{"_id":"6950fcf2b25c7531f79d5754","outcome_id":"8409","created_at":"2025-12-28T09:48:33.589Z","grade":5,"lesson_code":"ENG","subject":"Çoklu Yabancı Dil İngilizce","updated_at":"2025-12-28T09:51:19.698Z","weeks":[{"content":"2. Hafta|08-14 Eylül|ORIENTATION\t\t\t\t\t\t\t\t\t","unit":"ORIENTATION\t\t\t\t\t\t\t\t\t","subject":"ORIENTATION\t\t\t\t\t\t\t\t\t","description":"ORIENTATION\t\t\t\t\t\t\t\t\t"},{"content":"3. Hafta|15-21 Eylül|ORIENTATION\t\t\t\t\t\t\t\t\t","unit":"ORIENTATION\t\t\t\t\t\t\t\t\t","subject":"ORIENTATION\t\t\t\t\t\t\t\t\t","description":"ORIENTATION\t\t\t\t\t\t\t\t\t"},{"content":"4. Hafta|22-28 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”.\nENG.4.1.W1. Pupils can get ready for the writing-expression process about 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” in an age- and level-appropriate way.\nENG.4.1.V1. Pupils can select and use the target vocabulary of the current content about “school life with\npeople 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.\nENG.4.1.G1. Pupils can select and use the language including target grammatical elements 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.\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”.\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.\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.\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”.\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.\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.\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.\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”.\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”.\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.\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.\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”.\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.\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”.\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.\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.\"\n\n\n","unit":"REVISION PROGRAMME","subject":"\"THEME 1\npeople at school; daily routines and activities at school; activities at present, favourite\nactivities; favourite months\nVocabulary for school activities: To arrive at (school), to have (an assembly (homeroom-AmE.)), to attend\n(lessons), to have (a break (recess-AmE.)), to have breakfast/lunch, to leave (school), to meet, to do sports,\nto 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\nfield trip, a main hall.\nDays of the week\nMonths of the year\n“To be” present (am, is, are):\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\nmonth? My favourite month is January.)\nFunctions: Telling who people are, where people and things are, telling what month it is; expressing\npreferences for favourite months.\nThe S","description":"\"ENG.4.1.L1. a) 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.\nENG.4.1.W1.a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of istening/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.\nENG.4.1.R1.a) 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.4.1.V1.a) 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\nafter hearing/watching the target material and source, together with pointing to the pictures\ndisplayed in class.\nc) Pupils recognise the use of the target words in the target material and source, by listening/\nwatching it several times and seeing how and where the target words are used to describe the\ncurrent concept.\nd) Pupils associate the contextual meanings of target words reinforced and recognised through\nwhole 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\nrepeated through whole class, group and individual repetition.\nf) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic\nand natural way in various contextual activities and exercises without analysis with the help of\nrecalling their background knowledge (in Turkish in his/her mind).\ng) Pupils use the target words spontaneously and appropriately in different communicative\ncontexts such as peers at school and friends, family and other people outside the school by\nbeing aware of their differences.\nENG.4.1.G1. a) 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.\nENG.4.2.R1. a) 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.4.2.V1.  a) 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.\nENG.4.2.W1.  a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of\nlistening/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.\nENG.4.3.R1. a) Pupils activate their pre-existing knowledge and past experiences related to the current\ntheme and content.\nb) Pupils recognise simple and basic relationships between their pre-existing knowledge, past\nexperiences and clues to the current content.\nc) Pupils make simple preliminary predictions about the current content based on recognised relationships.\nENG.4.3.V1.  a) 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.\nENG.4.3.G1. a) 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.\nENG.4.3.S1.  a) 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.\nENG.4.4.L1.   a) 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.\nENG.4.4.R1.  a) 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.4.4.V1.  a) 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.\nENG.4.4.S1.  a) 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.\nENG.4.5.R1.  a) 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.4.5.W1. a) 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.\nENG.4.6.R1.a) 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. a) 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.\nENG.4.6.W1.   a) 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\n\n"},{"content":"1. Hafta|29 Eylül-05 Ekim|\"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”.\nENG.4.1.W1. Pupils can get ready for the writing-expression process about 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” in an age- and level-appropriate way.\nENG.4.1.V1. Pupils can select and use the target vocabulary of the current content about “school life with\npeople 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.\nENG.4.1.G1. Pupils can select and use the language including target grammatical elements 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.\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”.\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.\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.\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”.\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.\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.\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.\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”.\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”.\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.\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.\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”.\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.\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”.\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.\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.\"\n\n\n","unit":"REVISION PROGRAMME","subject":"\"THEME 1\npeople at school; daily routines and activities at school; activities at present, favourite\nactivities; favourite months\nVocabulary for school activities: To arrive at (school), to have (an assembly (homeroom-AmE.)), to attend\n(lessons), to have (a break (recess-AmE.)), to have breakfast/lunch, to leave (school), to meet, to do sports,\nto 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\nfield trip, a main hall.\nDays of the week\nMonths of the year\n“To be” present (am, is, are):\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\nmonth? My favourite month is January.)\nFunctions: Telling who people are, where people and things are, telling what month it is; expressing\npreferences for favourite months.\nThe S","description":"\"ENG.4.1.L1. a) 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.\nENG.4.1.W1.a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of istening/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.\nENG.4.1.R1.a) 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.4.1.V1.a) 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\nafter hearing/watching the target material and source, together with pointing to the pictures\ndisplayed in class.\nc) Pupils recognise the use of the target words in the target material and source, by listening/\nwatching it several times and seeing how and where the target words are used to describe the\ncurrent concept.\nd) Pupils associate the contextual meanings of target words reinforced and recognised through\nwhole 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\nrepeated through whole class, group and individual repetition.\nf) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic\nand natural way in various contextual activities and exercises without analysis with the help of\nrecalling their background knowledge (in Turkish in his/her mind).\ng) Pupils use the target words spontaneously and appropriately in different communicative\ncontexts such as peers at school and friends, family and other people outside the school by\nbeing aware of their differences.\nENG.4.1.G1. a) 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.\nENG.4.2.R1. a) 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.4.2.V1.  a) 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.\nENG.4.2.W1.  a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of\nlistening/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.\nENG.4.3.R1. a) Pupils activate their pre-existing knowledge and past experiences related to the current\ntheme and content.\nb) Pupils recognise simple and basic relationships between their pre-existing knowledge, past\nexperiences and clues to the current content.\nc) Pupils make simple preliminary predictions about the current content based on recognised relationships.\nENG.4.3.V1.  a) 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.\nENG.4.3.G1. a) 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.\nENG.4.3.S1.  a) 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.\nENG.4.4.L1.   a) 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.\nENG.4.4.R1.  a) 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.4.4.V1.  a) 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.\nENG.4.4.S1.  a) 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.\nENG.4.5.R1.  a) 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.4.5.W1. a) 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.\nENG.4.6.R1.a) 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. a) 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.\nENG.4.6.W1.   a) 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\n\n"},{"content":"2. Hafta|06-12 Ekim|\"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”.\nENG.4.1.W1. Pupils can get ready for the writing-expression process about 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” in an age- and level-appropriate way.\nENG.4.1.V1. Pupils can select and use the target vocabulary of the current content about “school life with\npeople 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.\nENG.4.1.G1. Pupils can select and use the language including target grammatical elements 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.\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”.\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.\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.\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”.\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.\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.\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.\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”.\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”.\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.\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.\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”.\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.\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”.\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.\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.\"\n\n\n","unit":"REVISION PROGRAMME","subject":"\"THEME 1\npeople at school; daily routines and activities at school; activities at present, favourite\nactivities; favourite months\nVocabulary for school activities: To arrive at (school), to have (an assembly (homeroom-AmE.)), to attend\n(lessons), to have (a break (recess-AmE.)), to have breakfast/lunch, to leave (school), to meet, to do sports,\nto 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\nfield trip, a main hall.\nDays of the week\nMonths of the year\n“To be” present (am, is, are):\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\nmonth? My favourite month is January.)\nFunctions: Telling who people are, where people and things are, telling what month it is; expressing\npreferences for favourite months.\nThe S","description":"\"ENG.4.1.L1. a) 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.\nENG.4.1.W1.a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of istening/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.\nENG.4.1.R1.a) 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.4.1.V1.a) 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\nafter hearing/watching the target material and source, together with pointing to the pictures\ndisplayed in class.\nc) Pupils recognise the use of the target words in the target material and source, by listening/\nwatching it several times and seeing how and where the target words are used to describe the\ncurrent concept.\nd) Pupils associate the contextual meanings of target words reinforced and recognised through\nwhole 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\nrepeated through whole class, group and individual repetition.\nf) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic\nand natural way in various contextual activities and exercises without analysis with the help of\nrecalling their background knowledge (in Turkish in his/her mind).\ng) Pupils use the target words spontaneously and appropriately in different communicative\ncontexts such as peers at school and friends, family and other people outside the school by\nbeing aware of their differences.\nENG.4.1.G1. a) 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.\nENG.4.2.R1. a) 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.4.2.V1.  a) 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.\nENG.4.2.W1.  a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of\nlistening/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.\nENG.4.3.R1. a) Pupils activate their pre-existing knowledge and past experiences related to the current\ntheme and content.\nb) Pupils recognise simple and basic relationships between their pre-existing knowledge, past\nexperiences and clues to the current content.\nc) Pupils make simple preliminary predictions about the current content based on recognised relationships.\nENG.4.3.V1.  a) 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.\nENG.4.3.G1. a) 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.\nENG.4.3.S1.  a) 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.\nENG.4.4.L1.   a) 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.\nENG.4.4.R1.  a) 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.4.4.V1.  a) 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.\nENG.4.4.S1.  a) 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.\nENG.4.5.R1.  a) 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.4.5.W1. a) 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.\nENG.4.6.R1.a) 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. a) 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.\nENG.4.6.W1.   a) 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\n\n"},{"content":"3. Hafta|13-19 Ekim|\"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”.\nENG.4.1.W1. Pupils can get ready for the writing-expression process about 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” in an age- and level-appropriate way.\nENG.4.1.V1. Pupils can select and use the target vocabulary of the current content about “school life with\npeople 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.\nENG.4.1.G1. Pupils can select and use the language including target grammatical elements 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.\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”.\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.\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.\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”.\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.\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.\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.\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”.\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”.\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.\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.\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”.\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.\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”.\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.\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.\"\n\n\n","unit":"REVISION PROGRAMME","subject":"\"THEME 1\npeople at school; daily routines and activities at school; activities at present, favourite\nactivities; favourite months\nVocabulary for school activities: To arrive at (school), to have (an assembly (homeroom-AmE.)), to attend\n(lessons), to have (a break (recess-AmE.)), to have breakfast/lunch, to leave (school), to meet, to do sports,\nto 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\nfield trip, a main hall.\nDays of the week\nMonths of the year\n“To be” present (am, is, are):\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\nmonth? My favourite month is January.)\nFunctions: Telling who people are, where people and things are, telling what month it is; expressing\npreferences for favourite months.\nThe S","description":"\"ENG.4.1.L1. a) 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.\nENG.4.1.W1.a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of istening/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.\nENG.4.1.R1.a) 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.4.1.V1.a) 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\nafter hearing/watching the target material and source, together with pointing to the pictures\ndisplayed in class.\nc) Pupils recognise the use of the target words in the target material and source, by listening/\nwatching it several times and seeing how and where the target words are used to describe the\ncurrent concept.\nd) Pupils associate the contextual meanings of target words reinforced and recognised through\nwhole 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\nrepeated through whole class, group and individual repetition.\nf) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic\nand natural way in various contextual activities and exercises without analysis with the help of\nrecalling their background knowledge (in Turkish in his/her mind).\ng) Pupils use the target words spontaneously and appropriately in different communicative\ncontexts such as peers at school and friends, family and other people outside the school by\nbeing aware of their differences.\nENG.4.1.G1. a) 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.\nENG.4.2.R1. a) 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.4.2.V1.  a) 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.\nENG.4.2.W1.  a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of\nlistening/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.\nENG.4.3.R1. a) Pupils activate their pre-existing knowledge and past experiences related to the current\ntheme and content.\nb) Pupils recognise simple and basic relationships between their pre-existing knowledge, past\nexperiences and clues to the current content.\nc) Pupils make simple preliminary predictions about the current content based on recognised relationships.\nENG.4.3.V1.  a) 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.\nENG.4.3.G1. a) 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.\nENG.4.3.S1.  a) 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.\nENG.4.4.L1.   a) 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.\nENG.4.4.R1.  a) 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.4.4.V1.  a) 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.\nENG.4.4.S1.  a) 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.\nENG.4.5.R1.  a) 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.4.5.W1. a) 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.\nENG.4.6.R1.a) 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. a) 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.\nENG.4.6.W1.   a) 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\n\n"},{"content":"4. Hafta|20-26 Ekim|\"ENG.5.1.L1. Students can get ready for the listening/watching-comprehension process for the current\ncontent on “school life with school rules; people, roles and responsibilities at school; school\nroutines; national days and celebrations” carefully.\nENG.5.1.L2. Students can bring information about the current content on “school life with school rules;\npeople, roles and responsibilities at school; school routines; national days and celebrations”\ntogether through significant details and main components while listening (to) /watching it.\nENG.5.1.L3. Students can make meaning of/derive meaning from the current content on “school life with\nschool rules; people, roles and responsibilities at school; school routines; national days and\ncelebrations” through significant details by listening (to) /watching it carefully.\nENG.5.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully\nabout the whole listening/watching-comprehension process in relation to the current content\non “school life with school rules; people, roles and responsibilities at school; school routines;\nnational days and celebrations”.\nENG.5.1.P1 Students can select and use the target phonological elements of the current content about\n“school life with school rules; people, roles and responsibilities at school; school routines;\nnational days and celebrations” accurately, authentically, and naturally through spontaneous\ndecision-making processes and use it in an appropriate and effective way when communicating\nwith others.\nENG.5.1.R1 Students can get ready for the reading-comprehension process about the current content\non “school life with school rules; people, roles and responsibilities at school; school routines;\nnational days and celebrations”.\nENG.5.1.R2. Students can bring information about the current content on “school life with school rules;\npeople, roles and responsibilities at school; school routines; national days and celebrations”\nthrough skimming (looking quickly at) the audio-visual elements and reading the content very\nquickly.\nENG.5.1.R3. Students can make meaning of / derive meaning from the current content about “school life\nwith school rules; people, roles and responsibilities at school; school routines; national days\nand celebrations” by reading it carefully.\nENG.5.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the\nreading-comprehension process about the current content, “school life with school rules;\npeople, roles and responsibilities at school; school routines; national days and celebrations”\nin relation to themselves or others, both individually and/or with others.\nENG.5.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the\nreading-comprehension process about the current content, “school life with school rules;\npeople, roles and responsibilities at school; school routines; national days and celebrations”\nin relation to themselves or others, both individually and/or with others.\nENG.5.1.V1. Students can select and use the target vocabulary of the current content about “school life with\nschool rules; people, roles and responsibilities at school; school routines; national days and\ncelebrations” accurately, authentically, spontaneously, and naturally and use it appropriately\nand effectively when communicating with others.\nENG.5.1.G1. Students can select and use the target grammatical elements of the current content about\n“school life with school rules; people, roles and responsibilities at school; school routines;\nnational days and celebrations” accurately, authentically, spontaneously, and naturally and\nuse it appropriately and effectively when communicating with others.\nENG.5.1.W1. Students can get ready for the writing-expression process about the current content on\n“school life with school rules; people, roles and responsibilities at school; school routines;\nnational days and celebrations”.\nENG.5.1.W2. Students can understand the model/example for the writing task about the current content\non “school life with school rules; people, roles and responsibilities at school; school routines;\nnational days and celebrations”.\nENG.5.1.W3. Students can organise a content for the assigned writing task on the current content “school\nlife with school rules; people, roles and responsibilities at school; school routines; national\ndays and celebrations” based on the model/example provided.\nENG.5.1.W4. Students can individually construct/form content for the assigned writing task on the current\ncontent “school life with school rules; people, roles and responsibilities at school; school\nroutines; national days and celebrations”.\nENG.5.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the\n“school life with school rules; people, roles and responsibilities at school; school routines;\nnational days and celebrations” to communicate with other people.\nENG.5.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the\nwriting-expression process about the current content, “school life with school rules; people,\nroles and responsibilities at school; school routines; national days and celebrations” in relation\nto themselves or others, both individually and/or with others.\nENG.5.1.S1. Students can get ready for speaking-expression process about the current content on “school\nlife with school rules; people, roles and responsibilities at school; school routines; national\ndays and celebrations”.\nENG.5.1.S2. Students can use the model/example for producing verbal content about the current content\non “school life with school rules; people, roles and responsibilities at school; school routines;\nnational days and celebrations”.\nENG.5.1.S3. Students can organise a new verbal content on “school life with school rules; people, roles\nand responsibilities at school; school routines; national days and celebrations” by speaking\naccurately, efficiently, and authentically.\nENG.5.1.S4. Students can construct a new verbal content on “school life with school rules; people, roles\nand responsibilities at school; school routines; national days and celebrations” by speaking\naccurately, efficiently, and authentically.\nENG.5.1.S5. Students can reorganise (reconstruct) and use information about the “school life with\nschool rules; people, roles and responsibilities at school; school routines; national days and\ncelebrations” to communicate with other people.\nENG.5.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the\nspeaking-expression process about the current content, “school life with school rules;\npeople, roles and responsibilities at school; school routines; national days and celebrations”\nto communicate with other people in relation to themselves or others, both individually and/\nor with others.\"","unit":"1. SCHOOL LIFE","subject":"\"SCHOOL LIFE\nSub-themes: “School rules; people, roles and responsibilities at school; school routines; national days and\ncelebrations”.\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for school rules: Verbs: To arrive at school on time, to bring (pens, books, etc.), not to bring food\nor drink into the classroom, not to bully, to follow safety instructions, to help new students, to raise your hand\nbefore you speak, to speak kindly (to your teacher and classmates), to throw (your rubbish in the bin), not to\nrun in the corridor (hallway-AmE), not to shout, to obey rules, not to make noise in the library.\nVocabulary for people at school: Nouns: A boy, a caretaker, a child, children, a classmate, a cleaner, a friend,\na girl, a headmaster/headmistress (principal-AmE), a headteacher, a librarian, a man, a parent, a pupil,\nstudent, a school nurse, a teacher, a woman, a counsellor (counselor-AmE).\nVocabulary for roles and responsibilities at school: Verbs: To ask questions, to attend (meetings), to ","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 recognised 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.\nENG.5.1.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.1.L4.\na)  Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.1.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 recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\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 recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\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.\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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\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.\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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\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.\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.\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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.1.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\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.\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.\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.\nENG.5.1.S3.\na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.1.S4.\na) Studentsusetargetpronunciation, vocabulary, languagechunks/items, andformsofdiscourse 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.\nENG.5.1.S5.\na) Students use the information presented in the current content by reorganising 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.\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.\n\""},{"content":"5. Hafta|27 Ekim-02 Kasım|SCHOOL-BASED PLANNING*\t\t\t\t\t\t\t\t\t\"ENG.5.1.L1. Students can get ready for the listening/watching-comprehension process for the current\ncontent on “school life with school rules; people, roles and responsibilities at school; school\nroutines; national days and celebrations” carefully.\nENG.5.1.L2. Students can bring information about the current content on “school life with school rules;\npeople, roles and responsibilities at school; school routines; national days and celebrations”\ntogether through significant details and main components while listening (to) /watching it.\nENG.5.1.L3. Students can make meaning of/derive meaning from the current content on “school life with\nschool rules; people, roles and responsibilities at school; school routines; national days and\ncelebrations” through significant details by listening (to) /watching it carefully.\nENG.5.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully\nabout the whole listening/watching-comprehension process in relation to the current content\non “school life with school rules; people, roles and responsibilities at school; school routines;\nnational days and celebrations”.\nENG.5.1.P1 Students can select and use the target phonological elements of the current content about\n“school life with school rules; people, roles and responsibilities at school; school routines;\nnational days and celebrations” accurately, authentically, and naturally through spontaneous\ndecision-making processes and use it in an appropriate and effective way when communicating\nwith others.\nENG.5.1.R1 Students can get ready for the reading-comprehension process about the current content\non “school life with school rules; people, roles and responsibilities at school; school routines;\nnational days and celebrations”.\nENG.5.1.R2. Students can bring information about the current content on “school life with school rules;\npeople, roles and responsibilities at school; school routines; national days and celebrations”\nthrough skimming (looking quickly at) the audio-visual elements and reading the content very\nquickly.\nENG.5.1.R3. Students can make meaning of / derive meaning from the current content about “school life\nwith school rules; people, roles and responsibilities at school; school routines; national days\nand celebrations” by reading it carefully.\nENG.5.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the\nreading-comprehension process about the current content, “school life with school rules;\npeople, roles and responsibilities at school; school routines; national days and celebrations”\nin relation to themselves or others, both individually and/or with others.\nENG.5.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the\nreading-comprehension process about the current content, “school life with school rules;\npeople, roles and responsibilities at school; school routines; national days and celebrations”\nin relation to themselves or others, both individually and/or with others.\nENG.5.1.V1. Students can select and use the target vocabulary of the current content about “school life with\nschool rules; people, roles and responsibilities at school; school routines; national days and\ncelebrations” accurately, authentically, spontaneously, and naturally and use it appropriately\nand effectively when communicating with others.\nENG.5.1.G1. Students can select and use the target grammatical elements of the current content about\n“school life with school rules; people, roles and responsibilities at school; school routines;\nnational days and celebrations” accurately, authentically, spontaneously, and naturally and\nuse it appropriately and effectively when communicating with others.\nENG.5.1.W1. Students can get ready for the writing-expression process about the current content on\n“school life with school rules; people, roles and responsibilities at school; school routines;\nnational days and celebrations”.\nENG.5.1.W2. Students can understand the model/example for the writing task about the current content\non “school life with school rules; people, roles and responsibilities at school; school routines;\nnational days and celebrations”.\nENG.5.1.W3. Students can organise a content for the assigned writing task on the current content “school\nlife with school rules; people, roles and responsibilities at school; school routines; national\ndays and celebrations” based on the model/example provided.\nENG.5.1.W4. Students can individually construct/form content for the assigned writing task on the current\ncontent “school life with school rules; people, roles and responsibilities at school; school\nroutines; national days and celebrations”.\nENG.5.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the\n“school life with school rules; people, roles and responsibilities at school; school routines;\nnational days and celebrations” to communicate with other people.\nENG.5.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the\nwriting-expression process about the current content, “school life with school rules; people,\nroles and responsibilities at school; school routines; national days and celebrations” in relation\nto themselves or others, both individually and/or with others.\nENG.5.1.S1. Students can get ready for speaking-expression process about the current content on “school\nlife with school rules; people, roles and responsibilities at school; school routines; national\ndays and celebrations”.\nENG.5.1.S2. Students can use the model/example for producing verbal content about the current content\non “school life with school rules; people, roles and responsibilities at school; school routines;\nnational days and celebrations”.\nENG.5.1.S3. Students can organise a new verbal content on “school life with school rules; people, roles\nand responsibilities at school; school routines; national days and celebrations” by speaking\naccurately, efficiently, and authentically.\nENG.5.1.S4. Students can construct a new verbal content on “school life with school rules; people, roles\nand responsibilities at school; school routines; national days and celebrations” by speaking\naccurately, efficiently, and authentically.\nENG.5.1.S5. Students can reorganise (reconstruct) and use information about the “school life with\nschool rules; people, roles and responsibilities at school; school routines; national days and\ncelebrations” to communicate with other people.\nENG.5.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the\nspeaking-expression process about the current content, “school life with school rules;\npeople, roles and responsibilities at school; school routines; national days and celebrations”\nto communicate with other people in relation to themselves or others, both individually and/\nor with others.\"","unit":"SCHOOL-BASED PLANNING*\t\t\t\t\t\t\t\t\t1. SCHOOL LIFE","subject":"SCHOOL-BASED PLANNING*\t\t\t\t\t\t\t\t\t\"SCHOOL LIFE\nSub-themes: “School rules; people, roles and responsibilities at school; school routines; national days and\ncelebrations”.\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for school rules: Verbs: To arrive at school on time, to bring (pens, books, etc.), not to bring food\nor drink into the classroom, not to bully, to follow safety instructions, to help new students, to raise your hand\nbefore you speak, to speak kindly (to your teacher and classmates), to throw (your rubbish in the bin), not to\nrun in the corridor (hallway-AmE), not to shout, to obey rules, not to make noise in the library.\nVocabulary for people at school: Nouns: A boy, a caretaker, a child, children, a classmate, a cleaner, a friend,\na girl, a headmaster/headmistress (principal-AmE), a headteacher, a librarian, a man, a parent, a pupil,\nstudent, a school nurse, a teacher, a woman, a counsellor (counselor-AmE).\nVocabulary for roles and responsibilities at school: Verbs: To ask quest","description":"SCHOOL-BASED PLANNING*\t\t\t\t\t\t\t\t\t\"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 recognised 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.\nENG.5.1.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.1.L4.\na)  Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.1.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 recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\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 recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\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.\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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\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.\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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\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.\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.\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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.1.W5. \na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\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.\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.\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.\nENG.5.1.S3.\na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.1.S4.\na) Studentsusetargetpronunciation, vocabulary, languagechunks/items, andformsofdiscourse 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.\nENG.5.1.S5.\na) Students use the information presented in the current content by reorganising 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.\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.\n\""},{"content":"1. Hafta|03-09 Kasım|\"ENG.5.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully.\nENG.5.2.L2. Students can bring information about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening (to)/watching it.\nENG.5.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” through significant details by listening (to)/watching it carefully.\nENG.5.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.\nENG.5.2.P1. Students can select and use the target phonological elements of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.\nENG.5.2.R2. Students can bring information about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” by reading it carefully.\nENG.5.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others.\nENG.5.2.V1. Students can select and use the target vocabulary of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.\n \nENG.5.2.W2. Students can understand the model/example for the writing task about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.\nENG.5.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided.\nENG.5.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.\nENG.5.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people.\nENG.5.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others.\nENG.5.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.\nENG.5.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”\nENG.5.2.S3. Students can organise a new verbal content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically.\nENG.5.2.S4. Students can construct a new verbal content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically.\nENG.5.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people.\nENG.5.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"2. CLASSROOM LIFE","subject":"\"Sub-themes: “Classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom (extended school subjects & timetables); cardinal numbers 100-500; ordinal numbers 1-50”.\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for classroom rules: Verbs: To ask for help, to attend lessons, to arrive on time, to be kind and helpful, to be ready, to do (your) best, to keep the classroom tidy, not to leave rubbish (trash-AmE), to share (ideas).\nVocabulary for classroom instructions: Check (your) answers, please! Finish the exercise, please! Let’s return to (your) seats, please. Listen carefully, please! Look at the screen, please! Pack your things, please! Pair up with (your) peer/partner/friend, please! Read this, please! Turn to your peer, please! Write this down, please! Work quietly, please!\nVocabulary for roles in the classroom: Nouns: A counsellor (counselor-AmE), a helper, a monitor, an assistant.\nVocabulary for ","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 recognised 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.\nENG.5.2.L2.\na)  Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.2.L4\na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.2.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 recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.5.2.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\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.\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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\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.\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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after\nlistening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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.\nENG.5.2.G1.\na) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\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.\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.\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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.2.W5.\na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\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\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.\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.\nENG.5.2.S3\na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.2.S4. \na)  Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\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.\nENG.5.2.S5.\na) Students use the information presented in the current content by reorganising 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.\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.\n\""},{"content":"2. Hafta|10-16 Kasım|        FIRST MIDTERM BREAK\t","unit":"FIRST MIDTERM BREAK\t\t\t\t\t\t\t\t\t\t","subject":"FIRST MIDTERM BREAK\t","description":"FIRST MIDTERM BREAK\t"},{"content":"3. Hafta|17-23 Kasım|\"ENG.5.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully.\nENG.5.2.L2. Students can bring information about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening (to)/watching it.\nENG.5.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” through significant details by listening (to)/watching it carefully.\nENG.5.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.\nENG.5.2.P1. Students can select and use the target phonological elements of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.\nENG.5.2.R2. Students can bring information about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” by reading it carefully.\nENG.5.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others.\nENG.5.2.V1. Students can select and use the target vocabulary of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.\n \nENG.5.2.W2. Students can understand the model/example for the writing task about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.\nENG.5.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided.\nENG.5.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.\nENG.5.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people.\nENG.5.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others.\nENG.5.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.\nENG.5.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”\nENG.5.2.S3. Students can organise a new verbal content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically.\nENG.5.2.S4. Students can construct a new verbal content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically.\nENG.5.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people.\nENG.5.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"2. CLASSROOM LIFE","subject":"\"Sub-themes: “Classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom (extended school subjects & timetables); cardinal numbers 100-500; ordinal numbers 1-50”.\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for classroom rules: Verbs: To ask for help, to attend lessons, to arrive on time, to be kind and helpful, to be ready, to do (your) best, to keep the classroom tidy, not to leave rubbish (trash-AmE), to share (ideas).\nVocabulary for classroom instructions: Check (your) answers, please! Finish the exercise, please! Let’s return to (your) seats, please. Listen carefully, please! Look at the screen, please! Pack your things, please! Pair up with (your) peer/partner/friend, please! Read this, please! Turn to your peer, please! Write this down, please! Work quietly, please!\nVocabulary for roles in the classroom: Nouns: A counsellor (counselor-AmE), a helper, a monitor, an assistant.\nVocabulary for ","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 recognised 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.\nENG.5.2.L2.\na)  Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.2.L4\na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.2.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 recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.5.2.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\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.\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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\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.\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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after\nlistening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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.\nENG.5.2.G1.\na) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\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.\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.\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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.2.W5.\na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\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\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.\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.\nENG.5.2.S3\na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\n\nENG.5.2.S4. \na)  Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\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.\nENG.5.2.S5.\na) Students use the information presented in the current content by reorganising 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.\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.\n\""},{"content":"4. Hafta|24-30 Kasım|\"ENG.5.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” carefully.\nENG.5.3.L2. Students can bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” together through significant details and main components while listening (to)/watching it.\nENG.5.3.L3. Students can make meaning of/derive meaning from the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through significant details by listening (to)/watching it carefully.\nENG.5.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”\nENG.5.3.P1. Students can select and use the target phonological elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, and naturally through spontaneous decision- making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.\nENG.5.3.R2. Students can bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.3.R3. Students can make meaning of / derive meaning from the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by reading it carefully.\nENG.5.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others.\nENG.5.3.V1. Students can select and use the target vocabulary of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.3.G1. Students can select and use the target grammatical elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.3.W1. Students can get ready for the writing-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.\nENG.5.3.W2. Students can understand the model/example for the writing task about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.\nENG.5.3.W3. Students can organise a content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” based on the model/example provided.\nENG.5.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.\nENG.5.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people.\nENG.5.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others.\nENG.5.3.S1. Students can get ready for speaking-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.\nENG.5.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.\nENG.5.3.S3. Students can organise a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically.\nENG.5.3.S4. Students can construct a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically.\nENG.5.3.S5. Students can reorganise (reconstruct) and use information about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people.\nENG.5.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"3. PERSONAL LIFE","subject":"\"Sub-themes: “Body parts and physical appearance and (features); clothing and dressing; personality traits”.\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for body parts: Nouns: Back, beard, a body, a bone, an ear, and eye, a face, a finger, a foot, hair, a hand, a head, a heart, a leg, a neck, a nose, skin, a toe, a tooth, a chin, an eyelash(es), an eyebrow(s), a moustache, a tongue.\nVocabulary for physical appearance: Adjectives: Attractive, big, blonde, bright, brunette, chubby, curly, dark, fair, heavy, large, light, long, medium-height, old, plump, pretty, short, silver, slim, straight, strong, tall, wavy, round, huge, beautiful, nice, ugly.\nColours: Black, blue, brown, green, grey, hazel, orange, pink, purple, red, yellow, white.\nVocabulary for physical appearance: Nouns: Weight, height, kilogramme (kg) (kilogram-AmE), metre (meter- AmE).\nVocabulary for physical appearance: Verbs: To look.\nVocabulary for clothing and dressing: Nouns: Fashion, a mirror. Accessories: A bag, a hat, a ha","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 recognised 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.\nENG.5.3.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.3.L4.\na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.3.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 recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.5.3.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\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.\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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\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.\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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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.\nENG.5.3.G1.\na) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\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.\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.\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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.3.W5.\na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\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.\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.\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.\nENG.5.3.S3.\na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.3.S4.\na) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\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.\nENG.5.3.S5.\na) Students use the information presented in the current content by reorganising 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.\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\""},{"content":"1. Hafta|01-07 Aralık|\"ENG.5.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” carefully.\nENG.5.3.L2. Students can bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” together through significant details and main components while listening (to)/watching it.\nENG.5.3.L3. Students can make meaning of/derive meaning from the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through significant details by listening (to)/watching it carefully.\nENG.5.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”\nENG.5.3.P1. Students can select and use the target phonological elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, and naturally through spontaneous decision- making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.\nENG.5.3.R2. Students can bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.3.R3. Students can make meaning of / derive meaning from the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by reading it carefully.\nENG.5.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others.\nENG.5.3.V1. Students can select and use the target vocabulary of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.3.G1. Students can select and use the target grammatical elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.3.W1. Students can get ready for the writing-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.\nENG.5.3.W2. Students can understand the model/example for the writing task about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.\nENG.5.3.W3. Students can organise a content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” based on the model/example provided.\nENG.5.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.\nENG.5.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people.\nENG.5.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others.\nENG.5.3.S1. Students can get ready for speaking-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.\nENG.5.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”.\nENG.5.3.S3. Students can organise a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically.\nENG.5.3.S4. Students can construct a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically.\nENG.5.3.S5. Students can reorganise (reconstruct) and use information about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people.\nENG.5.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\n\nENG.5.4.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” carefully.\nENG.5.4.L2. Students can bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” together through significant details and main components while listening (to)/watching it.\nENG.5.4.L3. Students can make meaning of/derive meaning from the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through significant details by listening (to)/watching it carefully.\nENG.5.4.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.\nENG.5.4.P1. Students can select and use the target phonological elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.\nENG.5.4.R2. Students can bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.4.R3. Students can make meaning of / derive meaning from the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by reading it carefully.\nENG.5.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others.\nENG.5.4.V1. Students can select and use the target vocabulary of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.4.G1. Students can select and use the target grammatical elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.4.W1. Students can get ready for the writing-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.\nENG.5.4.W2. Students can understand the model/example for the writing task about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.\nENG.5.4.W3. Students can organise a content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” based on the model/example provided.\nENG.5.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.\nENG.5.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people.\nENG.5.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others.\n ENG.5.4.S1. Students can get ready for speaking-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.\nENG.5.4.S2. Students can use the model/example for producing verbal content about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.\nENG.5.4.S3. Students can organise a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically.\n ENG.5.4.S4. Students can construct a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically.\nENG.5.4.S5. Students can reorganise (reconstruct) and use information about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people.\nENG.5.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"\"3. PERSONAL LIFE     \n4. FAMILY LIFE\"","subject":"\"Sub-themes: “Body parts and physical appearance and (features); clothing and dressing; personality traits”.\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for body parts: Nouns: Back, beard, a body, a bone, an ear, and eye, a face, a finger, a foot, hair, a hand, a head, a heart, a leg, a neck, a nose, skin, a toe, a tooth, a chin, an eyelash(es), an eyebrow(s), a moustache, a tongue.\nVocabulary for physical appearance: Adjectives: Attractive, big, blonde, bright, brunette, chubby, curly, dark, fair, heavy, large, light, long, medium-height, old, plump, pretty, short, silver, slim, straight, strong, tall, wavy, round, huge, beautiful, nice, ugly.\nColours: Black, blue, brown, green, grey, hazel, orange, pink, purple, red, yellow, white.\nVocabulary for physical appearance: Nouns: Weight, height, kilogramme (kg) (kilogram-AmE), metre (meter- AmE).\nVocabulary for physical appearance: Verbs: To look.\nVocabulary for clothing and dressing: Nouns: Fashion, a mirror. Accessories: A bag, a hat, a ha","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 recognised 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.\nENG.5.3.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.3.L4.\na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.3.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 recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.5.3.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\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.\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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\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.\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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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.\nENG.5.3.G1.\na) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\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.\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.\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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.3.W5.\na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\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.\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.\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.\nENG.5.3.S3.\na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.3.S4.\na) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\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.\nENG.5.3.S5.\na) Students use the information presented in the current content by reorganising 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.\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\nENG.5.4.L1.\na) Students activate their pre-existing knowledge and experience related to the current theme\nand content by recalling their background knowledge imaginatively in her/his own language\nwithout speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and\nexperiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “family life” by using the relationships\nthat they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual\nelements in relation to the current theme.\nENG.5.4.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content\nby listening (to) and watching it again in a careful manner.\nENG.5.4.L3.\na) Students check any initial predictions related to the current content by being aware of the\ncommonalities between self-predictions and clues provided as visuals surrounding the current\ncontent.\nb) Students make important and necessary classifications in the current content that help them\nto understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them\nto understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the\ngenerally perceived current content with the help of classifications and comparisons made\nearlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of\nthe generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/\ncomparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to\nage and language level.\nENG.5.4.L4.\na) Students convey their personal knowledge, experiences, thoughts, and feelings examined\ncarefully in relation to the listening/watching-comprehension process about the current\ncontent.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined\ncarefully in relation to the listening/watching-comprehension process about the current\ncontent by sharing them with others.\nENG.5.4.P1.\na) Listening to the current content by paying attention to the target phonological aspects\nincluding pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source\nseveral times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are\nheard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they\nare heard in different contexts and use them accurately, authentically, and naturally through\nspontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content\nappropriately, spontaneously and effectively when communicating with others.\nENG.5.4.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current\ntheme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past\nexperiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on\nrecognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual\nclues surrounding it.\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.\nENG.5.4.R3.\na) Students carefully check the current content in detail for the accuracy of initial and detailed\npredictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the\nperception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the\nperception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current\ncontent 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\nexamining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.4.R4.\na) Students convey individually the knowledge, experiences, thoughts, and feelings that have\nbeen carefully examined in relation to the current reading-comprehension content and\nprocess.\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\nprocess by revising their personal work carefully after participating in reflective activities.\nENG.5.4.V1.\na) Students guess the main topic of the current content from the audio/visual/written elements\n(e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/\nreading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content\nwith 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\ncontent with the whole class, in groups, and then individually together with or after listening\n(to)/watching/reading the source material.\ne) Students recognise 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\nwith their pre-existing conceptual meanings in the mind without analysing their contextual\nmeaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative\ncontexts by being aware of their differences when communicating with others.\nENG.5.4.G1.\na) Students become 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\nuse of target grammatical chunks/items presented verbally in context with the help of body\nlanguage.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences\ncontaining target grammatical chunks/items that they have noticed in the current content\nthat they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items\nprovided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/\nitems that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items\nwhen they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items naturally, authentically, and\nautomatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by\nusing the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.4.W1.\na) Relating their pre-existing knowledge and experience used in the initial processes of writingexpression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current\ncontent correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.5.4.W2.\na) Students understand the components and details of the content in the provided model/\nsample which is displayed as a guide, by examining it carefully.\nENG.5.4.W3.\na) Students conduct preliminary research for a prepared writing situation according to the\ncurrent 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 organise and/or produce materials relevant to the content for a prepared/\nunprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.5.4.W4.\na) Students present appropriate and accurate materials for a prepared and/or unprepared\nwriting 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\ntype for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks/items accurately and\nappropriately for a prepared and/or unprepared writing task about the current content by\nselecting 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.\nENG.5.4.W5.\na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed\nmeaningful knowledge meaningfully with others.\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.\nENG.5.4.S1.\na) Students make connections with the current content by activating their pre-existing\nknowledge and experiences that they have recalled in the listening (to)/watching/reading\nsections previously.\nENG.5.4.S2.\na) Students listen (to)/watch/read the model/example for the current content with the help of\naudio/visual/written elements.\nENG.5.4.S3.\na) Students recognise what form and type of content is expected and assigned for prepared/\nunprepared speaking situations based on audio/visual/written content as provided in the\nmodel/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the\nage and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.4.S4.\na) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\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\npresented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all\nsupplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.5.4.S5.\na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the\nreconstructed meaningful information about the current content with others.\nENG.5.4.S6.\na) Students convey individually the knowledge, experiences, thoughts, and feelings examined\ncarefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in\nrelation to the speaking-expression process about the current content with others.\n\""},{"content":"2. Hafta|08-14 Aralık|\"ENG.5.4.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” carefully.\nENG.5.4.L2. Students can bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” together through significant details and main components while listening (to)/watching it.\nENG.5.4.L3. Students can make meaning of/derive meaning from the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through significant details by listening (to)/watching it carefully.\nENG.5.4.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.\nENG.5.4.P1. Students can select and use the target phonological elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.\nENG.5.4.R2. Students can bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.4.R3. Students can make meaning of / derive meaning from the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by reading it carefully.\nENG.5.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others.\nENG.5.4.V1. Students can select and use the target vocabulary of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.4.G1. Students can select and use the target grammatical elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.4.W1. Students can get ready for the writing-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.\nENG.5.4.W2. Students can understand the model/example for the writing task about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.\nENG.5.4.W3. Students can organise a content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” based on the model/example provided.\nENG.5.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.\nENG.5.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people.\nENG.5.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others.\n ENG.5.4.S1. Students can get ready for speaking-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.\nENG.5.4.S2. Students can use the model/example for producing verbal content about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.\nENG.5.4.S3. Students can organise a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically.\n ENG.5.4.S4. Students can construct a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically.\nENG.5.4.S5. Students can reorganise (reconstruct) and use information about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people.\nENG.5.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"4. FAMILY LIFE","subject":"\"Sub-themes: “Family members’ jobs and workplaces; daily and job routines of family members; different types of houses”.\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for family members: Nouns: An aunt, a child, a cousin, a dad, a daddy, a grandchild, a granddad, a granddaughter, a grandma, a grandpa, a grandparent, a grandson, a granny, a mum (mom-AmE), a mummy (a mommy-AmE), a nephew, a niece, a parent, a son, twin(s), an uncle, a brother, a sister.\nVocabulary for family members’ jobs: Nouns: An actor, an artist, a boss, a businessman, a businesswoman, a chemist (pharmacist-AmE), a coach, a cook, a customer, a dentist, a doctor (Dr), a driver, an engineer, an explorer, a farmer, a footballer, a journalist, an imam, a manager, a mechanic, a musician, a nurse, a pilot, a receptionist, a teacher.\nVocabulary for family members’ workplaces: Nouns: A cinema (movie theatre-AmE), a studio, a gallery, a company, a laboratory, a gym, a sports centre, a store, a hospital, a clinic, a truck, a facto","description":"\"ENG.5.4.L1.\na) Students activate their pre-existing knowledge and experience related to the current theme\nand content by recalling their background knowledge imaginatively in her/his own language\nwithout speaking it.\nb) Students identify significant relationships between their pre-existing knowledge and\nexperiences and the clues to the current content without translation.\nc) Students make predictions about the current content on “family life” by using the relationships\nthat they recognised accurately by looking at the provided realia, pictures, and context.\nd) Students make predictions about the current content based on the surrounding audio/visual\nelements in relation to the current theme.\nENG.5.4.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content\nby listening (to) and watching it again in a careful manner.\nENG.5.4.L3.\na) Students check any initial predictions related to the current content by being aware of the\ncommonalities between self-predictions and clues provided as visuals surrounding the current\ncontent.\nb) Students make important and necessary classifications in the current content that help them\nto understand it better with details.\nc) Students make important and necessary comparisons in the current content that help them\nto understand it better with details.\nd) Students recognise significant horizontal/vertical/spiral relationships (if any) within the\ngenerally perceived current content with the help of classifications and comparisons made\nearlier.\ne) Students make significant inferences that contribute to the understanding of the meaning of\nthe generally perceived current content.\nf) Students construct the meaning of the current content in detail through the classifications/\ncomparisons/inferences made earlier in relation to it.\ng) Students internalise the current content in an individualised and appropriate way according to\nage and language level.\nENG.5.4.L4.\na) Students convey their personal knowledge, experiences, thoughts, and feelings examined\ncarefully in relation to the listening/watching-comprehension process about the current\ncontent.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined\ncarefully in relation to the listening/watching-comprehension process about the current\ncontent by sharing them with others.\nENG.5.4.P1.\na) Listening to the current content by paying attention to the target phonological aspects\nincluding pronunciation and intonation of utterances.\nb) Students reinforce the target phonological elements by repeating them after the source\nseveral times as a whole class, in groups, and individually.\nc) Students recognise the target phonological elements of the current content when they are\nheard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they\nare heard in different contexts and use them accurately, authentically, and naturally through\nspontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content\nappropriately, spontaneously and effectively when communicating with others.\nENG.5.4.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current\ntheme and content efficiently.\nb) Students recognise significant relationships between their pre-existing knowledge, past\nexperiences and clues to the current content.\nc) Students making significant preliminary predictions about the current content based on\nrecognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual\nclues surrounding it.\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.\nENG.5.4.R3.\na) Students carefully check the current content in detail for the accuracy of initial and detailed\npredictions that are made earlier.\nb) Students classify the significant elements of the current content that contribute to the\nperception of the content in a meaningful way.\nc) Students compare significant elements of the current content that contribute to the\nperception of the content in a meaningful way.\nd) Students recognise significant horizontal/vertical/spiral relationships within the current\ncontent 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\nexamining it carefully.\nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.4.R4.\na) Students convey individually the knowledge, experiences, thoughts, and feelings that have\nbeen carefully examined in relation to the current reading-comprehension content and\nprocess.\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\nprocess by revising their personal work carefully after participating in reflective activities.\nENG.5.4.V1.\na) Students guess the main topic of the current content from the audio/visual/written elements\n(e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/\nreading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content\nwith 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\ncontent with the whole class, in groups, and then individually together with or after listening\n(to)/watching/reading the source material.\ne) Students recognise 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\nwith their pre-existing conceptual meanings in the mind without analysing their contextual\nmeaning in detail.\ng) Students use the target words spontaneously and appropriately in different communicative\ncontexts by being aware of their differences when communicating with others.\nENG.5.4.G1.\na) Students become 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\nuse of target grammatical chunks/items presented verbally in context with the help of body\nlanguage.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences\ncontaining target grammatical chunks/items that they have noticed in the current content\nthat they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items\nprovided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/\nitems that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items\nwhen they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items naturally, authentically, and\nautomatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by\nusing the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.4.W1.\na) Relating their pre-existing knowledge and experience used in the initial processes of writingexpression skills to the current content by activating them in relation with the current content.\nb) Students understand what the writing task and its content are in relation to the current\ncontent correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.5.4.W2.\na) Students understand the components and details of the content in the provided model/\nsample which is displayed as a guide, by examining it carefully.\nENG.5.4.W3.\na) Students conduct preliminary research for a prepared writing situation according to the\ncurrent 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 organise and/or produce materials relevant to the content for a prepared/\nunprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.5.4.W4.\na) Students present appropriate and accurate materials for a prepared and/or unprepared\nwriting 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\ntype for a prepared and/or unprepared writing task.\nc) Students use target words and grammatical language chunks/items accurately and\nappropriately for a prepared and/or unprepared writing task about the current content by\nselecting 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.\nENG.5.4.W5.\na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed\nmeaningful knowledge meaningfully with others.\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.\nENG.5.4.S1.\na) Students make connections with the current content by activating their pre-existing\nknowledge and experiences that they have recalled in the listening (to)/watching/reading\nsections previously.\nENG.5.4.S2.\na) Students listen (to)/watch/read the model/example for the current content with the help of\naudio/visual/written elements.\nENG.5.4.S3.\na) Students recognise what form and type of content is expected and assigned for prepared/\nunprepared speaking situations based on audio/visual/written content as provided in the\nmodel/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the\nage and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.4.S4.\na) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\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\npresented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all\nsupplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.5.4.S5.\na) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the\nreconstructed meaningful information about the current content with others.\nENG.5.4.S6.\na) Students convey individually the knowledge, experiences, thoughts, and feelings examined\ncarefully in relation to the current speaking-expression content and process.\nb) Students share the knowledge, experiences, thoughts, and feelings examined carefully in\nrelation to the speaking-expression process about the current content with others.\n\""},{"content":"3. Hafta|15-21 Aralık|\"ENG.5.5.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” carefully.\nENG.5.5.L2. Students can bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” together through significant details and main components while listening (to)/ watching it.\nENG.5.5.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through significant details by listening (to)/watching it carefully.\nENG.5.5.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.\nENG.5.5.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.5.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.\nENG.5.5.R2. Students can bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.5.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by reading it carefully.\nENG.5.5.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others.\nENG.5.5.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.5.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.5.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.\nENG.5.5.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.\nENG.5.5.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” based on the model/example provided.\nENG.5.5.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.\nENG.5.5.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people.\nENG.5.5.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others.\nENG.5.5.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.\nENG.5.5.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.\nENG.5.5.S3. Students can organise a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically.\nENG.5.5.S4. Students can construct a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically.\nENG.5.5.S5. Students can reorganise (reconstruct) and use information about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people.\nENG.5.5.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"\"5. LIFE IN THE\nNEIGHBOURHOOD\n& CITY\"","subject":"\"Sub-themes: “Attractions and recreational places, services, and transportation in the neighbourhood and the city”.\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for attractions and recreational places in the neighbourhood & city: Nouns: An amusement park, a café, a castle, a cinema (movie theater-theater- AmE), a concert hall, a museum, a park, a shopping centre-shopping mall (mall-AmE), a sports stadium, a theatre. Adjectives: Amazing\nVocabulary for services in the neighbourhood and the city: An airport, a bakery, a bookstore (bookshopAmE), a bus station, a department store, a fire station, a gas station (petrol station-AmE), a gallery, a hall, a hospital, a chemist’s (pharmacy, drugstore-AmE), a hotel, a library, a museum, a mosque, a post office, a railway station (train station-AmE), a store, a theatre (theatre-AmE), a train station.\nVocabulary for transportation tools in the neighbourhood and the city: An aeroplane (airplane-AmE), an ambulance, a boat, a car, a bus, a coach, a helico","description":"\"ENG.5.5.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\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 neighbourhood and city” by using the relationships that they recognised 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.\nENG.5.5.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.5.5.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.5.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.5.P1. a) 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 recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.5.5.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.5.5.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\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.\nENG.5.5.R3. a) 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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.5.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\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.\nENG.5.5.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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.\nENG.5.5.G1. a) Student become 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/items/items 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/items/items 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/items/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/items/items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items/items when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.5.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\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.\nENG.5.5.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\nENG.5.5.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\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 organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.5.5.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\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/items/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.5.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.5.W6. a) 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. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.5.5.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.5.S3. a) Students recognise what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.5.S4. a) Students use target pronunciation, vocabulary, language chunks/items/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\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.\nENG.5.5.S5. a) Students use the information presented in the current content by reorganising 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.\nENG.5.5.S6. a) 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\""},{"content":"4. Hafta|22-28 Aralık|\"ENG.5.5.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” carefully.\nENG.5.5.L2. Students can bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” together through significant details and main components while listening (to)/ watching it.\nENG.5.5.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through significant details by listening (to)/watching it carefully.\nENG.5.5.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.\nENG.5.5.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.5.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.\nENG.5.5.R2. Students can bring information about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.5.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by reading it carefully.\nENG.5.5.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others.\nENG.5.5.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.5.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.5.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.\nENG.5.5.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.\nENG.5.5.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” based on the model/example provided.\nENG.5.5.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.\nENG.5.5.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people.\nENG.5.5.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others.\nENG.5.5.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.\nENG.5.5.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city”.\nENG.5.5.S3. Students can organise a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically.\nENG.5.5.S4. Students can construct a new verbal content on “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically.\nENG.5.5.S5. Students can reorganise (reconstruct) and use information about the “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people.\nENG.5.5.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood and city with attractions and recreational places, services, and transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\n\nENG.5.6.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” carefully.\nENG.5.6.L2. Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” together through significant details and main components while listening (to)/watching it.\nENG.5.6.L3. Students can make meaning of/derive meaning from the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through significant details by listening (to)/ watching it carefully.\nENG.5.6.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.P1. Students can select and use the target phonological elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.6.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.R2. Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.6.R3. Students can make meaning of / derive meaning from the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by reading it carefully.\nENG.5.6.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others.\nENG.5.6.V1. Students can select and use the target vocabulary of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.6.G1. Students can select and use the target grammatical elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.6.W1. Students can get ready for the writing-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.W2. Students can understand the model/example for the writing task about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.W3. Students can organise a content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” based on the model/example provided.\nENG.5.6.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people.\nENG.5.6.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others.\nENG.5.6.S1. Students can get ready for speaking-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.S4. Students can construct a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically.\nENG.5.6.S5. Students can reorganise (reconstruct) and use information about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people.\nENG.5.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"\"5. LIFE IN THE\nNEIGHBOURHOOD\n& CITY\n6. LIFE IN THE WORLD\"","subject":"\"Sub-themes: “Attractions and recreational places, services, and transportation in the neighbourhood and the city”.\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for attractions and recreational places in the neighbourhood & city: Nouns: An amusement park, a café, a castle, a cinema (movie theater-theater- AmE), a concert hall, a museum, a park, a shopping centre-shopping mall (mall-AmE), a sports stadium, a theatre. Adjectives: Amazing\nVocabulary for services in the neighbourhood and the city: An airport, a bakery, a bookstore (bookshopAmE), a bus station, a department store, a fire station, a gas station (petrol station-AmE), a gallery, a hall, a hospital, a chemist’s (pharmacy, drugstore-AmE), a hotel, a library, a museum, a mosque, a post office, a railway station (train station-AmE), a store, a theatre (theatre-AmE), a train station.\nVocabulary for transportation tools in the neighbourhood and the city: An aeroplane (airplane-AmE), an ambulance, a boat, a car, a bus, a coach, a helico","description":"\"ENG.5.5.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\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 neighbourhood and city” by using the relationships that they recognised 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.\nENG.5.5.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.5.5.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.5.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.5.P1. a) 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 recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.5.5.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.5.5.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\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.\nENG.5.5.R3. a) 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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.5.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\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.\nENG.5.5.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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.\nENG.5.5.G1. a) Student become 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/items/items 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/items/items 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/items/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/items/items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items/items when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.5.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\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.\nENG.5.5.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\nENG.5.5.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\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 organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.5.5.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\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/items/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.5.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.5.W6. a) 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. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.5.5.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.5.S3. a) Students recognise what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.5.S4. a) Students use target pronunciation, vocabulary, language chunks/items/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\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.\nENG.5.5.S5. a) Students use the information presented in the current content by reorganising 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.\nENG.5.5.S6. a) 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\nENG.5.6.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\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 recognised 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.\nENG.5.6.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.5.6.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.6.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.6.P1. a) 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, nand individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.5.6.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.5.6.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\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.\nENG.5.6.R3. a) 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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.6.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\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.\nENG.5.6.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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.\nENG.5.6.G1. a) Students become 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/items 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/items 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/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.6.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\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.\nENG.5.6.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\nENG.5.6.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\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 organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.5.6.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.6.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.6.W6. a) 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.5.6.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.5.6.S2. Students can use the model/example for producing verbal content about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.6.S3. Students can organise a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically.\nENG.5.6.S3. a) Students recognise what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.6.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\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.\nENG.5.6.S5. a) Students use the information presented in the current content by reorganising 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.\nENG.5.6.S6. a) 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\""},{"content":"1. Hafta|29 Aralık-04 Ocak|SCHOOL-BASED PLANNING*\t\n\"ENG.5.6.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” carefully.\nENG.5.6.L2. Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” together through significant details and main components while listening (to)/watching it.\nENG.5.6.L3. Students can make meaning of/derive meaning from the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through significant details by listening (to)/ watching it carefully.\nENG.5.6.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.P1. Students can select and use the target phonological elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.6.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.R2. Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.6.R3. Students can make meaning of / derive meaning from the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by reading it carefully.\nENG.5.6.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others.\nENG.5.6.V1. Students can select and use the target vocabulary of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.6.G1. Students can select and use the target grammatical elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.6.W1. Students can get ready for the writing-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.W2. Students can understand the model/example for the writing task about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.W3. Students can organise a content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” based on the model/example provided.\nENG.5.6.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people.\nENG.5.6.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others.\nENG.5.6.S1. Students can get ready for speaking-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.S4. Students can construct a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically.\nENG.5.6.S5. Students can reorganise (reconstruct) and use information about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people.\nENG.5.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"\t\t\t\t\t\t\t\t","unit":"SCHOOL-BASED PLANNING*\t\t\n6. LIFE IN THE WORLD\t\t\t\t\t\t\t","subject":"SCHOOL-BASED PLANNING*\t\n\"Sub-themes: “Continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for continents: Africa, Antarctica, Asia, Australia, Europe, North America, South America.\nVocabulary for countries: Türkiye, England, Australia, Brazil, Canada, China, France, Germany, Ireland, Italy, Japan, New Zealand, Portugal, Russia, Spain, the USA, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus, Kazakhstan, Kyrgyzstan.\nVocabulary for nationalities and languages: Turkish/Turkish, English/English, Australian/English, Brazilian/ Portuguese, Canadian/English, Chinese/Chinese (Mandarin), French/French, German/German, Irish/English, Italian/Italian, Japanese/Japanese, New Zealander/English, Portuguese/Portuguese, Russian/Russian, Spanish/Spanish, American/English, Azerbaijani Turkish/Azerbaijani Turkish, Uzbek/Turkish, Turkmen/ Turkish, Turkis","description":"SCHOOL-BASED PLANNING*\t\n\"ENG.5.6.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\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 recognised 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.\nENG.5.6.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.5.6.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.6.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.6.P1. a) 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, nand individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.5.6.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.5.6.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\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.\nENG.5.6.R3. a) 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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.6.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\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.\nENG.5.6.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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.\nENG.5.6.G1. a) Students become 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/items 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/items 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/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.6.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\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.\nENG.5.6.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\nENG.5.6.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\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 organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.5.6.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.6.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.6.W6. a) 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.5.6.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.5.6.S2. Students can use the model/example for producing verbal content about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.6.S3. Students can organise a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically.\nENG.5.6.S3. a) Students recognise what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.6.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\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.\nENG.5.6.S5. a) Students use the information presented in the current content by reorganising 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.\nENG.5.6.S6. a) 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\"\t\t\t\t\t\t\t\t"},{"content":"2. Hafta|05-11 Ocak|\"ENG.5.6.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” carefully.\nENG.5.6.L2. Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” together through significant details and main components while listening (to)/watching it.\nENG.5.6.L3. Students can make meaning of/derive meaning from the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through significant details by listening (to)/ watching it carefully.\nENG.5.6.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.P1. Students can select and use the target phonological elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.6.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.R2. Students can bring information about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.6.R3. Students can make meaning of / derive meaning from the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by reading it carefully.\nENG.5.6.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others.\nENG.5.6.V1. Students can select and use the target vocabulary of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.6.G1. Students can select and use the target grammatical elements of the current content about “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.6.W1. Students can get ready for the writing-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.W2. Students can understand the model/example for the writing task about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.W3. Students can organise a content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” based on the model/example provided.\nENG.5.6.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people.\nENG.5.6.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” in relation to themselves or others, both individually and/or with others.\nENG.5.6.S1. Students can get ready for speaking-expression process about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.S4. Students can construct a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically.\nENG.5.6.S5. Students can reorganise (reconstruct) and use information about the “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people.\nENG.5.6.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"6. LIFE IN THE WORLD","subject":"\"Sub-themes: “Continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for continents: Africa, Antarctica, Asia, Australia, Europe, North America, South America.\nVocabulary for countries: Türkiye, England, Australia, Brazil, Canada, China, France, Germany, Ireland, Italy, Japan, New Zealand, Portugal, Russia, Spain, the USA, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus, Kazakhstan, Kyrgyzstan.\nVocabulary for nationalities and languages: Turkish/Turkish, English/English, Australian/English, Brazilian/ Portuguese, Canadian/English, Chinese/Chinese (Mandarin), French/French, German/German, Irish/English, Italian/Italian, Japanese/Japanese, New Zealander/English, Portuguese/Portuguese, Russian/Russian, Spanish/Spanish, American/English, Azerbaijani Turkish/Azerbaijani Turkish, Uzbek/Turkish, Turkmen/ Turkish, Turkish Cypriot/Turkish, Kazak","description":"\"ENG.5.6.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\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 recognised 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.\nENG.5.6.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.5.6.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.6.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.6.P1. a) 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, nand individually.\nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.5.6.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.5.6.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\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.\nENG.5.6.R3. a) 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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.6.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\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.\nENG.5.6.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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.\nENG.5.6.G1. a) Students become 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/items 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/items 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/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.6.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\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.\nENG.5.6.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\nENG.5.6.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\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 organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.5.6.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.6.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.6.W6. a) 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.5.6.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.5.6.S2. Students can use the model/example for producing verbal content about the current content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world”.\nENG.5.6.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.6.S3. Students can organise a new verbal content on “life in the world with continents, countries, nationalities, and languages; different cuisines from the world; food festivals from different parts of the world” by speaking accurately, efficiently, and authentically.\nENG.5.6.S3. a) Students recognise what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.6.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\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.\nENG.5.6.S5. a) Students use the information presented in the current content by reorganising 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.\nENG.5.6.S6. a) 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\""},{"content":"3. Hafta|12-18 Ocak|\"ENG.5.7.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” carefully.\nENG.5.7.L2. Students can bring information about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” together through significant details and main components while listening (to)/watching it.\nENG.5.7.L3. Students can make meaning of/derive meaning from the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” through significant details by listening (to)/watching it carefully.\nENG.5.7.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.\nENG.5.7.P1. Students can select and use the target phonological elements of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.7.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.\nENG.5.7.R2. Students can bring information about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.7.R3. Students can make meaning of / derive meaning from the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by reading it carefully.\nENG.5.7.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” in relation to themselves or others, both individually and/or with others.\nENG.5.7.V1. Students can select and use the target vocabulary of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.7.G1. Students can select and use the target grammatical elements of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.7.W1. Students can get ready for the writing-expression process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.\nENG.5.7.W2. Students can understand the model/example for the writing task about the current ontent on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.\nENG.5.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” based on the model/example provided.\nENG.5.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature with animals in nature and habitats; daily activities and nature; ctivities in nature”.\nENG.5.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people.\nENG.5.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” in relation to themselves or others, both individually and/or with others.\nENG.5.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.\nENG.5.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.\nENG.5.7.S3. Students can organise a new verbal content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by speaking accurately, efficiently, and authentically.\nENG.5.7.S4. Students can construct a new verbal content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by speaking accurately, efficiently, and authentically.\nENG.5.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people.\nENG.5.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the peaking-expression process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"7. LIFE IN NATURE","subject":"\"Sub-themes: “Animals in nature and habitats; daily activities and nature; activities in nature”. Target Vocabulary in Use (with revisional vocabulary):\nVocabulary for animals and natural habitats:\nLand habitats: Nouns: A rainforest, a desert, a grassland, a savannah, a temperate forest, a tropical forest, a mountain.\nWater habitats: Nouns: The Arctic, the ocean, a lake, a wetland, the sea, the sky, ice, temperature, sand, storm, mud, wind. Adjectives: Hot, cold, cool, dry, wild, high, wide, endangered, warm, wet, magical.\nAnimals: Nouns: A bird, a bear, a bee, a camel, a dolphin, a duck, an elephant, a fish, a frog, an insect, a monkey, a parrot, a rabbit, a snake, a tiger, a whale. Verbs: To kill, to protect, to blow, to destroy, to feed, to exist, to reach, to fly, to swim, to jump, to chirp, to hunt, to cut down.\nVocabulary for daily activities and nature: Nouns: a storm. Verbs: To collect, to enjoy the view, to feed, to fish, to have a picnic, to plant, to pick, to recycle, to save, to swing, to blow\nVoc","description":"\"ENG.5.7.L1. a) Students activate their pre-existing knowledge and experience related to the current themeand 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 recognised 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.\nENG.5.7.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.5.7.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.7.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. \nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.7.P1. a) 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 recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. \nENG.5.7.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.5.7.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\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. \nENG.5.7.R3. a) 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. d) Students recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.7.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and\nprocess.\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.\nENG.5.7.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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.\nENG.5.7.G1. a) Students become 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/items 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/items 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/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.7.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\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.\nENG.5.7.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\nENG.5.7.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\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 organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.7.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\n b) 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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.7.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.7.W6. a) 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.5.7.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.5.7.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.7.S3. a) Students recognise what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the\nmodel/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\n e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.7.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\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.\nENG.5.7.S5. a) Students use the information presented in the current content by reorganising 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.\nENG.5.7.S6. a) 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\""},{"content":"4. Hafta|19-25 Ocak|                SEMESTER\t\t\t\t\t\t\t\t\t\t\t","unit":"SEMESTER\t\t\t\t\t\t\t\t\t\t\t","subject":"SEMESTER\t\t\t\t\t\t\t\t\t\t\t","description":"SEMESTER\t\t\t\t\t\t\t\t\t\t\t"},{"content":"5. Hafta|26 Ocak-01 Şubat|SEMESTER\t\t\t\t\t\t\t\t\t\t\t","unit":"SEMESTER\t\t\t\t\t\t\t\t\t\t\t","subject":"SEMESTER\t\t\t\t\t\t\t\t\t\t\t","description":"SEMESTER\t\t\t\t\t\t\t\t\t\t\t"},{"content":"1. Hafta|02-08 Şubat|                 \"ENG.5.7.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” carefully.\nENG.5.7.L2. Students can bring information about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” together through significant details and main components while listening (to)/watching it.\nENG.5.7.L3. Students can make meaning of/derive meaning from the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” through significant details by listening (to)/watching it carefully.\nENG.5.7.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.\nENG.5.7.P1. Students can select and use the target phonological elements of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.7.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.\nENG.5.7.R2. Students can bring information about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.7.R3. Students can make meaning of / derive meaning from the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by reading it carefully.\nENG.5.7.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” in relation to themselves or others, both individually and/or with others.\nENG.5.7.V1. Students can select and use the target vocabulary of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.7.G1. Students can select and use the target grammatical elements of the current content about “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.7.W1. Students can get ready for the writing-expression process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.\nENG.5.7.W2. Students can understand the model/example for the writing task about the current ontent on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.\nENG.5.7.W3. Students can organise a content for the assigned writing task on the current content “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” based on the model/example provided.\nENG.5.7.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature with animals in nature and habitats; daily activities and nature; ctivities in nature”.\nENG.5.7.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people.\nENG.5.7.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” in relation to themselves or others, both individually and/or with others.\nENG.5.7.S1. Students can get ready for speaking-expression process about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.\nENG.5.7.S2. Students can use the model/example for producing verbal content about the current content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature”.\nENG.5.7.S3. Students can organise a new verbal content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by speaking accurately, efficiently, and authentically.\nENG.5.7.S4. Students can construct a new verbal content on “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” by speaking accurately, efficiently, and authentically.\nENG.5.7.S5. Students can reorganise (reconstruct) and use information about the “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people.\nENG.5.7.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the peaking-expression process about the current content, “life in nature with animals in nature and habitats; daily activities and nature; activities in nature” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"7. LIFE IN NATURE","subject":"\"Sub-themes: “Animals in nature and habitats; daily activities and nature; activities in nature”. Target Vocabulary in Use (with revisional vocabulary):\nVocabulary for animals and natural habitats:\nLand habitats: Nouns: A rainforest, a desert, a grassland, a savannah, a temperate forest, a tropical forest, a mountain.\nWater habitats: Nouns: The Arctic, the ocean, a lake, a wetland, the sea, the sky, ice, temperature, sand, storm, mud, wind. Adjectives: Hot, cold, cool, dry, wild, high, wide, endangered, warm, wet, magical.\nAnimals: Nouns: A bird, a bear, a bee, a camel, a dolphin, a duck, an elephant, a fish, a frog, an insect, a monkey, a parrot, a rabbit, a snake, a tiger, a whale. Verbs: To kill, to protect, to blow, to destroy, to feed, to exist, to reach, to fly, to swim, to jump, to chirp, to hunt, to cut down.\nVocabulary for daily activities and nature: Nouns: a storm. Verbs: To collect, to enjoy the view, to feed, to fish, to have a picnic, to plant, to pick, to recycle, to save, to swing, to blow\nVoc","description":"\"ENG.5.7.L1. a) Students activate their pre-existing knowledge and experience related to the current themeand 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 recognised 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.\nENG.5.7.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.5.7.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.7.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. \nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.7.P1. a) 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 recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. \nENG.5.7.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.5.7.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\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. \nENG.5.7.R3. a) 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. d) Students recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.7.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and\nprocess.\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.\nENG.5.7.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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.\nENG.5.7.G1. a) Students become 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/items 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/items 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/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.7.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\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.\nENG.5.7.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\nENG.5.7.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\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 organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.7.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\n b) 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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.7.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.7.W6. a) 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.5.7.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.5.7.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.7.S3. a) Students recognise what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the\nmodel/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\n e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.7.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\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.\nENG.5.7.S5. a) Students use the information presented in the current content by reorganising 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.\nENG.5.7.S6. a) 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\""},{"content":"2. Hafta|09-15 Şubat|                 \"ENG.5.8.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” carefully.\nENG.5.8.L2. Students can bring information about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” together through significant details and main components while listening (to)/watching it.\nENG.5.8.L3. Students can make meaning of/derive meaning from the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” through significant details by listening (to)/watching it carefully.\nENG.5.8.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”\nENG.5.8.P1. Students can select and use the target phonological elements of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.8.R1. Students can get ready for the reading-comprehension process about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”.\nENG.5.8.R2. Students can bring information about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.8.R3. Students can make meaning of / derive meaning from the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” by reading it carefully.\nENG.5.8.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” in relation to themselves or others, both individually and/or with others.\nENG.5.8.V1. Students can select and use the target vocabulary of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.8.G1. Students can select and use the target grammatical elements of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.8.W1. Students can get ready for the writing-expression process about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”.\nENG.5.8.W2. Students can understand the model/example for the writing task about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”.\nENG.5.8.W3. Students can organise a content for the assigned writing task on the current content “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” based on the model/example provided.\nENG.5.8.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”.\nENG.5.8.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” to communicate with other people.\nENG.5.8.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” in relation to themselves or others, both individually and/or with others.\nENG.5.8.S1. Students can get ready for speaking-expression process about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”.\nENG.5.8.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”.\nENG.5.8.S3. Students can organise a new verbal content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” by speaking accurately, efficiently, and authentically.\nENG.5.8.S4. Students can construct a new verbal content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” by speaking accurately, efficiently, and authentically.\nENG.5.8.S5. Students can reorganise (reconstruct) and use information about the “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” to communicate with other people.\nENG.5.8.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\"","unit":"\"8. LIFE IN THE\nUNIVERSE\"","subject":"\"Sub-themes: “Planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”.\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for planets in the solar system: Nouns: A planet, the moon, the sun, moon(s), a star, the sky, space, the Milky Way, a comet, a galaxy, the world, size, spaceship. Planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. Directions: East, west, north, south.\nVocabulary for facts about planets: Nouns: An asteroid, an astronaut, a climate (change), a comet, a diameter, dust, energy, gas, metal, a movement, ring(s), a rock, atmosphere, a satellite, an orbit, a surface, solar energy. Verbs: To exist, to light, to rise, to revolve around, to travel around, to rise, to discover. Adjectives: Dwarf, bright, connected, enormous, liquid, solid, major, huge, enormous.\nVocabulary for the Earth as a planet: Verbs: To cover, to heat, to prevent, to protect, to provide, to rise, to reduce, to recycle, to explore. Nouns: A continent, a","description":"\"ENG.5.8.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\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” by using the relationships that they recognised 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.\nENG.5.8.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.5.8.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.8.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the currentcontent. \nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.8.P1. a) 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 recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others.\nENG.5.8.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.5.8.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\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.\nENG.5.8.R3. a) 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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.8.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\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.\nENG.5.8.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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.\nENG.5.8.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.8.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\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.\nENG.5.8.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\nENG.5.8.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\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 organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.8.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.8.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.8.W6. a) 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.5.8.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.5.8.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.8.S3. a) Students recognise what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the\nage and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared\nspeaking situations, appropriate to age and language level, as provided in the model/sample\ncontent.\ne) Students organise the information about the current content to be presented for prepared/or\nunprepared speaking situations in an appropriate way as required.\nENG.5.8.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of\ndiscourse related to the current content effectively by selecting them accurately and\nappropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented\nin the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as\npresented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all\nsupplementary elements and body language in an appropriate and accurate way in context\nfor prepared and/or unprepared speaking situations.\nENG.5.8.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the\nreconstructed meaningful information about the current content with others.\n ENG.5.8.S6. a) 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\""},{"content":"3. Hafta|16-22 Şubat|                 \"ENG.5.8.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” carefully.\nENG.5.8.L2. Students can bring information about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” together through significant details and main components while listening (to)/watching it.\nENG.5.8.L3. Students can make meaning of/derive meaning from the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” through significant details by listening (to)/watching it carefully.\nENG.5.8.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”\nENG.5.8.P1. Students can select and use the target phonological elements of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.8.R1. Students can get ready for the reading-comprehension process about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”.\nENG.5.8.R2. Students can bring information about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.8.R3. Students can make meaning of / derive meaning from the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” by reading it carefully.\nENG.5.8.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” in relation to themselves or others, both individually and/or with others.\nENG.5.8.V1. Students can select and use the target vocabulary of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.8.G1. Students can select and use the target grammatical elements of the current content about “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.8.W1. Students can get ready for the writing-expression process about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”.\nENG.5.8.W2. Students can understand the model/example for the writing task about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”.\nENG.5.8.W3. Students can organise a content for the assigned writing task on the current content “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” based on the model/example provided.\nENG.5.8.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”.\nENG.5.8.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” to communicate with other people.\nENG.5.8.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” in relation to themselves or others, both individually and/or with others.\nENG.5.8.S1. Students can get ready for speaking-expression process about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”.\nENG.5.8.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”.\nENG.5.8.S3. Students can organise a new verbal content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” by speaking accurately, efficiently, and authentically.\nENG.5.8.S4. Students can construct a new verbal content on “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” by speaking accurately, efficiently, and authentically.\nENG.5.8.S5. Students can reorganise (reconstruct) and use information about the “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” to communicate with other people.\nENG.5.8.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe with planets in the solar system; facts about planets; earth as a planet; extreme weather conditions” to communicate with other people in relation to themselves or others, both individually and/or with others.\n\n\n\nENG.5.9.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” carefully.\nENG.5.9.L2. Students can bring information about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” together through significant details and main components while listening (to)/watching it.\nENG.5.9.L3. Students can make meaning of/derive meaning from the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” through significant details by listening (to)/watching it carefully.\nENG.5.9.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”\nENG.5.9.P1. Students can select and use the target phonological elements of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.9.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.R2. Students can bring information about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.9.R3. Students can make meaning of / derive meaning from the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by reading it carefully.\nENG.5.9.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” in relation to themselves or others, both individually and/or with others.\nENG.5.9.V1. Students can select and use the target vocabulary of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.9.G1. Students can select and use the target grammatical elements of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.9.W1. Students can get ready for the writing-expression process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.W2. Students can understand the model/example for the writing task about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.W3. Students can organise a content for the assigned writing task on the current content “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” based on the model/example provided.\nENG.5.9.W4. Students can individually construct/form content for the assigned writing task on the current content “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people.\nENG.5.9.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” in relation to themselves or others, both individually and/or with others.\nENG.5.9.S1. Students can get ready for speaking-expression process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.S2. Students can use the model/example for producing verbal content about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.S3. Students can organise a new verbal content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by speaking accurately, efficiently, and authentically.\nENG.5.9.S4. Students can construct a new verbal content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by speaking accurately, efficiently, and authentically.\nENG.5.9.S5. Students can reorganise (reconstruct) and use information about the “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people.\nENG.5.9.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people in relation to themselves or others, both individually and/ or with others.\n\"","unit":"\"8. LIFE IN THE\nUNIVERSE                                                          \n9. SCHOOL LIFE &\nEDUCATION\"","subject":"\"Sub-themes: “Planets in the solar system; facts about planets; earth as a planet; extreme weather conditions”.\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for planets in the solar system: Nouns: A planet, the moon, the sun, moon(s), a star, the sky, space, the Milky Way, a comet, a galaxy, the world, size, spaceship. Planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. Directions: East, west, north, south.\nVocabulary for facts about planets: Nouns: An asteroid, an astronaut, a climate (change), a comet, a diameter, dust, energy, gas, metal, a movement, ring(s), a rock, atmosphere, a satellite, an orbit, a surface, solar energy. Verbs: To exist, to light, to rise, to revolve around, to travel around, to rise, to discover. Adjectives: Dwarf, bright, connected, enormous, liquid, solid, major, huge, enormous.\nVocabulary for the Earth as a planet: Verbs: To cover, to heat, to prevent, to protect, to provide, to rise, to reduce, to recycle, to explore. Nouns: A continent, a","description":"\"ENG.5.8.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\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” by using the relationships that they recognised 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.\nENG.5.8.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.5.8.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.8.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the currentcontent. \nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.8.P1. a) 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 recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others.\nENG.5.8.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.5.8.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\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.\nENG.5.8.R3. a) 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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.8.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\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.\nENG.5.8.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/reading it several times for recognition.\nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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.\nENG.5.8.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language.\nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\nd) Students act out physically the clauses/sentences containing the target grammatical chunks/items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.8.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\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.\nENG.5.8.W2. a) Students understand the components and details of the content in the provided model/sample which is displayed as a guide, by examining it carefully.\nENG.5.8.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\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 organise and/or produce materials relevant to the content for a prepared/unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.8.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.8.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.8.W6. a) 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.5.8.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.5.8.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.8.S3. a) Students recognise what form and type of content is expected and assigned for prepared/unprepared speaking situations based on audio/visual/written content as provided in the model/example. b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the\nage and language level as presented in the model/sample content.\nd) Students organise supplementary audio/visual/written materials for prepared/or unprepared\nspeaking situations, appropriate to age and language level, as provided in the model/sample\ncontent.\ne) Students organise the information about the current content to be presented for prepared/or\nunprepared speaking situations in an appropriate way as required.\nENG.5.8.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of\ndiscourse related to the current content effectively by selecting them accurately and\nappropriately for prepared/unprepared speaking situations.\nb) Students present individually prepared content in an accurate and efficient way as presented\nin the model/example for prepared speaking situations clearly, efficiently, and appropriately.\nc) Students present individually prepared information in an accurate and efficient way as\npresented in the model/example for unprepared speaking situations.\nd) Students express the message about the current content clearly to the reader by using all\nsupplementary elements and body language in an appropriate and accurate way in context\nfor prepared and/or unprepared speaking situations.\nENG.5.8.S5. a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.\nb) Students engage in appropriate and efficient verbal communication by sharing the\nreconstructed meaningful information about the current content with others.\n ENG.5.8.S6. a) 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\nENG.5.9.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 and education” by using the relationships that they recognised 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.\nENG.5.9.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.5.9.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.9.L4.\na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully relation to the listening/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.\nENG.5.9.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 recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.5.9.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.5.9.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.\nENG.5.9.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.9.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.\nENG.5.9.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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.\nENG.5.9.G1.\na) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\nh)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.9.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.\nENG.5.9.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.\nENG.5.9.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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.5.9.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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.9.W5.\na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.9.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.5.9.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.\nENG.5.9.S2.\na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.9.S3.\na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.9.S4.\na) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\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.\nENG.5.9.S5.\na) Students use the information presented in the current content by reorganising 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.\nENG.5.9.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\""},{"content":"4. Hafta|23 Şubat-01 Mart|                 \"ENG.5.9.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” carefully.\nENG.5.9.L2. Students can bring information about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” together through significant details and main components while listening (to)/watching it.\nENG.5.9.L3. Students can make meaning of/derive meaning from the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” through significant details by listening (to)/watching it carefully.\nENG.5.9.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”\nENG.5.9.P1. Students can select and use the target phonological elements of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.9.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.R2. Students can bring information about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.9.R3. Students can make meaning of / derive meaning from the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by reading it carefully.\nENG.5.9.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” in relation to themselves or others, both individually and/or with others.\nENG.5.9.V1. Students can select and use the target vocabulary of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.9.G1. Students can select and use the target grammatical elements of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.9.W1. Students can get ready for the writing-expression process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.W2. Students can understand the model/example for the writing task about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.W3. Students can organise a content for the assigned writing task on the current content “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” based on the model/example provided.\nENG.5.9.W4. Students can individually construct/form content for the assigned writing task on the current content “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people.\nENG.5.9.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” in relation to themselves or others, both individually and/or with others.\nENG.5.9.S1. Students can get ready for speaking-expression process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.S2. Students can use the model/example for producing verbal content about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.S3. Students can organise a new verbal content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by speaking accurately, efficiently, and authentically.\nENG.5.9.S4. Students can construct a new verbal content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by speaking accurately, efficiently, and authentically.\nENG.5.9.S5. Students can reorganise (reconstruct) and use information about the “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people.\nENG.5.9.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people in relation to themselves or others, both individually and/ or with others.\n\"","unit":"\"9. SCHOOL LIFE &\nEDUCATION\"","subject":"\"Sub-themes:\nSchools from different parts of the world; extracurricular activities at school; clubs at school\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for general terms related to education:\nNouns: An educational programme, a diploma, a year (grade AmE), an extracurricular activity, a student, a qualification, facilities. Verbs: To graduate, to practise (to practice-AmE), to research, to register.\nVocabulary for types of school: A primary school (an elementary school-AmE), a lower secondary school (junior high school/middle school-AmE), an upper secondary school (high school-AmE), a vocational school, a private school, a public school, an international school, a boarding school, a special needs school, a language school, a college, a university.\nVocabulary for facilities in different types of schools:\nNouns: A cafeteria, a courtyard, a gym, a conference room, a seminar room, a swimming pool, a tennis court, a basketball court, a teacher’s room/a staff room (teachers’ lounge-AmE), a he","description":"\"ENG.5.9.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 and education” by using the relationships that they recognised 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.\nENG.5.9.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.5.9.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.9.L4.\na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully relation to the listening/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.\nENG.5.9.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 recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.5.9.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.5.9.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.\nENG.5.9.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.9.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.\nENG.5.9.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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.\nENG.5.9.G1.\na) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\nh)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.9.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.\nENG.5.9.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.\nENG.5.9.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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.5.9.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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.9.W5.\na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.9.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.5.9.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.\nENG.5.9.S2.\na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.9.S3.\na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.9.S4.\na) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\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.\nENG.5.9.S5.\na) Students use the information presented in the current content by reorganising 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.\nENG.5.9.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\""},{"content":"1. Hafta|02-08 Mart|                 \"ENG.5.9.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” carefully.\nENG.5.9.L2. Students can bring information about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” together through significant details and main components while listening (to)/watching it.\nENG.5.9.L3. Students can make meaning of/derive meaning from the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” through significant details by listening (to)/watching it carefully.\nENG.5.9.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”\nENG.5.9.P1. Students can select and use the target phonological elements of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.9.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.R2. Students can bring information about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.\nENG.5.9.R3. Students can make meaning of / derive meaning from the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by reading it carefully.\nENG.5.9.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” in relation to themselves or others, both individually and/or with others.\nENG.5.9.V1. Students can select and use the target vocabulary of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.9.G1. Students can select and use the target grammatical elements of the current content about “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.9.W1. Students can get ready for the writing-expression process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.W2. Students can understand the model/example for the writing task about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.W3. Students can organise a content for the assigned writing task on the current content “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” based on the model/example provided.\nENG.5.9.W4. Students can individually construct/form content for the assigned writing task on the current content “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people.\nENG.5.9.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” in relation to themselves or others, both individually and/or with others.\nENG.5.9.S1. Students can get ready for speaking-expression process about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.S2. Students can use the model/example for producing verbal content about the current content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school”.\nENG.5.9.S3. Students can organise a new verbal content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by speaking accurately, efficiently, and authentically.\nENG.5.9.S4. Students can construct a new verbal content on “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” by speaking accurately, efficiently, and authentically.\nENG.5.9.S5. Students can reorganise (reconstruct) and use information about the “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people.\nENG.5.9.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with schools from different parts of the world; extracurricular activities at school; clubs at school” to communicate with other people in relation to themselves or others, both individually and/ or with others.\n\n\nENG.5.10.L1. Students can get ready for the listening /watching-comprehension process for the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” carefully.\nENG.5.10.L2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” together through significant details and main components while listening(to)/watching it. \nENG.5.10.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through significant details by listening(to)/watching it carefully.\nENG.5.10.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” \nENG.5.10.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. \nENG.5.10.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. \nENG.5.10.R2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. \nENG.5.10.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by reading it carefully. \nENG.5.10.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. \nENG.5.10.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.10.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.10.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.\nENG.5.10.W2. Students can understand the model/example for the writing task about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.\nENG.5.10.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” based on the model/example provided. \nENG.5.10.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. \nENG.5.10.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people. \nENG.5.10.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. \nENG.5.10.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” \nENG.5.10.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” \nENG.5.10.S3. Students can organise a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically.\nENG.5.10.S4. Students can construct a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically. \nENG.5.10.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people.\nENG.5.10.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people in relation to themselves or others, both individually and/or with others. \n\"","unit":"9. SCHOOL LIFE &\n EDUCATION\n\n 10. CLASSROOM \nLIFE & LEARNING","subject":"\"Sub-themes:\nSchools from different parts of the world; extracurricular activities at school; clubs at school\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for general terms related to education:\nNouns: An educational programme, a diploma, a year (grade AmE), an extracurricular activity, a student, a qualification, facilities. Verbs: To graduate, to practise (to practice-AmE), to research, to register.\nVocabulary for types of school: A primary school (an elementary school-AmE), a lower secondary school (junior high school/middle school-AmE), an upper secondary school (high school-AmE), a vocational school, a private school, a public school, an international school, a boarding school, a special needs school, a language school, a college, a university.\nVocabulary for facilities in different types of schools:\nNouns: A cafeteria, a courtyard, a gym, a conference room, a seminar room, a swimming pool, a tennis court, a basketball court, a teacher’s room/a staff room (teachers’ lounge-AmE), a he","description":"\"ENG.5.9.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 and education” by using the relationships that they recognised 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.\nENG.5.9.L2.\na) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.\nENG.5.9.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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.9.L4.\na) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully relation to the listening/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.\nENG.5.9.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 recognise the target phonological elements of the current content when they are heard in different contexts.\nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.\ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.5.9.R1.\na) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\nb) Students recognise 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 recognised relationships.\nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.\nENG.5.9.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.\nENG.5.9.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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.9.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.\nENG.5.9.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 recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\ne) Students recognise 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 analysing 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.\nENG.5.9.G1.\na) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.\ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\nh)Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.9.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.\nENG.5.9.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.\nENG.5.9.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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.5.9.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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.9.W5.\na) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.9.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.5.9.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.\nENG.5.9.S2.\na) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.9.S3.\na) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.9.S4.\na) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\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.\nENG.5.9.S5.\na) Students use the information presented in the current content by reorganising 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.\nENG.5.9.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\nENG.5.10.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\n b) 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 and learning” by using the relationships that they recognised 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. \nENG.5.10.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. \nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. \nENG.5.10.L3.  a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. \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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. \nENG.5.10.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. \nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. \nENG.5.10.P1. a) 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 recognise the target phonological elements of the current content when they are heard in different contexts. \nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. \ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.5.10.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. \nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\n c) Students make significant preliminary predictions about the current content based on recognised relationships. \nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. \nENG.5.10.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\n b) 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. \nENG.5.10.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. \n b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\n c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. \nd) Students recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. \nENG.5.10.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. \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.\n c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.5.10.V1.  a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\n b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. \nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. \nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. \ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\n f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\n g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.5.10.G1.a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. \ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. \nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. \ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. \nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\n i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. \nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.10.W1.  a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\n b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.5.10.W2.  a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. \nENG.5.10.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\n b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. \nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.10.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\n b) 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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\n d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. \nENG.5.10.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. \nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. \nENG.5.10.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\n b) 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.5.10.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. \nENG.5.10.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.10.S3.  a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. \n b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. \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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\n e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.10.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\n b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. \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. \nENG.5.10.S5.  a) Students use the information presented in the current content by reorganising 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. \nENG.5.10.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\n b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\n\""},{"content":"2. Hafta|09-15 Mart|                 \"ENG.5.10.L1. Students can get ready for the listening /watching-comprehension process for the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” carefully.\nENG.5.10.L2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” together through significant details and main components while listening(to)/watching it. \nENG.5.10.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through significant details by listening(to)/watching it carefully.\nENG.5.10.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” \nENG.5.10.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. \nENG.5.10.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. \nENG.5.10.R2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. \nENG.5.10.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by reading it carefully. \nENG.5.10.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. \nENG.5.10.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.10.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.10.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.\nENG.5.10.W2. Students can understand the model/example for the writing task about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.\nENG.5.10.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” based on the model/example provided. \nENG.5.10.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. \nENG.5.10.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people. \nENG.5.10.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. \nENG.5.10.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” \nENG.5.10.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” \nENG.5.10.S3. Students can organise a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically.\nENG.5.10.S4. Students can construct a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically. \nENG.5.10.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people.\nENG.5.10.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people in relation to themselves or others, both individually and/or with others. \n\"","unit":"\"10. CLASSROOM \nLIFE & LEARNING\"\n","subject":"\"Sub-themes:\n “Technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.\n Target Vocabulary in Use (with revisional vocabulary): \nVocabulary for technological classroom tools: Verbs: To access, to download, to upload, to sign in, to sign out, to sign up, to search, to send, to text, to receive, to connect, to print, to click, to switch on, to switch off, to log in, to log out, to label.\n Nouns: A PC, a laptop, a printer, a server, a screen, a keyboard, a file, a homepage, a website, a webcam, a web page, a smartphone, a connection, 3d printer, a headset. \nVocabulary for learning activities:\n Nouns: An assignment, pair work, group work, a role-play, brainstorming, a discussion, a question-answer session, a task, a presentation. Verbs: To take notes, to summarise, to analyse, to compare, to define, to solve a problem, to conclude, to participate, to share, to guess, to discuss. \nCardinal numbers: (500-1000) Ordinal numbers: (50-100): Target Grammatical Structure","description":"\"ENG.5.10.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\n b) 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 and learning” by using the relationships that they recognised 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. \nENG.5.10.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. \nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. \nENG.5.10.L3.  a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. \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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. \nENG.5.10.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. \nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. \nENG.5.10.P1. a) 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 recognise the target phonological elements of the current content when they are heard in different contexts. \nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. \ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.5.10.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. \nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\n c) Students make significant preliminary predictions about the current content based on recognised relationships. \nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. \nENG.5.10.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\n b) 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. \nENG.5.10.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. \n b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\n c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. \nd) Students recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. \nENG.5.10.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. \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.\n c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.5.10.V1.  a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\n b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. \nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. \nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. \ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\n f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\n g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.5.10.G1.a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. \ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. \nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. \ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. \nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\n i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. \nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.10.W1.  a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\n b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.5.10.W2.  a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. \nENG.5.10.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\n b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. \nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.10.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\n b) 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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\n d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. \nENG.5.10.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. \nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. \nENG.5.10.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\n b) 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.5.10.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. \nENG.5.10.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.10.S3.  a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. \n b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. \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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\n e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.10.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\n b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. \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. \nENG.5.10.S5.  a) Students use the information presented in the current content by reorganising 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. \nENG.5.10.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\n b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\n\""},{"content":"3. Hafta|16-22 Mart|                 SECOND MIDTERM BREAK\t\t\t\t\t\t","unit":"SECOND MIDTERM BREAK\t\t\t\t\t\t","subject":"SECOND MIDTERM BREAK\t\t\t\t\t\t","description":"SECOND MIDTERM BREAK\t\t\t\t\t\t"},{"content":"4. Hafta|23-29 Mart|                 SCHOOL-BASED PLANNING*\t\t\n\"ENG.5.10.L1. Students can get ready for the listening /watching-comprehension process for the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” carefully.\nENG.5.10.L2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” together through significant details and main components while listening(to)/watching it. \nENG.5.10.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through significant details by listening(to)/watching it carefully.\nENG.5.10.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” \nENG.5.10.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. \nENG.5.10.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. \nENG.5.10.R2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. \nENG.5.10.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by reading it carefully. \nENG.5.10.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. \nENG.5.10.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.10.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.10.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.\nENG.5.10.W2. Students can understand the model/example for the writing task about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.\nENG.5.10.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” based on the model/example provided. \nENG.5.10.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. \nENG.5.10.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people. \nENG.5.10.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. \nENG.5.10.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” \nENG.5.10.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” \nENG.5.10.S3. Students can organise a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically.\nENG.5.10.S4. Students can construct a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically. \nENG.5.10.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people.\nENG.5.10.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people in relation to themselves or others, both individually and/or with others. \n\"\t\t\t\t\t\t\t","unit":"SCHOOL-BASED PLANNING*\t\n10. CLASSROOM LIFE & LEARNING                                                               \t\t\t\t\t\t\t\t","subject":"SCHOOL-BASED PLANNING*\t\n\"Sub-themes:\n “Technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.\n Target Vocabulary in Use (with revisional vocabulary): \nVocabulary for technological classroom tools: Verbs: To access, to download, to upload, to sign in, to sign out, to sign up, to search, to send, to text, to receive, to connect, to print, to click, to switch on, to switch off, to log in, to log out, to label.\n Nouns: A PC, a laptop, a printer, a server, a screen, a keyboard, a file, a homepage, a website, a webcam, a web page, a smartphone, a connection, 3d printer, a headset. \nVocabulary for learning activities:\n Nouns: An assignment, pair work, group work, a role-play, brainstorming, a discussion, a question-answer session, a task, a presentation. Verbs: To take notes, to summarise, to analyse, to compare, to define, to solve a problem, to conclude, to participate, to share, to guess, to discuss. \nCardinal numbers: (500-1000) Ordinal numbers: (50-100): Targ","description":"SCHOOL-BASED PLANNING*\t\n\"ENG.5.10.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\n b) 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 and learning” by using the relationships that they recognised 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. \nENG.5.10.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. \nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. \nENG.5.10.L3.  a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. \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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. \nENG.5.10.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. \nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. \nENG.5.10.P1. a) 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 recognise the target phonological elements of the current content when they are heard in different contexts. \nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. \ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.5.10.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. \nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\n c) Students make significant preliminary predictions about the current content based on recognised relationships. \nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. \nENG.5.10.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\n b) 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. \nENG.5.10.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. \n b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\n c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. \nd) Students recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. \nENG.5.10.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. \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.\n c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.5.10.V1.  a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\n b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. \nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. \nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. \ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\n f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\n g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.5.10.G1.a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. \ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. \nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. \ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. \nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\n i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. \nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.10.W1.  a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\n b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.5.10.W2.  a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. \nENG.5.10.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\n b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. \nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.10.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\n b) 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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\n d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. \nENG.5.10.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. \nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. \nENG.5.10.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\n b) 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.5.10.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. \nENG.5.10.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.10.S3.  a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. \n b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. \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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\n e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.10.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\n b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. \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. \nENG.5.10.S5.  a) Students use the information presented in the current content by reorganising 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. \nENG.5.10.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\n b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\n\"\t\t\t\t\t\t\t\t"},{"content":"1. Hafta|30 Mart-05 Nisan|                 \"ENG.5.10.L1. Students can get ready for the listening /watching-comprehension process for the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” carefully.\nENG.5.10.L2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” together through significant details and main components while listening(to)/watching it. \nENG.5.10.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through significant details by listening(to)/watching it carefully.\nENG.5.10.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” \nENG.5.10.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. \nENG.5.10.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. \nENG.5.10.R2. Students can bring information about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. \nENG.5.10.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by reading it carefully. \nENG.5.10.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. \nENG.5.10.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.10.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.10.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.\nENG.5.10.W2. Students can understand the model/example for the writing task about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.\nENG.5.10.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” based on the model/example provided. \nENG.5.10.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. \nENG.5.10.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people. \nENG.5.10.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in relation to themselves or others, both individually and/or with others. \nENG.5.10.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” \nENG.5.10.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” \nENG.5.10.S3. Students can organise a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically.\nENG.5.10.S4. Students can construct a new verbal content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” by speaking accurately, efficiently, and authentically. \nENG.5.10.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people.\nENG.5.10.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” to communicate with other people in relation to themselves or others, both individually and/or with others. \n\n\nENG.5.11.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” carefully.\n ENG.5.11.L2. Students can bring information about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” together through significant details and main components while listening (to)/watching it.\nENG.5.11.L3. Students can make meaning of/derive meaning from the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” through significant details by listening (to)/watching it carefully. \nENG.5.11.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” \nENG.5.11.P1. Students can select and use the target phonological elements of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.11.R1. Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. \nENG.5.11.R2. Students can bring information about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. \nENG.5.11.R3. Students can make meaning of / derive meaning from the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by reading it carefully. \nENG.5.11.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” in relation to themselves or others, both individually and/or with others. \nENG.5.11.V1. Students can select and use the target vocabulary of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.11.G1. Students can select and use the target grammatical elements of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.11.W1. Students can get ready for the writing-expression process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”.\nENG.5.11.W2. Students can understand the model/example for the writing task about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. \nENG.5.11.W3. Students can organise a content for the assigned writing task on the current content “personal life and well-being with body parts; human illnesses and diseases; keeping good health” based on the model/example provided.\nENG.5.11.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with body parts; human illnesses and diseases; keeping good health”.\nENG.5.11.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with body parts; human illnesses and diseases; keeping good health” to communicate with other people. \nENG.5.11.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” in relation to themselves or others, both individually and/or with others. \nENG.5.11.S1. Students can get ready for speaking-expression process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. \nENG.5.11.S2. Students can use the model/example for producing verbal content about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. \nENG.5.11.S3. Students can organise a new verbal content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by speaking accurately, efficiently, and authentically. \nENG.5.11.S4. Students can construct a new verbal content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by speaking accurately, efficiently, and authentically. \nENG.5.11.S5. Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with body parts; human illnesses and diseases; keeping good health” to communicate with other people.\nENG.5.11.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” to communicate with other people in relation to themselves or others, both individually and/or with others. \n\"","unit":"\"10. CLASSROOM LIFE & LEARNING \n\n11. PERSONAL LIFE & WELL-BEING\"","subject":"\"Sub-themes:\n “Technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”.\n Target Vocabulary in Use (with revisional vocabulary): \nVocabulary for technological classroom tools: Verbs: To access, to download, to upload, to sign in, to sign out, to sign up, to search, to send, to text, to receive, to connect, to print, to click, to switch on, to switch off, to log in, to log out, to label.\n Nouns: A PC, a laptop, a printer, a server, a screen, a keyboard, a file, a homepage, a website, a webcam, a web page, a smartphone, a connection, 3d printer, a headset. \nVocabulary for learning activities:\n Nouns: An assignment, pair work, group work, a role-play, brainstorming, a discussion, a question-answer session, a task, a presentation. Verbs: To take notes, to summarise, to analyse, to compare, to define, to solve a problem, to conclude, to participate, to share, to guess, to discuss. \nCardinal numbers: (500-1000) Ordinal numbers: (50-100): Target Grammatical Structure","description":"\"ENG.5.10.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\n b) 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 and learning” by using the relationships that they recognised 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. \nENG.5.10.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. \nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. \nENG.5.10.L3.  a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. \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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. \nENG.5.10.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. \nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. \nENG.5.10.P1. a) 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 recognise the target phonological elements of the current content when they are heard in different contexts. \nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. \ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.\nENG.5.10.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. \nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\n c) Students make significant preliminary predictions about the current content based on recognised relationships. \nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. \nENG.5.10.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.\n b) 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. \nENG.5.10.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. \n b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.\n c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. \nd) Students recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. \nENG.5.10.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. \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.\n c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.5.10.V1.  a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\n b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. \nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. \nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. \ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\n f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\n g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.5.10.G1.a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. \ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. \nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. \ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. \nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\n i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. \nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.10.W1.  a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\n b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.5.10.W2.  a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. \nENG.5.10.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\n b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. \nc) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.10.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\n b) 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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\n d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. \nENG.5.10.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. \nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. \nENG.5.10.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\n b) 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.5.10.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. \nENG.5.10.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.10.S3.  a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. \n b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. \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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\n e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.10.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.\n b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. \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. \nENG.5.10.S5.  a) Students use the information presented in the current content by reorganising 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. \nENG.5.10.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\n b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\n\nENG.5.11.L1.  a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\n b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\n c) Students make predictions about the current content on “personal life and well-being” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. \nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.5.11.L2.  a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. \nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. \nENG.5.11.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. \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 recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\n e) 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.\n g) Students internalise the current content in an individualised and appropriate way according to age and language level. \nENG.5.11.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. \nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. \nENG.5.11.P1.  a) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\n b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\n c) Students recognise the target phonological elements of the current content when they are heard in different contexts.\n d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. \ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. \nENG.5.11.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. \nb) Students recognise 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 recognised relationships.\n d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. \nENG.5.11.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. \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.\nENG.5.11.R3. a) 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 recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\n e) Students make meaningful inferences from the information in the current content by examining it carefully. \nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. \nENG.5.11.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. \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.\n c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. \nENG.5.11.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. \nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. \nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\n d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. \ne) Students recognise 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 analysing their contextual meaning in detail.\n g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. \nENG.5.11.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\n b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. \n c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\n d) Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\n e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. \nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. \ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. \nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. \ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\n j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.11.W1.  a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. \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. \nENG.5.11.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.5.11.W3.  a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. \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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.5.11.W4.  a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. \nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.11.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. \nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.11.W6.a) 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.5.11.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.5.11.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. \nENG.5.11.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. \nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. \nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. \n d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. \ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.11.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. \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.\n d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.5.11.S5.  a) Students use the information presented in the current content by reorganising 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. \nENG.5.11.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. \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\""},{"content":"2. Hafta|06-12 Nisan|                 \"ENG.5.11.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” carefully.\n ENG.5.11.L2. Students can bring information about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” together through significant details and main components while listening (to)/watching it.\nENG.5.11.L3. Students can make meaning of/derive meaning from the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” through significant details by listening (to)/watching it carefully. \nENG.5.11.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” \nENG.5.11.P1. Students can select and use the target phonological elements of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.11.R1. Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. \nENG.5.11.R2. Students can bring information about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. \nENG.5.11.R3. Students can make meaning of / derive meaning from the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by reading it carefully. \nENG.5.11.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” in relation to themselves or others, both individually and/or with others. \nENG.5.11.V1. Students can select and use the target vocabulary of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.11.G1. Students can select and use the target grammatical elements of the current content about “personal life and well-being with body parts; human illnesses and diseases; keeping good health” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.11.W1. Students can get ready for the writing-expression process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”.\nENG.5.11.W2. Students can understand the model/example for the writing task about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. \nENG.5.11.W3. Students can organise a content for the assigned writing task on the current content “personal life and well-being with body parts; human illnesses and diseases; keeping good health” based on the model/example provided.\nENG.5.11.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with body parts; human illnesses and diseases; keeping good health”.\nENG.5.11.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with body parts; human illnesses and diseases; keeping good health” to communicate with other people. \nENG.5.11.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” in relation to themselves or others, both individually and/or with others. \nENG.5.11.S1. Students can get ready for speaking-expression process about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. \nENG.5.11.S2. Students can use the model/example for producing verbal content about the current content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health”. \nENG.5.11.S3. Students can organise a new verbal content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by speaking accurately, efficiently, and authentically. \nENG.5.11.S4. Students can construct a new verbal content on “personal life and well-being with body parts; human illnesses and diseases; keeping good health” by speaking accurately, efficiently, and authentically. \nENG.5.11.S5. Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with body parts; human illnesses and diseases; keeping good health” to communicate with other people.\nENG.5.11.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with body parts; human illnesses and diseases; keeping good health” to communicate with other people in relation to themselves or others, both individually and/or with others. \n\"","unit":"\"11. PERSONAL LIFE & WELL-BEING\n\"","subject":"\"Sub-themes: \n“Body parts; human illnesses and diseases; keeping good health”. \nTarget Vocabulary in Use (with revisional vocabulary): \nVocabulary for body parts: \nNouns: A head, a face, hair, a forehead, an eyebrow, an eyelash, an eye, an ear, a nose, a mouth, lips, a tongue, a tooth, teeth, a chin, a neck, shoulders, a chest, a back, an arm, a hand, fingers, a leg, a knee, an ankle, a foot, toes, heart, brain, a stomach. \nVocabulary for human illnesses and diseases: Nouns: A patient, a cold, the flu, cough, a headache, stomach ache, sore throat, a backache, earache, allergy, allergic reaction, treatment, COVID-19, a patient, pain, a painkiller, an emergency, blood, medical help. Verbs: To vomit, to lie down, to feel dizzy, to breathe, to get better, to get worse, to feel sick, to spin, to hurt, to treat, to examine. Adjectives: Painful, pale, weak. \nVocabulary for keeping good health: Adjectives: Empathy, ambitious, creative, courageous. Nouns: Self-care, mindfulness, social connection, happiness, digital d","description":"\"ENG.5.11.L1.  a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\n b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\n c) Students make predictions about the current content on “personal life and well-being” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. \nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.\nENG.5.11.L2.  a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. \nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. \nENG.5.11.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. \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 recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\n e) 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.\n g) Students internalise the current content in an individualised and appropriate way according to age and language level. \nENG.5.11.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. \nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. \nENG.5.11.P1.  a) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\n b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\n c) Students recognise the target phonological elements of the current content when they are heard in different contexts.\n d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. \ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. \nENG.5.11.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. \nb) Students recognise 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 recognised relationships.\n d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. \nENG.5.11.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. \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.\nENG.5.11.R3. a) 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 recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.\n e) Students make meaningful inferences from the information in the current content by examining it carefully. \nf) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. \nENG.5.11.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. \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.\n c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. \nENG.5.11.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. \nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. \nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\n d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. \ne) Students recognise 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 analysing their contextual meaning in detail.\n g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. \nENG.5.11.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\n b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. \n c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\n d) Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\n e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. \nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. \ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. \nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. \ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\n j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.11.W1.  a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. \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. \nENG.5.11.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.5.11.W3.  a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. \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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.\nENG.5.11.W4.  a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. \nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.11.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. \nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.11.W6.a) 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.5.11.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.5.11.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. \nENG.5.11.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. \nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. \nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. \n d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. \ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.\nENG.5.11.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. \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.\n d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.\nENG.5.11.S5.  a) Students use the information presented in the current content by reorganising 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. \nENG.5.11.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. \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\""},{"content":"3. Hafta|13-19 Nisan|                 \"\"\"ENG.5.12.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” carefully. \nENG.5.12.L2. Students can bring information about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” together through significant details and main components while listening (to)/watching it. \nENG.5.12.L3. Students can make meaning of/derive meaning from the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” through significant details by listening (to)/watching it carefully. \nENG.5.12.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” \nENG.5.12.P1. Students can select and use the target phonological elements of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. \nENG.5.12.R1. Students can get ready for the reading-comprehension process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. \nENG.5.12.R2. Students can bring information about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. \nENG.5.12.R3. Students can make meaning of / derive meaning from the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by reading it carefully. \nENG.5.12.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” in relation to themselves or others, both individually and/or with others. \nENG.5.12.V1. Students can select and use the target vocabulary of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.12.G1. Students can select and use the target grammatical elements of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.12.W1. Students can get ready for the writing-expression process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. \nENG.5.12.W2. Students can understand the model/example for the writing task about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. \nENG.5.12.W3. Students can organise a content for the assigned writing task on the current content “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” based on the model/example provided. \nENG.5.12.W4. Students can individually construct/form content for the assigned writing task on the current content “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. \nENG.5.12.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people. \nENG.5.12.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” in relation to themselves or others, both individually and/or with others.\nENG.5.12.S1. Students can get ready for speaking-expression process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”\nENG.5.12.S2. Students can use the model/example for producing verbal content about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” \nENG.5.12.S3. Students can organise a new verbal content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by speaking accurately, efficiently, and authentically. \nENG.5.12.S4. Students can construct a new verbal content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by speaking accurately, efficiently, and authentically. \nENG.5.12.S5. Students can reorganise (reconstruct) and use information about the “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people.\nENG.5.12.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people in relation to themselves or others, both individually and/or with others. \n\"","unit":"\"12. FAMILY LIFE &\nHOME\n\"","subject":"\"Sub-themes: \n“Family members’ abilities and skills; hobbies of family members, different lifestyles of families in different houses”.\nTarget Vocabulary in Use (with revisional vocabulary) Vocabulary for family members’ abilities and skills:\n Verbs: To act, to babysit, to barbecue, to build, to catch, to climb, to code, to communicate, to cycle, to create, to decide, to develop, to design, to describe, to explain, to film, to fish, to fly, to grill, to improve, to jump, to manage (time), to match, to organise, to perform, to peel, to programme, to run, to sail, to skateboard, to solve, to surf. \nVocabulary for hobbies of family members (sports, films, music): \nVerbs: To do barbecue, to go to the beach, to ride a bicycle, to ride a bike, to camp, to collect, to go cycling, to go to a festival, to go out, to go shopping, to play the guitar, to go on a holiday, to join, to be a member, to go to a museum, to paint, to go to the park, to take a photograph, to go on a picnic, to do a quiz, to play a video game. \nVo","description":"\"ENG.5.12.L1.a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. \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 and home” by using the relationships that they recognised 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.\nENG.5.12.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. \nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. \nENG.5.12.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. \nENG.5.12.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. \nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.12.P1. a) 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 recognise the target phonological elements of the current content when they are heard in different contexts. \nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. \ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. \nENG.5.12.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. \nb) Students recognise 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 recognised relationships.\n d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. \nENG.5.12.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. \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. \nENG.5.12.R3. a) 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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.12.R4.a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\n b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. \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.\nENG.5.12.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\n b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. \nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. \nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. \ne) Students recognise 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 analysing 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. \nENG.5.12.G1. a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. \ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. \nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. \ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. \nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. \ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. \nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. \nENG.5.12.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\n b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.5.12.W2.a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. \nENG.5.12.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\n b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\n c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.12.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. \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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\n d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. \nENG.5.12.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\n b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. \nENG.5.12.W6.  a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\n b) 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. ENG.5.12.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. \nENG.5.12.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.12.S3.a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. \nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. \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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. \ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. \nENG.5.12.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. \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. \nENG.5.12.S5.  a) Students use the information presented in the current content by reorganising 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. \nENG.5.12.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. \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\""},{"content":"4. Hafta|20-26 Nisan|                 \"\"\"ENG.5.12.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” carefully. \nENG.5.12.L2. Students can bring information about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” together through significant details and main components while listening (to)/watching it. \nENG.5.12.L3. Students can make meaning of/derive meaning from the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” through significant details by listening (to)/watching it carefully. \nENG.5.12.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” \nENG.5.12.P1. Students can select and use the target phonological elements of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. \nENG.5.12.R1. Students can get ready for the reading-comprehension process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. \nENG.5.12.R2. Students can bring information about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. \nENG.5.12.R3. Students can make meaning of / derive meaning from the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by reading it carefully. \nENG.5.12.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” in relation to themselves or others, both individually and/or with others. \nENG.5.12.V1. Students can select and use the target vocabulary of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.12.G1. Students can select and use the target grammatical elements of the current content about “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.12.W1. Students can get ready for the writing-expression process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. \nENG.5.12.W2. Students can understand the model/example for the writing task about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. \nENG.5.12.W3. Students can organise a content for the assigned writing task on the current content “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” based on the model/example provided. \nENG.5.12.W4. Students can individually construct/form content for the assigned writing task on the current content “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”. \nENG.5.12.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people. \nENG.5.12.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” in relation to themselves or others, both individually and/or with others.\nENG.5.12.S1. Students can get ready for speaking-expression process about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”\nENG.5.12.S2. Students can use the model/example for producing verbal content about the current content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” \nENG.5.12.S3. Students can organise a new verbal content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by speaking accurately, efficiently, and authentically. \nENG.5.12.S4. Students can construct a new verbal content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” by speaking accurately, efficiently, and authentically. \nENG.5.12.S5. Students can reorganise (reconstruct) and use information about the “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people.\nENG.5.12.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” to communicate with other people in relation to themselves or others, both individually and/or with others. \n\n\n\nENG.5.13.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” carefully.\nENG.5.13.L2. Students can bring information about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” together through significant details and main components while listening (to)/watching it. \nENG.5.13.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” through significant details by listening (to)/watching it carefully. \nENG.5.13.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. \nENG.5.13.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. \nENG.5.13.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”.\nENG.5.13.R2. Students can bring information about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. \nENG.5.13.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by reading it carefully. \nENG.5.13.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. \nENG.5.13.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.13.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.13.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. \nENG.5.13.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. \nENG.5.13.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” based on the model/example provided.\nENG.5.13.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. \nENG.5.13.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” to communicate with other people. \nENG.5.13.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. \nENG.5.13.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. \nENG.5.13.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. \nENG.5.13.S3. Students can organise a new verbal content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. \nENG.5.13.S4.Students can construct a new verbal content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. \nENG.5.13.S5.Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” to communicate with other people. \nENG.5.13.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/ or with others.\n\"","unit":"\"12. FAMILY LIFE &\nHOME\n\n13.LIFE IN THE\nNEIGHBOURHOOD\n& CITY & SOCIAL\nLIFE\"","subject":"\"Sub-themes: \n“Family members’ abilities and skills; hobbies of family members, different lifestyles of families in different houses”.\nTarget Vocabulary in Use (with revisional vocabulary) Vocabulary for family members’ abilities and skills:\n Verbs: To act, to babysit, to barbecue, to build, to catch, to climb, to code, to communicate, to cycle, to create, to decide, to develop, to design, to describe, to explain, to film, to fish, to fly, to grill, to improve, to jump, to manage (time), to match, to organise, to perform, to peel, to programme, to run, to sail, to skateboard, to solve, to surf. \nVocabulary for hobbies of family members (sports, films, music): \nVerbs: To do barbecue, to go to the beach, to ride a bicycle, to ride a bike, to camp, to collect, to go cycling, to go to a festival, to go out, to go shopping, to play the guitar, to go on a holiday, to join, to be a member, to go to a museum, to paint, to go to the park, to take a photograph, to go on a picnic, to do a quiz, to play a video game. \nVo","description":"\"ENG.5.12.L1.a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. \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 and home” by using the relationships that they recognised 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.\nENG.5.12.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. \nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. \nENG.5.12.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\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 recognise 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 internalise the current content in an individualised and appropriate way according to age and language level. \nENG.5.12.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. \nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.12.P1. a) 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 recognise the target phonological elements of the current content when they are heard in different contexts. \nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. \ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. \nENG.5.12.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. \nb) Students recognise 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 recognised relationships.\n d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. \nENG.5.12.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. \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. \nENG.5.12.R3. a) 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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.12.R4.a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\n b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. \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.\nENG.5.12.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.\n b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. \nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. \nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. \ne) Students recognise 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 analysing 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. \nENG.5.12.G1. a) Students become 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/items 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/items 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/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. \ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. \nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness. \ng) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. \nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. \ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. \nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. \nENG.5.12.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\n b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.5.12.W2.a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. \nENG.5.12.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.\n b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.\n c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.12.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. \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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.\n d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. \nENG.5.12.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\n b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. \nENG.5.12.W6.  a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\n b) 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. ENG.5.12.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. \nENG.5.12.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.12.S3.a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. \nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. \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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. \ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. \nENG.5.12.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. \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. \nENG.5.12.S5.  a) Students use the information presented in the current content by reorganising 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. \nENG.5.12.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. \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\nENG.5.13.L1.  a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\n b) 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 neighbourhood, city and social life” by using the relationships that they recognised 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.\nENG.5.13.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. \nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. \nENG.5.13.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. \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 recognise 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.\n f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. \ng) Students internalise the current content in an individualised and appropriate way according to age and language level. \nENG.5.13.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. \nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. \nENG.5.13.P1. a) 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 recognise the target phonological elements of the current content when they are heard in different contexts.\n d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. \ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. \nENG.5.13.R1.  a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\n b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\n c) Students make significant preliminary predictions about the current content based on recognised relationships. \nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. \nENG.5.13.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. \nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\n c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. \nENG.5.13.R3. a) 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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. \nENG.5.13.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. \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.\n c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.5.13.V1.  a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. \nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. \nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\n d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. \ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\n f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\n g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.5.13.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\n b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. \nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. \nd) Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\n e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. \nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.\n g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\n h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. \ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. \nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.13.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\n b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. \nENG.5.13.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. \nENG.5.13.W3.  a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. \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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.13.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. \nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\n c) Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. \nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. \nENG.5.13.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\n b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. \nENG.5.13.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\n b) 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.5.13.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. \nENG.5.13.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. \nENG.5.13.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. \nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\n c) 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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\n e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. \nENG.5.13.S4.a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. \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.\n d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unpreparedspeaking situations. \nENG.5.13.S5.a) Students use the information presented in the current content by reorganising 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. \nENG.5.13.S6.  a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\n b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\n\""},{"content":"5. Hafta|27 Nisan-03 Mayıs|                 \"ENG.5.13.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” carefully.\nENG.5.13.L2. Students can bring information about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” together through significant details and main components while listening (to)/watching it. \nENG.5.13.L3. Students can make meaning of/derive meaning from the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” through significant details by listening (to)/watching it carefully. \nENG.5.13.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. \nENG.5.13.P1. Students can select and use the target phonological elements of the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. \nENG.5.13.R1. Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”.\nENG.5.13.R2. Students can bring information about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. \nENG.5.13.R3. Students can make meaning of / derive meaning from the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by reading it carefully. \nENG.5.13.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. \nENG.5.13.V1. Students can select and use the target vocabulary of the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.13.G1. Students can select and use the target grammatical elements of the current content about “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.13.W1. Students can get ready for the writing-expression process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. \nENG.5.13.W2. Students can understand the model/example for the writing task about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. \nENG.5.13.W3. Students can organise a content for the assigned writing task on the current content “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” based on the model/example provided.\nENG.5.13.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. \nENG.5.13.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” to communicate with other people. \nENG.5.13.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others. \nENG.5.13.S1. Students can get ready for speaking-expression process about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. \nENG.5.13.S2. Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. \nENG.5.13.S3. Students can organise a new verbal content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. \nENG.5.13.S4.Students can construct a new verbal content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically. \nENG.5.13.S5.Students can reorganise (reconstruct) and use information about the “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” to communicate with other people. \nENG.5.13.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/ or with others.\n\"","unit":"\"13.LIFE IN THE\nNEIGHBOURHOOD\n& CITY & SOCIAL\nLIFE\"","subject":"\"Sub-themes: \n“Cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. \nTarget Vocabulary in Use (with revisional vocabulary): \nVocabulary for cultural and historical places in the neighbourhood and the city: Verbs: \nto admire, to gather, to locate. \nNouns: A fountain, a statue, a palace, a tower, an attraction, a collection, a custom, a highlight, an identity, a landmark, a booking (reservation-AmE), a theatre (theaterAmE), a cinema (movie theater-AmE). Adjectives: Historic, historical, ancient, local, traditional, peaceful, cultural, old-fashioned, romantic, worth, tiny. \nVocabulary for festivals and events in the neighbourhood and the city: \nVocabulary for food events and festivals: Nouns: A cuisine, traditional (food), street food, an international/ local dish, a feast. \nVocabulary for food items:\n Nouns: Ingredients, corn (sweetcorn-AmE), seafood, salmon, beef, tuna, a pineapple, a coconut","description":"\"ENG.5.13.L1.  a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\n b) 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 neighbourhood, city and social life” by using the relationships that they recognised 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.\nENG.5.13.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. \nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. \nENG.5.13.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. \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 recognise 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.\n f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. \ng) Students internalise the current content in an individualised and appropriate way according to age and language level. \nENG.5.13.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. \nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. \nENG.5.13.P1. a) 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 recognise the target phonological elements of the current content when they are heard in different contexts.\n d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. \ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. \nENG.5.13.R1.  a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\n b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\n c) Students make significant preliminary predictions about the current content based on recognised relationships. \nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. \nENG.5.13.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. \nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\n c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. \nENG.5.13.R3. a) 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 recognise 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 internalise the information in the current content in an individualised and appropriate way according to age and language level. \nENG.5.13.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. \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.\n c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.\nENG.5.13.V1.  a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. \nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. \nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\n d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. \ne) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\n f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.\n g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.5.13.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\n b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language. \nc) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. \nd) Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\n e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. \nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.\n g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.\n h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. \ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules. \nj) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.\nENG.5.13.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\n b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. \nENG.5.13.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. \nENG.5.13.W3.  a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. \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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.13.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. \nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\n c) Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. \nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. \nENG.5.13.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\n b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. \nENG.5.13.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\n b) 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.5.13.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. \nENG.5.13.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. \nENG.5.13.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. \nb) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.\n c) 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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.\n e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. \nENG.5.13.S4.a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. \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.\n d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unpreparedspeaking situations. \nENG.5.13.S5.a) Students use the information presented in the current content by reorganising 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. \nENG.5.13.S6.  a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\n b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\n\""},{"content":"1. Hafta|04-10 Mayıs|                 \"ENG.5.14.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” carefully.\nENG.5.14.L2. Students can bring information about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” together through significant details and main components while listening (to)/watching it. \nENG.5.14.L3. Students can make meaning of/derive meaning from the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” through significant details by listening (to)/watching it carefully. \nENG.5.14.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. \nENG.5.14.P1. Students can select and use the target phonological elements of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.14.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. \nENG.5.14.R2. Students can bring information about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. \nENG.5.14.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by reading it carefully. \nENG.5.14.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” in relation to themselves or others, both individually and/or with others.\nENG.5.14.V1. Students can select and use the target vocabulary of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.14.G1. Students can select and use the target grammatical elements of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.14.W1. Students can get ready for the writing-expression process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. \nENG.5.14.W2. Students can understand the model/example for the writing task about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. \nENG.5.14.W3. Students can organise a content for the assigned writing task on the current content “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” based on the model/example provided. \nENG.5.14.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. \nENG.5.14.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people. \nENG.5.14.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” in relation to themselves or others, both individually and/or with others. \nENG.5.14.S1. Students can get ready for speaking-expression process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. \nENG.5.14.S2. Students can use the model/example for producing verbal content about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. \nENG.5.14.S3. Students can organise a new verbal content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by speaking accurately, efficiently, and authentically. \nENG.5.14.S4. Students can construct a new verbal content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by speaking accurately, efficiently, and authentically.\nENG.5.14.S5. Students can reorganise (reconstruct) and use information about the “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people. \nENG.5.14.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people in relation to themselves or others, both individually and/or with others. \n\"","unit":"\"14. LIFE IN THE\nWORLD & CULTURE\n\n\n","subject":"\"Sub-themes: \n“Capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. \nTarget Vocabulary in Use (with revisional vocabulary): \nVocabulary for capitals of countries: Ankara (Türkiye), London (UK-United Kingdom), Paris (France), Berlin (Germany), Rome (Italy), Madrid (Spain), Dublin (Ireland), Beijing (China), Tokyo (Japan), New Delhi (India), Washington D.C. (United States), Baku (Azerbaijan), Tashkent (Uzbekistan), Ashgabat (Turkmenistan), Astana (Kazakhstan), Lefkoşa (Nicosia) (Turkish Republic of Northern Cyprus). Nouns: A border, a flag, location, a nation, a prince, a princess.\n Verbs: To consist (of), to place, to state, to locate. Adjectives: Eastern, western, northern, southern, political, powerful, royal, private. \nVocabulary for landmarks and famous places: Nouns: A Collection, an exhibition, a sculpture, a statue, scenery, a set, a stage, a hub. \nAdjectives: Calm, fantastic, impressive, modern, old-fashio","description":"\"ENG.5.14.L1.  a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. \nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\n c) Students make predictions about the current content on “life in the world and culture” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. \nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. \nENG.5.14.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. \nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. \nENG.5.14.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. \nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\n c) Students make important and necessary comparisons in the current content that help them to understand it better with details.\n d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\n e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\n f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. \ng) Students internalise the current content in an individualised and appropriate way according to age and language level. \nENG.5.14.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. \nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. \nENG.5.14.P1.  a) 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 recognise the target phonological elements of the current content when they are heard in different contexts. \nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. \ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. \nENG.5.14.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. \nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\n c) Students make significant preliminary predictions about the current content based on recognised relationships.\n d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. \nENG.5.14.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. \nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\n c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. \nENG.5.14.R3. a) 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.\n c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. \nd) Students recognise 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.\n f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. \nENG.5.14.R4.  a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\n b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\n c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. \nENG.5.14.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. \nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\n c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. \nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. \ne) Students recognise 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 analysing 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. \nENG.5.14.G1. a) Students become 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/items presented verbally in context with the help of body language.\n c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\n d) Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. \ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. \nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.\n g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. \nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\n i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\n j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. \nENG.5.14.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\n b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. \nENG.5.14.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. \nENG.5.14.W3.  a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. \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.\n c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.14.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. \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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. \nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. \nENG.5.14.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\n b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. \nENG.5.14.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\n b) 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.5.14.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. \nENG.5.14.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. \nENG.5.14.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\n b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. \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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. \ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. \nENG.5.14.S4.  a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. \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. \nENG.5.14.S5. a) Students use the information presented in the current content by reorganising 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. \nENG.5.14.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\n b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.\n\""},{"content":"2. Hafta|11-17 Mayıs|                 \"ENG.5.14.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” carefully.\nENG.5.14.L2. Students can bring information about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” together through significant details and main components while listening (to)/watching it. \nENG.5.14.L3. Students can make meaning of/derive meaning from the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” through significant details by listening (to)/watching it carefully. \nENG.5.14.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. \nENG.5.14.P1. Students can select and use the target phonological elements of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.14.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. \nENG.5.14.R2. Students can bring information about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. \nENG.5.14.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by reading it carefully. \nENG.5.14.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” in relation to themselves or others, both individually and/or with others.\nENG.5.14.V1. Students can select and use the target vocabulary of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.14.G1. Students can select and use the target grammatical elements of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.14.W1. Students can get ready for the writing-expression process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. \nENG.5.14.W2. Students can understand the model/example for the writing task about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. \nENG.5.14.W3. Students can organise a content for the assigned writing task on the current content “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” based on the model/example provided. \nENG.5.14.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. \nENG.5.14.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people. \nENG.5.14.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” in relation to themselves or others, both individually and/or with others. \nENG.5.14.S1. Students can get ready for speaking-expression process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. \nENG.5.14.S2. Students can use the model/example for producing verbal content about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. \nENG.5.14.S3. Students can organise a new verbal content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by speaking accurately, efficiently, and authentically. \nENG.5.14.S4. Students can construct a new verbal content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by speaking accurately, efficiently, and authentically.\nENG.5.14.S5. Students can reorganise (reconstruct) and use information about the “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people. \nENG.5.14.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people in relation to themselves or others, both individually and/or with others. \n\n\nENG.5.15.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” carefully. \nENG.5.15.L2. Students can bring information about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” together through significant details and main components while listening (to)/watching it. \nENG.5.15.L3. Students can make meaning of/derive meaning from the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” through significant details by listening (to)/watching it carefully. \nENG.5.15.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. \nENG.5.15.P1. Students can select and use the target phonological elements of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others.\nENG.5.15.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. \nENG.5.15.R2. Students can bring information about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. \nENG.5.15.R3. Students can make meaning of / derive meaning from the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by reading it carefully. \nENG.5.15.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” in relation to themselves or others, both individually and/or with others. \nENG.5.15.V1. Students can select and use the target vocabulary of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.15.G1. Students can select and use the target grammatical elements of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.15.W1. Students can get ready for the writing-expression process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. \nENG.5.15.W2. Students can understand the model/example for the writing task about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”.\nENG.5.15.W3. Students can organise a content for the assigned writing task on the current content “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” based on the model/example provided.\nENG.5.15.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. \nENG.5.15.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people.\nENG.5.15.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” in relation to themselves or others, both individually and/or with others. \nENG.5.15.S1. Students can get ready for speaking-expression process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. \nENG.5.15.S2. Students can use the model/example for producing verbal content about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”.\nENG.5.15.S3. Students can organise a new verbal content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by speaking accurately, efficiently, and authentically. \nENG.5.15.S4. Students can construct a new verbal content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by speaking accurately, efficiently, and authentically. \nENG.5.15.S5. Students can reorganise (reconstruct) and use information about the “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people. \nENG.5.15.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people in relation to themselves or others, both individually and/ or with others. \n\"","unit":"\"14. LIFE IN THE\nWORLD & CULTURE\n\n15. LIFE IN NATURE\"","subject":"\"Sub-themes: \n“Capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. \nTarget Vocabulary in Use (with revisional vocabulary): \nVocabulary for capitals of countries: Ankara (Türkiye), London (UK-United Kingdom), Paris (France), Berlin (Germany), Rome (Italy), Madrid (Spain), Dublin (Ireland), Beijing (China), Tokyo (Japan), New Delhi (India), Washington D.C. (United States), Baku (Azerbaijan), Tashkent (Uzbekistan), Ashgabat (Turkmenistan), Astana (Kazakhstan), Lefkoşa (Nicosia) (Turkish Republic of Northern Cyprus). Nouns: A border, a flag, location, a nation, a prince, a princess.\n Verbs: To consist (of), to place, to state, to locate. Adjectives: Eastern, western, northern, southern, political, powerful, royal, private. \nVocabulary for landmarks and famous places: Nouns: A Collection, an exhibition, a sculpture, a statue, scenery, a set, a stage, a hub. \nAdjectives: Calm, fantastic, impressive, modern, old-fashio","description":"\"ENG.5.14.L1.  a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. \nb) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.\n c) Students make predictions about the current content on “life in the world and culture” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. \nd) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. \nENG.5.14.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. \nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. \nENG.5.14.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. \nb) Students make important and necessary classifications in the current content that help them to understand it better with details.\n c) Students make important and necessary comparisons in the current content that help them to understand it better with details.\n d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\n e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.\n f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. \ng) Students internalise the current content in an individualised and appropriate way according to age and language level. \nENG.5.14.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. \nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. \nENG.5.14.P1.  a) 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 recognise the target phonological elements of the current content when they are heard in different contexts. \nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. \ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. \nENG.5.14.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. \nb) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\n c) Students make significant preliminary predictions about the current content based on recognised relationships.\n d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. \nENG.5.14.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. \nb) Students read the current content to scan the major components silently and quickly with the help of the clues provided.\n c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. \nENG.5.14.R3. a) 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.\n c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. \nd) Students recognise 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.\n f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. \nENG.5.14.R4.  a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\n b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\n c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. \nENG.5.14.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. \nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.\n c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. \nd) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. \ne) Students recognise 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 analysing 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. \nENG.5.14.G1. a) Students become 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/items presented verbally in context with the help of body language.\n c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\n d) Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. \ne) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully. \nf) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.\n g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. \nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.\n i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\n j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. \nENG.5.14.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\n b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. \nENG.5.14.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. \nENG.5.14.W3.  a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. \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.\n c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.14.W4. a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. \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/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. \nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. \nENG.5.14.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\n b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. \nENG.5.14.W6. a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.\n b) 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.5.14.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. \nENG.5.14.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. \nENG.5.14.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\n b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. \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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. \ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. \nENG.5.14.S4.  a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. \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. \nENG.5.14.S5. a) Students use the information presented in the current content by reorganising 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. \nENG.5.14.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.\n b) 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\nENG.5.15.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\n b) 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 recognised accurately by looking at the provided realia, pictures, and context.\n d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. \nENG.5.15.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\n b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. \nENG.5.15.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. \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.\n d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\n e) 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 internalise the current content in an individualised and appropriate way according to age and language level. \nENG.5.15.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\n b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.15.P1.  a) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\n b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\n c) Students recognise the target phonological elements of the current content when they are heard in different contexts. \nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. \ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. \nENG.5.15.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. \nb) Students recognise 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 recognised relationships.\n d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. \nENG.5.15.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. \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. \nENG.5.15.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\n b) 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 recognise 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.\n f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. \nENG.5.15.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\n b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\n c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. \nENG.5.15.V1.  a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. \nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. \nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\n d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. \ne) Students recognise 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 analysing 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.\nENG.5.15.G1.  a) Students become 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/items 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/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\n d) Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\n e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\n f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.\n g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. \nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. \ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\n j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. \nENG.5.15.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. \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.\nENG.5.15.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. \nENG.5.15.W3.  a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. \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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.15.W4.a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. \nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\n c) Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. \nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. \nENG.5.15.W5.  a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. \nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.15.W6. a) 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.5.15.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.5.15.S2.  a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. \nENG.5.15.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. \n b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. \nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\n d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. \ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. \nENG.5.15.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. \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. \nENG.5.15.S5. a) Students use the information presented in the current content by reorganising 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.\nENG.5.15.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others \n\""},{"content":"3. Hafta|18-24 Mayıs|                 \"ENG.5.15.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” carefully. \nENG.5.15.L2. Students can bring information about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” together through significant details and main components while listening (to)/watching it. \nENG.5.15.L3. Students can make meaning of/derive meaning from the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” through significant details by listening (to)/watching it carefully. \nENG.5.15.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. \nENG.5.15.P1. Students can select and use the target phonological elements of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others.\nENG.5.15.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. \nENG.5.15.R2. Students can bring information about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. \nENG.5.15.R3. Students can make meaning of / derive meaning from the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by reading it carefully. \nENG.5.15.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” in relation to themselves or others, both individually and/or with others. \nENG.5.15.V1. Students can select and use the target vocabulary of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.15.G1. Students can select and use the target grammatical elements of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.15.W1. Students can get ready for the writing-expression process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. \nENG.5.15.W2. Students can understand the model/example for the writing task about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”.\nENG.5.15.W3. Students can organise a content for the assigned writing task on the current content “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” based on the model/example provided.\nENG.5.15.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. \nENG.5.15.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people.\nENG.5.15.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” in relation to themselves or others, both individually and/or with others. \nENG.5.15.S1. Students can get ready for speaking-expression process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. \nENG.5.15.S2. Students can use the model/example for producing verbal content about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”.\nENG.5.15.S3. Students can organise a new verbal content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by speaking accurately, efficiently, and authentically. \nENG.5.15.S4. Students can construct a new verbal content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by speaking accurately, efficiently, and authentically. \nENG.5.15.S5. Students can reorganise (reconstruct) and use information about the “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people. \nENG.5.15.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people in relation to themselves or others, both individually and/ or with others. \n\"","unit":"15. LIFE IN NATURE","subject":"\"Sub-themes: “Natural resources; animals in nature and their habitats; protecting natural resources and\nanimals”.\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for natural resources:\nNouns: Renewable resources, non-renewable resources, wind energy, geothermal energy, coal, oil,\npetrol (gas,AmE), natural gas, a forest, a rainforest, a jungle, an island, farmland, sunshine, sand, oceans,\nfreshwater, groundwater, nature, wood, a waterfall, a valley, (the) environment, recycling.\nVocabulary for global problems related to natural resources:\nNouns: Deforestation, pollution (air, water, soil), global warming, climate change, landslide, flood, overfishing,\nloss of biodiversity, energy crisis, overpopulation, urbanisation (urbanization-AmE), rubbish (trash-AmE),\nlitter, industrialisation (industrialization-AmE), environmental problems.\nVocabulary for animals in nature and their habitats:\nVocabulary for endangered animals: Nouns: A polar bear, a sea turtle, an Asian elephant, a tiger, a whale, a\ngre","description":"\"ENG.5.15.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\n b) 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 recognised accurately by looking at the provided realia, pictures, and context.\n d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. \nENG.5.15.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\n b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. \nENG.5.15.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. \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.\n d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\n e) 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 internalise the current content in an individualised and appropriate way according to age and language level. \nENG.5.15.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\n b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.15.P1.  a) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\n b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\n c) Students recognise the target phonological elements of the current content when they are heard in different contexts. \nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. \ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. \nENG.5.15.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. \nb) Students recognise 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 recognised relationships.\n d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. \nENG.5.15.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. \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. \nENG.5.15.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\n b) 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 recognise 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.\n f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. \nENG.5.15.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\n b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\n c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. \nENG.5.15.V1.  a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. \nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. \nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\n d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. \ne) Students recognise 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 analysing 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.\nENG.5.15.G1.  a) Students become 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/items 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/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\n d) Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\n e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\n f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.\n g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. \nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. \ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\n j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. \nENG.5.15.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. \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.\nENG.5.15.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. \nENG.5.15.W3.  a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. \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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.15.W4.a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. \nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\n c) Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. \nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. \nENG.5.15.W5.  a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. \nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.15.W6. a) 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.5.15.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.5.15.S2.  a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. \nENG.5.15.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. \n b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. \nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\n d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. \ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. \nENG.5.15.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. \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. \nENG.5.15.S5. a) Students use the information presented in the current content by reorganising 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.\nENG.5.15.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others \n\""},{"content":"4. Hafta|25-31 Mayıs|                 EID AL-ADHA \t","unit":"EID AL-ADHA \t\t\t\t\t\t\t\t\t\t","subject":"EID AL-ADHA \t","description":"EID AL-ADHA \t"},{"content":"1. Hafta|01-07 Haziran|                 SCHOOL-BASED PLANNING*\t\t\n\"ENG.5.15.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” carefully. \nENG.5.15.L2. Students can bring information about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” together through significant details and main components while listening (to)/watching it. \nENG.5.15.L3. Students can make meaning of/derive meaning from the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” through significant details by listening (to)/watching it carefully. \nENG.5.15.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. \nENG.5.15.P1. Students can select and use the target phonological elements of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others.\nENG.5.15.R1. Students can get ready for the reading-comprehension process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. \nENG.5.15.R2. Students can bring information about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. \nENG.5.15.R3. Students can make meaning of / derive meaning from the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by reading it carefully. \nENG.5.15.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” in relation to themselves or others, both individually and/or with others. \nENG.5.15.V1. Students can select and use the target vocabulary of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.15.G1. Students can select and use the target grammatical elements of the current content about “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.\nENG.5.15.W1. Students can get ready for the writing-expression process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. \nENG.5.15.W2. Students can understand the model/example for the writing task about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”.\nENG.5.15.W3. Students can organise a content for the assigned writing task on the current content “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” based on the model/example provided.\nENG.5.15.W4. Students can individually construct/form content for the assigned writing task on the current content “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. \nENG.5.15.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people.\nENG.5.15.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” in relation to themselves or others, both individually and/or with others. \nENG.5.15.S1. Students can get ready for speaking-expression process about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”. \nENG.5.15.S2. Students can use the model/example for producing verbal content about the current content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”.\nENG.5.15.S3. Students can organise a new verbal content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by speaking accurately, efficiently, and authentically. \nENG.5.15.S4. Students can construct a new verbal content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” by speaking accurately, efficiently, and authentically. \nENG.5.15.S5. Students can reorganise (reconstruct) and use information about the “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people. \nENG.5.15.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” to communicate with other people in relation to themselves or others, both individually and/ or with others. \n\"\t\t\t\t\t\t\t","unit":"SCHOOL-BASED PLANNING*\t\t\t\t\t\t\t\t\t\n15. LIFE IN NATURE","subject":"SCHOOL-BASED PLANNING*\t\n\"Sub-themes: “Natural resources; animals in nature and their habitats; protecting natural resources and\nanimals”.\nTarget Vocabulary in Use (with revisional vocabulary):\nVocabulary for natural resources:\nNouns: Renewable resources, non-renewable resources, wind energy, geothermal energy, coal, oil,\npetrol (gas,AmE), natural gas, a forest, a rainforest, a jungle, an island, farmland, sunshine, sand, oceans,\nfreshwater, groundwater, nature, wood, a waterfall, a valley, (the) environment, recycling.\nVocabulary for global problems related to natural resources:\nNouns: Deforestation, pollution (air, water, soil), global warming, climate change, landslide, flood, overfishing,\nloss of biodiversity, energy crisis, overpopulation, urbanisation (urbanization-AmE), rubbish (trash-AmE),\nlitter, industrialisation (industrialization-AmE), environmental problems.\nVocabulary for animals in nature and their habitats:\nVocabulary for endangered animals: Nouns: A polar bear, a sea turtle, an Asian elephant,","description":"SCHOOL-BASED PLANNING*\t\n\"ENG.5.15.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\n b) 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 recognised accurately by looking at the provided realia, pictures, and context.\n d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. \nENG.5.15.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole.\n b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. \nENG.5.15.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. \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.\n d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.\n e) 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 internalise the current content in an individualised and appropriate way according to age and language level. \nENG.5.15.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\n b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.15.P1.  a) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\n b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.\n c) Students recognise the target phonological elements of the current content when they are heard in different contexts. \nd) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. \ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. \nENG.5.15.R1. a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. \nb) Students recognise 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 recognised relationships.\n d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. \nENG.5.15.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. \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. \nENG.5.15.R3. a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.\n b) 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 recognise 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.\n f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level. \nENG.5.15.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\n b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.\n c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. \nENG.5.15.V1.  a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. \nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. \nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\n d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. \ne) Students recognise 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 analysing 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.\nENG.5.15.G1.  a) Students become 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/items 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/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.\n d) Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.\n e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.\n f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.\n g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts. \nh) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. \ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\n j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. \nENG.5.15.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. \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.\nENG.5.15.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. \nENG.5.15.W3.  a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. \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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.15.W4.a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. \nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\n c) Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. \nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. \nENG.5.15.W5.  a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. \nb) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.15.W6. a) 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.5.15.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.5.15.S2.  a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. \nENG.5.15.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. \n b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. \nc) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.\n d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. \ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. \nENG.5.15.S4. a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. \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. \nENG.5.15.S5. a) Students use the information presented in the current content by reorganising 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.\nENG.5.15.S6. a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others \n\"\t\t\t\t\t\t\t\t"},{"content":"2. Hafta|08-14 Haziran|                             \"ENG.5.16.L1. Students can get ready for the listening /watching-comprehension process for the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” carefully. \nENG.5.16.L2. Students can bring information about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” together through significant details and main components while listening (to)/watching it.\nENG.5.16.L3. Students can make meaning of/derive meaning from the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” through significant details by listening (to)/watching it carefully. \nENG.5.16.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” \n ENG.5.16.P1. Students can select and use the target phonological elements of the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.16.R1. Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. \nENG.5.16.R2. Students can bring information about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. \nENG.5.16.R3. Students can make meaning of / derive meaning from the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” by reading it carefully.\n ENG.5.16.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with astronaut life on space stations; space explorations; life in the future” in relation to themselves or others, both individually and/or with others. \nENG.5.16.V1. Students can select and use the target vocabulary of the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \n ENG.5.16.G1. Students can select and use the target grammatical elements of the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.16.W1. Students can get ready for the writing-expression process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. \n ENG.5.16.W2. Students can understand the model/example for the writing task about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”.\n ENG.5.16.W3. Students can organise a content for the assigned writing task on the current content “life in the universe and future with astronaut life on space stations; space explorations; life in the future” based on the model/example provided. \nENG.5.16.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with astronaut life on space stations; space explorations; life in the future”.\n ENG.5.16.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people. \n ENG.5.16.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with astronaut life on space stations; space explorations; life in the future” in relation to themselves or others, both individually and/or with others. \nENG.5.16.S1. Students can get ready for speaking-expression process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” \n ENG.5.16.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” \n ENG.5.16.S3. Students can organise a new verbal content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” by speaking accurately, efficiently, and authentically. \nENG.5.16.S4. Students can construct a new verbal content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” by speaking accurately, efficiently, and authentically. \nENG.5.16.S5. Students can reorganise (reconstruct) and use information about the “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people.\nENG.5.16.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people in relation to themselves or others, both individually and/or with others. \n\"\n","unit":"\"16. LIFE IN THE\nUNIVERSE & FUTURE\"","subject":"\"Sub-themes: \n“Astronaut life on space stations; space explorations; life in the future”. \nTarget Vocabulary in Use (with revisional vocabulary): Vocabulary about Space: Atmosphere, a starship, aerospace, an asteroid, a comet, a space module, a moonwalk, surface, faster-than-light (FTL), a flying saucer, an unidentified flying object (UFO). \nVerbs: To shine, to launch. Adjectives: Interplanetary, earthbound, crewed-uncrewed (manned, unmanned-AmE). \nVocabulary for space exploration: Nouns: An astronaut, space travel, exploration, space mission, telescope, a spacecraft, rocket, spacewalk, discovery, a space suit, a spaceship, a space station, a space capsule, a space tourist, an autopilot, an airlock, a lander, a launcher, a mother ship, a module. \nVerbs: To capture, to rotate, to revolve, to launch, to take off, to land, to explore, to return to Earth, to exist. \nVocabulary for life in the universe: Nouns: Life forms, living things, robots, creatures, space colonies. Adjectives: Rare, mysterious, unknown, smar","description":"\"\nENG.5.16.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\n b) 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 recognised 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. \nENG.5.16.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. \nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. \nENG.5.16.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\n b) Students make important and necessary classifications in the current content that help them to understand it better with details.\n c) Students make important and necessary comparisons in the current content that help them to understand it better with details.\n d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. \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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.16.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.16.P1.  a) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\n b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. \nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\n d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. \ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. \nENG.5.16.R1 a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\n b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\n c) Students make significant preliminary predictions about the current content based on recognised relationships. \nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. \nENG.5.16.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. \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. \nENG.5.16.R3. a) 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.\n c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise 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.\n f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.16.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\n b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. \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. \nENG.5.16.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. \nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. \nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\n d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\n e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\n f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. \ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.5.16.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\n b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\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, analysing, 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 recognise 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 recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. \ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\n j) Students use the target language chunk/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. \nENG.5.16.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\n b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.5.16.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.5.16.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. \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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.16.W4.  a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\n c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. \nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.16.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\n b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.16.W6. a) 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.5.16.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.5.16.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.16.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\n b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. \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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. \ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required\nENG.5.16.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. \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.\n c) 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 ENG.5.16.S5. a) Students use the information presented in the current content by reorganising 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. \nENG.5.16.S6. a) 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 rölçme ve değerlendirme bölümüelation to the speaking-expression process about the current content with others.\n\"\n"},{"content":"3. Hafta|15-21 Haziran|                 \"ENG.5.16.L1. Students can get ready for the listening /watching-comprehension process for the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” carefully. \nENG.5.16.L2. Students can bring information about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” together through significant details and main components while listening (to)/watching it.\nENG.5.16.L3. Students can make meaning of/derive meaning from the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” through significant details by listening (to)/watching it carefully. \nENG.5.16.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” \n ENG.5.16.P1. Students can select and use the target phonological elements of the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.\nENG.5.16.R1. Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. \nENG.5.16.R2. Students can bring information about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. \nENG.5.16.R3. Students can make meaning of / derive meaning from the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” by reading it carefully.\n ENG.5.16.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with astronaut life on space stations; space explorations; life in the future” in relation to themselves or others, both individually and/or with others. \nENG.5.16.V1. Students can select and use the target vocabulary of the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \n ENG.5.16.G1. Students can select and use the target grammatical elements of the current content about “life in the universe and future with astronaut life on space stations; space explorations; life in the future” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. \nENG.5.16.W1. Students can get ready for the writing-expression process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”. \n ENG.5.16.W2. Students can understand the model/example for the writing task about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”.\n ENG.5.16.W3. Students can organise a content for the assigned writing task on the current content “life in the universe and future with astronaut life on space stations; space explorations; life in the future” based on the model/example provided. \nENG.5.16.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with astronaut life on space stations; space explorations; life in the future”.\n ENG.5.16.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people. \n ENG.5.16.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with astronaut life on space stations; space explorations; life in the future” in relation to themselves or others, both individually and/or with others. \nENG.5.16.S1. Students can get ready for speaking-expression process about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” \n ENG.5.16.S2. Students can use the model/example for producing verbal content about the current content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” \n ENG.5.16.S3. Students can organise a new verbal content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” by speaking accurately, efficiently, and authentically. \nENG.5.16.S4. Students can construct a new verbal content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future” by speaking accurately, efficiently, and authentically. \nENG.5.16.S5. Students can reorganise (reconstruct) and use information about the “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people.\nENG.5.16.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with astronaut life on space stations; space explorations; life in the future” to communicate with other people in relation to themselves or others, both individually and/or with others. \n\"\n","unit":"\"16. LIFE IN THE\nUNIVERSE & FUTURE\"","subject":"\"Sub-themes: \n“Astronaut life on space stations; space explorations; life in the future”. \nTarget Vocabulary in Use (with revisional vocabulary): Vocabulary about Space: Atmosphere, a starship, aerospace, an asteroid, a comet, a space module, a moonwalk, surface, faster-than-light (FTL), a flying saucer, an unidentified flying object (UFO). \nVerbs: To shine, to launch. Adjectives: Interplanetary, earthbound, crewed-uncrewed (manned, unmanned-AmE). \nVocabulary for space exploration: Nouns: An astronaut, space travel, exploration, space mission, telescope, a spacecraft, rocket, spacewalk, discovery, a space suit, a spaceship, a space station, a space capsule, a space tourist, an autopilot, an airlock, a lander, a launcher, a mother ship, a module. \nVerbs: To capture, to rotate, to revolve, to launch, to take off, to land, to explore, to return to Earth, to exist. \nVocabulary for life in the universe: Nouns: Life forms, living things, robots, creatures, space colonies. Adjectives: Rare, mysterious, unknown, smar","description":"\"\nENG.5.16.L1. a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.\n b) 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 recognised 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. \nENG.5.16.L2. a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. \nb) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. \nENG.5.16.L3. a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.\n b) Students make important and necessary classifications in the current content that help them to understand it better with details.\n c) Students make important and necessary comparisons in the current content that help them to understand it better with details.\n d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. \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 internalise the current content in an individualised and appropriate way according to age and language level.\nENG.5.16.L4. a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.\nb) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.\nENG.5.16.P1.  a) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\n b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. \nc) Students recognise the target phonological elements of the current content when they are heard in different contexts.\n d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. \ne) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. \nENG.5.16.R1 a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.\n b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.\n c) Students make significant preliminary predictions about the current content based on recognised relationships. \nd) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. \nENG.5.16.R2. a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. \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. \nENG.5.16.R3. a) 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.\n c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.\nd) Students recognise 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.\n f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.\nENG.5.16.R4. a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.\n b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. \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. \nENG.5.16.V1. a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. \nb) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. \nc) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.\n d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.\n e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.\n f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. \ng) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.\nENG.5.16.G1. a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.\n b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.\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, analysing, 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 recognise 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 recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. \ni) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.\n j) Students use the target language chunk/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. \nENG.5.16.W1. a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.\n b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.\nENG.5.16.W2. a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.\nENG.5.16.W3. a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. \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 organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. \nENG.5.16.W4.  a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.\nb) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.\n c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. \nd) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.\nENG.5.16.W5. a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.\n b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.\nENG.5.16.W6. a) 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.5.16.S1. a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.\nENG.5.16.S2. a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.\nENG.5.16.S3. a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.\n b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. \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 organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. \ne) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required\nENG.5.16.S4. a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. \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.\n c) 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 ENG.5.16.S5. a) Students use the information presented in the current content by reorganising 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. \nENG.5.16.S6. a) 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 rölçme ve değerlendirme bölümüelation to the speaking-expression process about the current content with others.\n\"\n"},{"content":"4. Hafta|22-28 Haziran|SOCIAL ACTIVITY\t\t\t\t\t\t\t\t\t","unit":"SOCIAL ACTIVITY\t\t\t\t\t\t\t\t\t","subject":"SOCIAL ACTIVITY\t\t\t\t\t\t\t\t\t","description":"SOCIAL ACTIVITY\t\t\t\t\t\t\t\t\t"}],"id":"6950fcf2b25c7531f79d5754"}