nENG.5.6.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others.\n\nENG.5.6.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.S3. Students are expected to be able to organize a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically.\n\nENG.5.6.S4. Students are expected to be able to construct a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically.\n\nENG.5.6.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people.\n\nENG.5.6.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people in relation to themselves or others, both individually and/or with others.\"","unit":"THEME 6 LIFE IN THE WORLD","subject":"\"Sub-Themes:Basic food types; ordering in a restaurant; food events the city.\nVocabulary for basic food types:Nouns: Dairy, nuts, beef, beans, a sweet (candy-AmE), a biscuit (cookie-AmE), jam, oil, a lemon, a top, a bottom, a bit, amount, soup, a salad, spices, sugar, butter, salt, pasta, flour,bread, tuna, a tart, garlic, meat, a plate, a recipe. Verbs: To boil, to cut, to wash, to dry, to heat, to taste, tocontain, to need, to mash, to prepare, to slice, to cook. Adjectives: Fresh, home-made, boiled, healthy, light,sweet, fatty, special. Adverbs: Carefully, slowly, quickly. Phrases: To put on weight, to lose weight, at/on thetop of.\nVocabulary for ordering in a restaurant:Nouns: Sauce, tip, a bowl, a bit, a chef, a dessert, a drink (abeverage-AmE), an order, a service, a side, tasting, a recipe, a quality, amount, a meal, a main dish, a starter(an appetizer-AmE). Verbs: To order, to serve, to book, to taste, to pay, to smell, to recommend, to reserve.Adjectives: Empty, tasty, delicious. Phrases: To book a ta","description":"\"ENG.5.6.L1\na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the world” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.6.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.6.L3.\na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.6.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.6.P1. \na) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG.5.6.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.6.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.6.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.6.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.6.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.6.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.6.W1. \na) 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.\nb) 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.\n\nENG.5.6.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.6.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.6.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.6.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. \nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.6.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.6.S1. \na) 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.\n\nENG.5.6.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\n\nENG.5.6.S3.\na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.6.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.6.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.6.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"2. Hafta|06-12 Nisan|                 \"ENG.5.6.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” carefully.\n\nENG.5.6.L2. Students are expected to be able to bring information about the current conte t on “life in the world with basic food types; ordering in a restaurant; food events in the city” together through significant details and main components while listening/watching it.\n\nENG.5.6.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through significant details by listening/watching it carefully. \n\nENG.5.6.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.6.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.R2. Students are expected to be able to bring information about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.6.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” by reading it carefully.\n\nENG.5.6.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others.\n\nENG.5.6.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.6.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.6.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city” based on the model/example provided.\n\nENG.5.6.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people.\n\nENG.5.6.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others.\n\nENG.5.6.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.\n\nENG.5.6.S3. Students are expected to be able to organize a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically.\n\nENG.5.6.S4. Students are expected to be able to construct a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically.\n\nENG.5.6.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people.\n\nENG.5.6.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people in relation to themselves or others, both individually and/or with others.\"","unit":"THEME 6 LIFE IN THE WORLD","subject":"\"Sub-Themes:Basic food types; ordering in a restaurant; food events the city.\nVocabulary for basic food types:Nouns: Dairy, nuts, beef, beans, a sweet (candy-AmE), a biscuit (cookie-AmE), jam, oil, a lemon, a top, a bottom, a bit, amount, soup, a salad, spices, sugar, butter, salt, pasta, flour,bread, tuna, a tart, garlic, meat, a plate, a recipe. Verbs: To boil, to cut, to wash, to dry, to heat, to taste, tocontain, to need, to mash, to prepare, to slice, to cook. Adjectives: Fresh, home-made, boiled, healthy, light,sweet, fatty, special. Adverbs: Carefully, slowly, quickly. Phrases: To put on weight, to lose weight, at/on thetop of.\nVocabulary for ordering in a restaurant:Nouns: Sauce, tip, a bowl, a bit, a chef, a dessert, a drink (abeverage-AmE), an order, a service, a side, tasting, a recipe, a quality, amount, a meal, a main dish, a starter(an appetizer-AmE). Verbs: To order, to serve, to book, to taste, to pay, to smell, to recommend, to reserve.Adjectives: Empty, tasty, delicious. Phrases: To book a ta","description":"\"ENG.5.6.L1\na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the world” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.6.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.6.L3.\na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.6.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.6.P1. \na) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG.5.6.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.6.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.6.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.6.R4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.6.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.6.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.6.W1. \na) 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.\nb) 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.\n\nENG.5.6.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.6.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG.5.6.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.6.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts. \nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.6.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.6.S1. \na) 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.\n\nENG.5.6.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\n\nENG.5.6.S3.\na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.6.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.6.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.6.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"3. Hafta|13-19 Nisan|                 \"ENG5.7.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” carefully.\n\nENG5.7.L2. Students are expected to be able to bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” together through significant details and main components while listening/watching it.\n\nENG5.7.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through significant details by listening/watching it carefully.\n\nENG5.7.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG5.7.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.R2. Students are expected to be able to bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG5.7.R 3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” by reading it carefully.\n\nENG5.7.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others.\n\nENG5.7.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG5.7.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG5.7.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats” based on the model/example provided.\n\nENG5.7.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people.\n\nENG5.7.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others.\n\nENG5.7.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.S3. Students are expected to be able to organize a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically.\n\nENG5.7.S4. Students are expected to be able to construct a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically.\n\nENG5.7.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people.\n\nENG5.7.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"\"THEME 7 LIFE IN NATURE","subject":"\"Sub-themes:Types of animals in nature; wild animals in nature; their habitats\nVocabulary for types of animals in nature:Nouns: A bird, an insect, a reptile, a mammal. Adjectives: Wild,huge, enormous, furry, quiet, scary, quick, strong, dangerous, fast, slow.       Body parts of animals: Nouns: Atail, a tusk, a paw, a wing.\nVocabulary for wild animals in nature:Nouns: A bear, a lion, a tiger, a wolf, a giraffe, a monkey, an elephant,a zebra, a penguin, a parrot, a snake, a crocodile, a gorilla, a leopard, a whale, an eagle, a shark, a seal, aseagull. Verbs: To attack, to move, to hunt, to run, to survive, to talk, to fly, to climb, to swing.\nVocabulary for their habitats:Nouns:  A farm, a field, a forest, a jungle, a river, a coast, a savanna (savannah-AmE), an ocean, the sky, national park.\nTarget Grammatical Structures in Use:\n-“Can” for Capability and Ability: (Tigers can attack their prey in the open savanna.)\n-“Must” for External Obligation: (Birds must travel long distances to find warmer habitats during","description":"\"ENG5.7.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in nature” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG5.7.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG5.7.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG5.7.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG5.7.P1. \na) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG5.7.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG5.7.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG5.7.R 3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG5.7.R4.\na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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\nthem with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG5.7.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG5.7.G1.\na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG5.7.W1. \na) 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.\nb) 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.\n\nENG5.7.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide by examining it carefully.\n\nENG5.7.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG5.7.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG5.7.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG5.7.W6.\na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG5.7.S1. \na) 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.\n\nENG5.7.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG5.7.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG5.7.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG5.7.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG5.7.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"4. Hafta|20-26 Nisan|                 \"ENG5.7.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” carefully.\n\nENG5.7.L2. Students are expected to be able to bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” together through significant details and main components while listening/watching it.\n\nENG5.7.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through significant details by listening/watching it carefully.\n\nENG5.7.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG5.7.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.R2. Students are expected to be able to bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG5.7.R 3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” by reading it carefully.\n\nENG5.7.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others.\n\nENG5.7.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG5.7.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG5.7.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats” based on the model/example provided.\n\nENG5.7.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people.\n\nENG5.7.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others.\n\nENG5.7.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.S3. Students are expected to be able to organize a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically.\n\nENG5.7.S4. Students are expected to be able to construct a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically.\n\nENG5.7.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people.\n\nENG5.7.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"\"THEME 7 LIFE IN NATURE","subject":"\"Sub-themes:Types of animals in nature; wild animals in nature; their habitats\nVocabulary for types of animals in nature:Nouns: A bird, an insect, a reptile, a mammal. Adjectives: Wild,huge, enormous, furry, quiet, scary, quick, strong, dangerous, fast, slow.       Body parts of animals: Nouns: Atail, a tusk, a paw, a wing.\nVocabulary for wild animals in nature:Nouns: A bear, a lion, a tiger, a wolf, a giraffe, a monkey, an elephant,a zebra, a penguin, a parrot, a snake, a crocodile, a gorilla, a leopard, a whale, an eagle, a shark, a seal, aseagull. Verbs: To attack, to move, to hunt, to run, to survive, to talk, to fly, to climb, to swing.\nVocabulary for their habitats:Nouns:  A farm, a field, a forest, a jungle, a river, a coast, a savanna (savannah-AmE), an ocean, the sky, national park.\nTarget Grammatical Structures in Use:\n-“Can” for Capability and Ability: (Tigers can attack their prey in the open savanna.)\n-“Must” for External Obligation: (Birds must travel long distances to find warmer habitats during","description":"\"ENG5.7.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in nature” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG5.7.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG5.7.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG5.7.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG5.7.P1. \na) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG5.7.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG5.7.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG5.7.R 3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG5.7.R4.\na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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\nthem with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG5.7.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG5.7.G1.\na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG5.7.W1. \na) 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.\nb) 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.\n\nENG5.7.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide by examining it carefully.\n\nENG5.7.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG5.7.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG5.7.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG5.7.W6.\na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG5.7.S1. \na) 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.\n\nENG5.7.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG5.7.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG5.7.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG5.7.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG5.7.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"5. Hafta|27 Nisan-03 Mayıs|                 \"ENG5.7.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” carefully.\n\nENG5.7.L2. Students are expected to be able to bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” together through significant details and main components while listening/watching it.\n\nENG5.7.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through significant details by listening/watching it carefully.\n\nENG5.7.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG5.7.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.R2. Students are expected to be able to bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG5.7.R 3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” by reading it carefully.\n\nENG5.7.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others.\n\nENG5.7.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG5.7.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG5.7.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats” based on the model/example provided.\n\nENG5.7.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people.\n\nENG5.7.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others.\n\nENG5.7.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.S3. Students are expected to be able to organize a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically.\n\nENG5.7.S4. Students are expected to be able to construct a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically.\n\nENG5.7.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people.\n\nENG5.7.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"\"THEME 7 LIFE IN NATURE","subject":"\"Sub-themes:Types of animals in nature; wild animals in nature; their habitats\nVocabulary for types of animals in nature:Nouns: A bird, an insect, a reptile, a mammal. Adjectives: Wild,huge, enormous, furry, quiet, scary, quick, strong, dangerous, fast, slow.       Body parts of animals: Nouns: Atail, a tusk, a paw, a wing.\nVocabulary for wild animals in nature:Nouns: A bear, a lion, a tiger, a wolf, a giraffe, a monkey, an elephant,a zebra, a penguin, a parrot, a snake, a crocodile, a gorilla, a leopard, a whale, an eagle, a shark, a seal, aseagull. Verbs: To attack, to move, to hunt, to run, to survive, to talk, to fly, to climb, to swing.\nVocabulary for their habitats:Nouns:  A farm, a field, a forest, a jungle, a river, a coast, a savanna (savannah-AmE), an ocean, the sky, national park.\nTarget Grammatical Structures in Use:\n-“Can” for Capability and Ability: (Tigers can attack their prey in the open savanna.)\n-“Must” for External Obligation: (Birds must travel long distances to find warmer habitats during","description":"\"ENG5.7.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in nature” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG5.7.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG5.7.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG5.7.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG5.7.P1. \na) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG5.7.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG5.7.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG5.7.R 3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG5.7.R4.\na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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\nthem with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG5.7.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG5.7.G1.\na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG5.7.W1. \na) 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.\nb) 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.\n\nENG5.7.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide by examining it carefully.\n\nENG5.7.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG5.7.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG5.7.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG5.7.W6.\na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG5.7.S1. \na) 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.\n\nENG5.7.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG5.7.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG5.7.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG5.7.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG5.7.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"1. Hafta|04-10 Mayıs|                 \"ENG5.7.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” carefully.\n\nENG5.7.L2. Students are expected to be able to bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” together through significant details and main components while listening/watching it.\n\nENG5.7.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through significant details by listening/watching it carefully.\n\nENG5.7.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG5.7.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.R2. Students are expected to be able to bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG5.7.R 3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” by reading it carefully.\n\nENG5.7.R4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others.\n\nENG5.7.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG5.7.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG5.7.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats” based on the model/example provided.\n\nENG5.7.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people.\n\nENG5.7.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others.\n\nENG5.7.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.\n\nENG5.7.S3. Students are expected to be able to organize a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically.\n\nENG5.7.S4. Students are expected to be able to construct a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically.\n\nENG5.7.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people.\n\nENG5.7.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"\"THEME 7 LIFE IN NATURE","subject":"\"Sub-themes:Types of animals in nature; wild animals in nature; their habitats\nVocabulary for types of animals in nature:Nouns: A bird, an insect, a reptile, a mammal. Adjectives: Wild,huge, enormous, furry, quiet, scary, quick, strong, dangerous, fast, slow.       Body parts of animals: Nouns: Atail, a tusk, a paw, a wing.\nVocabulary for wild animals in nature:Nouns: A bear, a lion, a tiger, a wolf, a giraffe, a monkey, an elephant,a zebra, a penguin, a parrot, a snake, a crocodile, a gorilla, a leopard, a whale, an eagle, a shark, a seal, aseagull. Verbs: To attack, to move, to hunt, to run, to survive, to talk, to fly, to climb, to swing.\nVocabulary for their habitats:Nouns:  A farm, a field, a forest, a jungle, a river, a coast, a savanna (savannah-AmE), an ocean, the sky, national park.\nTarget Grammatical Structures in Use:\n-“Can” for Capability and Ability: (Tigers can attack their prey in the open savanna.)\n-“Must” for External Obligation: (Birds must travel long distances to find warmer habitats during","description":"\"ENG5.7.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in nature” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG5.7.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG5.7.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG5.7.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG5.7.P1. \na) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.\nc) Students recognize the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognize 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.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\n\nENG5.7.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG5.7.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG5.7.R 3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG5.7.R4.\na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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\nthem with others.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG5.7.V1. \na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG5.7.G1.\na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG5.7.W1. \na) 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.\nb) 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.\n\nENG5.7.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide by examining it carefully.\n\nENG5.7.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\nENG5.7.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG5.7.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG5.7.W6.\na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG5.7.S1. \na) 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.\n\nENG5.7.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG5.7.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG5.7.S4. \na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG5.7.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG5.7.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\""},{"content":"2. Hafta|11-17 Mayıs|                 \"ENG.5.8.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” carefully.\n\nENG.5.8.L2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” together through significant details and main components while listening/watching it.\n\nENG.5.8.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through significant details by listening/watching it carefully.\n\nENG.5.8.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.8.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.R2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.8.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by reading it carefully.\n\nENG.5.8.R 4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others.\n\nENG.5.8.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.8.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.8.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” based on the model/example provided.\n\nENG.5.8.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people.\n\nENG.5.8.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others.\n\nENG.5.8.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.S3. Students are expected to be able to organize a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically.\n\nENG.5.8.S4. Students are expected to be able to construct a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically.\n\nENG.5.8.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people.\n\nENG.5.8.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"THEME 8 LIFE IN THE UNIVERSE & FUTURE","subject":"\"Sub-theme:Planet Earth; holidays; school holidays, places, activities, and plans for holidays\nVocabulary for Planet Earth:Nouns: A climate, a continent, a desert, a valley, a lake, an ocean, a rock, aseason, sky, a temperature, a sand dune, a river, a coral reef, a canyon, an island. Verbs: To rise.Vocabulary for school holidays: Nouns: Tourism, a summer/winter/spring/half-term holiday. Verbs: To pack,to recommend, to need, to explore, to visit. Adjectives: Fun, peaceful, historical, magical, amazing, historical,famous, calm. Prepositions: Including.\nVocabulary for school holidays, places, activities, and plans for holidays:Nouns: An opportunity, a tower, atour, a journey, a trip, sightseeing, a holiday (vacation-AmE), a beach, a museum, a zoo, an amusement park,a view, a bridge, a jolly, a seaside, a destination, a sandcastle, a seashell. Verbs: To invite, to involve, to rest,to book, to relax.\nTarget Grammatical Structures in Use:\n-“Be Going to Future Tense” for plans: (My family is going to spend the holi","description":"\"ENG.5.8.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.8.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.8.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.8.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.8.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.8.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.8.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.8.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.8.R 4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.8.V1\na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.8.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.8.W1. \na) 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.\nb) 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.\n\nENG.5.8.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.8.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\n\nENG.5.8.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.8.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.8.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.8.S1. \na) 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.\n\nENG.5.8.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.8.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.8.S4.\na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.8.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.8.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others\""},{"content":"3. Hafta|18-24 Mayıs|                 \"ENG.5.8.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” carefully.\n\nENG.5.8.L2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” together through significant details and main components while listening/watching it.\n\nENG.5.8.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through significant details by listening/watching it carefully.\n\nENG.5.8.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.8.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.R2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.8.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by reading it carefully.\n\nENG.5.8.R 4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others.\n\nENG.5.8.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.8.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.8.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” based on the model/example provided.\n\nENG.5.8.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people.\n\nENG.5.8.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others.\n\nENG.5.8.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.S3. Students are expected to be able to organize a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically.\n\nENG.5.8.S4. Students are expected to be able to construct a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically.\n\nENG.5.8.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people.\n\nENG.5.8.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"THEME 8 LIFE IN THE UNIVERSE & FUTURE","subject":"\"Sub-theme:Planet Earth; holidays; school holidays, places, activities, and plans for holidays\nVocabulary for Planet Earth:Nouns: A climate, a continent, a desert, a valley, a lake, an ocean, a rock, aseason, sky, a temperature, a sand dune, a river, a coral reef, a canyon, an island. Verbs: To rise.Vocabulary for school holidays: Nouns: Tourism, a summer/winter/spring/half-term holiday. Verbs: To pack,to recommend, to need, to explore, to visit. Adjectives: Fun, peaceful, historical, magical, amazing, historical,famous, calm. Prepositions: Including.\nVocabulary for school holidays, places, activities, and plans for holidays:Nouns: An opportunity, a tower, atour, a journey, a trip, sightseeing, a holiday (vacation-AmE), a beach, a museum, a zoo, an amusement park,a view, a bridge, a jolly, a seaside, a destination, a sandcastle, a seashell. Verbs: To invite, to involve, to rest,to book, to relax.\nTarget Grammatical Structures in Use:\n-“Be Going to Future Tense” for plans: (My family is going to spend the holi","description":"\"ENG.5.8.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.8.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.8.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.8.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.8.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.8.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.8.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.8.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.8.R 4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.8.V1\na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.8.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.8.W1. \na) 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.\nb) 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.\n\nENG.5.8.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.8.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\n\nENG.5.8.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.8.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.8.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.8.S1. \na) 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.\n\nENG.5.8.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.8.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.8.S4.\na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.8.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.8.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others\""},{"content":"4. Hafta|25-31 Mayıs|                 EID-AL ADHA (Mayıs 26-27-28-29 -30)","unit":"EID-AL ADHA (Mayıs 26-27-28-29 -30)","subject":"EID-AL ADHA (Mayıs 26-27-28-29 -30)","description":"EID-AL ADHA (Mayıs 26-27-28-29 -30)"},{"content":"1. Hafta|01-07 Haziran|                 SCHOOL-BASED PLANNING\t\n\"ENG.5.8.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” carefully.\n\nENG.5.8.L2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” together through significant details and main components while listening/watching it.\n\nENG.5.8.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through significant details by listening/watching it carefully.\n\nENG.5.8.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.8.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.R2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.8.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by reading it carefully.\n\nENG.5.8.R 4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others.\n\nENG.5.8.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.8.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.8.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” based on the model/example provided.\n\nENG.5.8.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people.\n\nENG.5.8.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others.\n\nENG.5.8.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.S3. Students are expected to be able to organize a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically.\n\nENG.5.8.S4. Students are expected to be able to construct a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically.\n\nENG.5.8.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people.\n\nENG.5.8.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people in relation to themselves or others, both individually and/or with others.\"","unit":"SCHOOL-BASED PLANNING\t\n\"THEME 8\nTHEME 8 LIFE IN THE UNIVERSE & FUTURE\"","subject":"SCHOOL-BASED PLANNING\t\n\"\nSub-theme:Planet Earth; holidays; school holidays, places, activities, and plans for holidays\nVocabulary for Planet Earth:Nouns: A climate, a continent, a desert, a valley, a lake, an ocean, a rock, aseason, sky, a temperature, a sand dune, a river, a coral reef, a canyon, an island. Verbs: To rise.Vocabulary for school holidays: Nouns: Tourism, a summer/winter/spring/half-term holiday. Verbs: To pack,to recommend, to need, to explore, to visit. Adjectives: Fun, peaceful, historical, magical, amazing, historical,famous, calm. Prepositions: Including.\nVocabulary for school holidays, places, activities, and plans for holidays:Nouns: An opportunity, a tower, atour, a journey, a trip, sightseeing, a holiday (vacation-AmE), a beach, a museum, a zoo, an amusement park,a view, a bridge, a jolly, a seaside, a destination, a sandcastle, a seashell. Verbs: To invite, to involve, to rest,to book, to relax.\nTarget Grammatical Structures in Use:\n-“Be Going to Future Tense” for plans: (My family is","description":"SCHOOL-BASED PLANNING\t\n\"ENG.5.8.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.8.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.8.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.8.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.8.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.8.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.8.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.8.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.8.R 4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.8.V1\na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.8.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.8.W1. \na) 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.\nb) 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.\n\nENG.5.8.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.8.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\n\nENG.5.8.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.8.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.8.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.8.S1. \na) 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.\n\nENG.5.8.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.8.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.8.S4.\na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.8.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.8.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others\""},{"content":"2. Hafta|08-14 Haziran|                             \"ENG.5.8.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” carefully.\n\nENG.5.8.L2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” together through significant details and main components while listening/watching it.\n\nENG.5.8.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through significant details by listening/watching it carefully.\n\nENG.5.8.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.8.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.R2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.8.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by reading it carefully.\n\nENG.5.8.R 4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others.\n\nENG.5.8.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.8.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.8.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” based on the model/example provided.\n\nENG.5.8.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people.\n\nENG.5.8.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others.\n\nENG.5.8.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.S3. Students are expected to be able to organize a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically.\n\nENG.5.8.S4. Students are expected to be able to construct a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically.\n\nENG.5.8.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people.\n\nENG.5.8.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people in relation to themselves or others, both individually and/or with others.\"","unit":"\"THEME 8\nTHEME 8 LIFE IN THE UNIVERSE & FUTURE\"","subject":"\"\nSub-theme:Planet Earth; holidays; school holidays, places, activities, and plans for holidays\nVocabulary for Planet Earth:Nouns: A climate, a continent, a desert, a valley, a lake, an ocean, a rock, aseason, sky, a temperature, a sand dune, a river, a coral reef, a canyon, an island. Verbs: To rise.Vocabulary for school holidays: Nouns: Tourism, a summer/winter/spring/half-term holiday. Verbs: To pack,to recommend, to need, to explore, to visit. Adjectives: Fun, peaceful, historical, magical, amazing, historical,famous, calm. Prepositions: Including.\nVocabulary for school holidays, places, activities, and plans for holidays:Nouns: An opportunity, a tower, atour, a journey, a trip, sightseeing, a holiday (vacation-AmE), a beach, a museum, a zoo, an amusement park,a view, a bridge, a jolly, a seaside, a destination, a sandcastle, a seashell. Verbs: To invite, to involve, to rest,to book, to relax.\nTarget Grammatical Structures in Use:\n-“Be Going to Future Tense” for plans: (My family is going to spend the hol","description":"\"ENG.5.8.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.8.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.8.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.8.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.8.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.8.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.8.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.8.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.8.R 4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.8.V1\na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.8.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.8.W1. \na) 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.\nb) 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.\n\nENG.5.8.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.8.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\n\nENG.5.8.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.8.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.8.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.8.S1. \na) 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.\n\nENG.5.8.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.8.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.8.S4.\na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.8.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.8.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others\""},{"content":"3. Hafta|15-21 Haziran|                 \"ENG.5.8.L1. Students are expected to be able to get ready for the listening (to)/watching-comprehension process for the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” carefully.\n\nENG.5.8.L2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” together through significant details and main components while listening/watching it.\n\nENG.5.8.L3. Students are expected to be able to make meaning of/derive meaning from the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through significant details by listening/watching it carefully.\n\nENG.5.8.L4. Students are expected to be able to convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.8.R1. Students are expected to be able to get ready for the reading-comprehension process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.R2. Students are expected to be able to bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\n\nENG.5.8.R3. Students are expected to be able to make meaning of / derive meaning from the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by reading it carefully.\n\nENG.5.8.R 4. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others.\n\nENG.5.8.V1. Students are expected to be able to select and use the target vocabulary of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.8.G1. Students are expected to be able to select and use the target grammatical elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\n\nENG.5.8.W1. Students are expected to be able to get ready for the writing-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.W2. Students are expected to be able to understand the model/example for the writing task about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.W3. Students are expected to be able to organize a content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” based on the model/example provided.\n\nENG.5.8.W4. Students are expected to be able to individually construct/form content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.W5. Students are expected to be able to reorganize (reconstruct) and use information in the new written tasks about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people.\n\nENG.5.8.W6. Students are expected to be able to reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others.\n\nENG.5.8.S1. Students are expected to be able to get ready for speaking-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.S2. Students are expected to be able to use the model/example for producing verbal content about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.\n\nENG.5.8.S3. Students are expected to be able to organize a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically.\n\nENG.5.8.S4. Students are expected to be able to construct a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically.\n\nENG.5.8.S5. Students are expected to be able to reorganize (reconstruct) and use information about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people.\n\nENG.5.8.S6. Students are expected to be able to convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people in relation to themselves or others, both individually and/or with others.\"","unit":"\"THEME 8\nTHEME 8 LIFE IN THE UNIVERSE & FUTURE\"","subject":"\"\nSub-theme:Planet Earth; holidays; school holidays, places, activities, and plans for holidays\nVocabulary for Planet Earth:Nouns: A climate, a continent, a desert, a valley, a lake, an ocean, a rock, aseason, sky, a temperature, a sand dune, a river, a coral reef, a canyon, an island. Verbs: To rise.Vocabulary for school holidays: Nouns: Tourism, a summer/winter/spring/half-term holiday. Verbs: To pack,to recommend, to need, to explore, to visit. Adjectives: Fun, peaceful, historical, magical, amazing, historical,famous, calm. Prepositions: Including.\nVocabulary for school holidays, places, activities, and plans for holidays:Nouns: An opportunity, a tower, atour, a journey, a trip, sightseeing, a holiday (vacation-AmE), a beach, a museum, a zoo, an amusement park,a view, a bridge, a jolly, a seaside, a destination, a sandcastle, a seashell. Verbs: To invite, to involve, to rest,to book, to relax.\nTarget Grammatical Structures in Use:\n-“Be Going to Future Tense” for plans: (My family is going to spend the hol","description":"\"ENG.5.8.L1. \na) 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.\nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “life in the universe and future” by using the relationships that they recognized accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\n\nENG.5.8.L2. \na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognize the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\n\nENG.5.8.L3. \na) 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.\nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them to understand it better with details.\nd) Students recognize significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/comparisons/inferences made earlier in relation to it.\ng) Students internalize the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.8.L4. \na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening (to)/watching-comprehension process about the current content.\nb) 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.\n\nENG.5.8.P1. Students are expected to be able to select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\n\nENG.5.8.R1. \na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognize significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\nc) Students make significant preliminary predictions about the current content based on recognized relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\n\nENG.5.8.R2. \na) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\nc) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.\n\nENG.5.8.R3. \na) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognize significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\ne) Students make meaningful inferences from the information in the current content by examining it carefully.\nf) Students internalize the information in the current content in an individualized and appropriate way according to age and language level.\n\nENG.5.8.R 4. \na) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\nb) 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.\nc) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\n\nENG.5.8.V1\na) 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.\nb) Students recognize sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognize the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) 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.\ne) Students recognize the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\nf) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analyzing their contextual meaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\n\nENG.5.8.G1. \na) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.\nb) 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.\nc) 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.\nd) 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, analyzing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.\ng) Students recognize the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognized target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analyzing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analyzing their rules.\nj) Students use the target language chunks authentically, automatically, and naturally in communication processes without analyzing their rules in meaningful contexts.\n\nENG.5.8.W1. \na) 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.\nb) 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.\n\nENG.5.8.W2. \na) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\n\nENG.5.8.W3. \na) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\nb) 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.\nc) Students organize and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\n\n\nENG.5.8.W4. \na) 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.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\nc) 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.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\n\nENG.5.8.W5. \na) Students use the information in the current content or similar information in a different content by internalizing and selecting it individually and reorganizing it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\n\nENG.5.8.W6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.\nc) 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.\n\nENG.5.8.S1. \na) 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.\n\nENG.5.8.S2. \na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\n\nENG.5.8.S3. \na) Students recognize 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.\nb) Students organize the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\nd) Students organize supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organize the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.8.S4.\na) 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.\nb) 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.\nc) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.\nd) 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.\n\nENG.5.8.S5. \na) Students use the information presented in the current content by reorganizing it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.\n\nENG.5.8.S6. \na) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others\""},{"content":"4. Hafta|22-28 Haziran|SOCIAL ACTIVITIES","unit":"SOCIAL ACTIVITIES","subject":"SOCIAL ACTIVITIES","description":"SOCIAL ACTIVITIES"}],"grade":5,"lesson_code":"ENG","subject":"İngilizce","id":"6950f07bb25c7531f79d5514"}