| İçerik Çerçeveleri | Vocabulary for school rules: Verbs: To arrive at school on time, to bring (pens, books, etc.), not to bring food or drink into the classroom, not to bully, to follow safety instructions, to help new students, to raise your hand before you speak, to speak kindly (to your teacher and classmates), to throw (your rubbish in the bin), not to run in the corridor (hallway-AmE), not to shout, to obey rules, not to make noise in the library.
Vocabulary for people at school: Nouns: A boy, a caretaker, a child, children, a classmate, a cleaner, a friend, a girl, a headmaster/headmistress (principal-AmE), a headteacher, a librarian, a man, a parent, a pupil, student, a school nurse, a teacher, a woman, a counsellor (counselor-AmE).
Vocabulary for roles and responsibilities at school: Verbs: To ask questions, to attend (meetings), to do tasks, to enjoy learning, to follow (instructions), to guide (their child), to learn, to manage (the classroom), to offer support, to organise books, to participate in (activities), to give health advice, to support classmates, to take care of (students’ health), to give medical advice, to take care of the building.
Vocabulary for school routines: Verbs: To arrive (at school), to borrow (a book), to check (your timetable), to clean (the board), to enter (school/classroom), to follow (the teacher’s instructions), to go to (the library/ canteen), to have a break (recess-AmE), to help (a teacher/a friend), to help (a teacher), to leave (school/ classroom), to play in the garden (yard-AmE), to take (notes), to stand (in line), to turn on/off (the light/ computer), to use the toilets (restrooms-AmE), to walk in the corridor (hallway-AmE), to study for exams.
The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language.
*National and Religious Days, Festivals and Celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha) ”.
*(Relevant language content and (communicative) activities related to these national and religious days, festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.)
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum
The Simple Present Tense (Positive, Negative, Interrogative forms): (Everyone wears a uniform at school. Students arrive at school at 8:00 am.)
Modal “Can” for Permission: (You can’t bring food or drink into the classroom. Can I use the computer for my research project?)
Modal “Must” for Obligation and Prohibition: (Students must bring their books, notebooks, pencils to class.)
Personal Pronouns: (I arrive at school on time every day. We participate in school events and activities.)
Wh- questions (who-when-what): (When do you arrive at school in the morning?)
Articles (a, an, the): (We have a break at 10:30 a.m. at school every day.)
To be: Present: (Punctuality is important at school.)
Imperatives: (Do not bully others. Follow the instructions carefully.)
Use of Imperatives: Giving commands.
Use of The Simple Present Tense: Describing routines, facts, habits, general truths, and permanent situations.
Use of “Can” for Permission: Asking or giving permission.
Use of “Must” for Obligation and Prohibition: Expressing obligations or rules.
Use of Personal Pronouns: Indicating who is involved in the action, possession, and/or other relationships in a sentence.
Use of wh- Questions (who-when-what): Asking about things, actions, ideas, a time of an event, about people in an action.
Use of Articles (a, an, the): Referring to
Use of “To be”: Present: Expressing a state, a condition, an identity or a location.
Use of Imperatives: Giving commands.
Please! No chewing gum in class!
Our school always puts on a show for important days!
We had a blast at our school celebration!
Intonation of positive statements
*No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme
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”.
Vocabulary for classroom rules: Verbs: To ask for help, to attend lessons, to arrive on time, to be kind and helpful, to be ready, to do (your) best, to keep the classroom tidy, not to leave rubbish (trash-AmE), to share (ideas).
Vocabulary for classroom instructions: Check (your) answers, please! Finish the exercise, please! Let’s return to (your) seats, please. Listen carefully, please! Look at the screen, please! Pack your things, please! Pair up with (your) peer/partner/friend, please! Read this, please! Turn to your peer, please! Write this down, please! Work quietly, please!
Vocabulary for roles in the classroom: Nouns: A counsellor (counselor-AmE), a helper, a monitor, an assistant. Vocabulary for responsibilities in the classroom: To be on time, to do homework, to follow the rules, to listen to the teacher, to study for exams, to take notes, to take care of class objects, to decide on duties.
Vocabulary for daily routines in the classroom: To enter, to take (your) seat, to stand up, to clean (your) desk, to leave the classroom, to return to the classroom, to study alone/individually.
Vocabulary for study routines in the classroom: Verbs: To listen to the teacher, to raise (your) hand, to talk to (your) classmates, to take notes, to copy from the board, to work in groups/pairs, to finish (your) task, to do practice, to match the words/pictures, to complete the worksheet, to present (your) work, to give examples, to discuss in pairs/groups, to repeat after the teacher.
Vocabulary for school subjects: Information Technology (IT), Religion and Ethics, Visual Arts, Tales and Legends, English Reading, Robotic Coding. Vocabulary for timetables: Verbs: To attend a class, to change (a lesson time), to organise (a timetable), to plan, to review (the timetable), to remind. Nouns: Subjects, lesson (class-AmE), start, finish, first lesson/ (class/period-AmE), last lesson/(class/period-(AmE), break time.
Vocabulary for cardinal numbers: 100-500 Vocabulary for ordinal numbers: 1-50
Question Tags with the Simple Present Tense: (The teacher plans the schedule every week, doesn’t she?)
There is/are: (There is an assistant in the lab now.)
“Shall” for Polite Requests: (Shall we start our lesson in ten minutes?)
Object Pronouns: (The teacher asks us to take our seats before the class starts.)
Demonstrative Pronouns: (This is the worksheet we should complete in the Visual Arts class.)
Adverbs of frequency: (Students always raise their hands before they ask questions in the classroom.)
“Have to” for Obligation (Present): (You have to take care of class objects.)
Wh- Questions (What time): (What time does the Visual Arts workshop begin?)
Imperatives: (Take notes during the Information Technology lesson and review them at home.)
Use of The Simple Present Tense: Describing the responsibilities of different roles in the classroom and daily routines and study routines in a classroom.
Use of “Question Tags” with the Simple Present Tense: Confirming general truths, actions or habits.
Use of “There is/are”: Expressing the presence of something or somebody.
Use of “Shall” for Polite Requests: Making polite offers, suggestions, or requests, often in formal or traditional contexts.
Use of Object Pronouns: Replacing nouns that receive the action in a sentence.
Use of Demonstrative Pronouns: Replacing nouns to indicate specific things.
Use of Adverbs of Frequency: Expressing the frequency of actions or events.
“Use of Have to/ Has to” for Obligation (Present- Past): Describing general and impersonal obligation resulting from a fact or a rule in the past or at present.
Use of Wh- Questions (What time): Asking about time of actions. Functions of the Background Grammatical Structures: -Use of Imperatives: Giving instructions.
The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffholded language.
*National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice(Eid-al-Adha)”.
*(Relevant language content and (communicative) activities related to these national and religious days, festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible
*Local Cultural, Social, and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum.
That’s fantastic!
Can I be excused?
Sorry, I don’t get it!
Could you explain again?
Can we take a break!
I’m stuck on this English problem!
Intonation of negative statements.
*No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. |
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| Öğrenme Çıktıları | ENG.5.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” carefully.
ENG.5.1.L2. Students can bring information about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to) /watching it.
ENG.5.1.L3. Students can make meaning of/derive meaning from the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to) /watching it carefully.
ENG.5.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”.
ENG.5.1.P1. Students can select and use the target phonological elements of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
ENG.5.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”.
ENG.5.1.R2. Students can bring information about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.5.1.R3. Students can make meaning of / derive meaning from the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by reading it carefully.
ENG.5.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.5.1.V1. Students can select and use the target vocabulary of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.5.1.G1. Students can select and use the target grammatical elements of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.5.1.W1. Students can get ready for the writing-expression process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”.
ENG.5.1.W2. Students can understand the model/example for the writing task about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”.
ENG.5.1.W3. Students can organise a content for the assigned writing task on the current content “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.
ENG.5.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”.
ENG.5.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” to communicate with other people.
ENG.5.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.5.1.S1. Students can get ready for speaking-expression process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”.
ENG.5.1.S2. Students can use the model/example for producing verbal content about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”.
ENG.5.1.S3. Students can organise a new verbal content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.5.1.S4. Students can construct a new verbal content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.5.1.S5. Students can reorganise (reconstruct) and use information about the “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” to communicate with other people.
ENG.5.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/ or with others.
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.
ENG.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.
ENG.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.
ENG.5.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
ENG.5.2.P1. 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.
ENG.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”.
ENG.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.
ENG.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.
ENG.5.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others.
ENG.5.2.V1. 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.
ENG.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.
ENG.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”.
ENG.5.2.W2. Students can understand the model/example for the writing task about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
ENG.5.2.W3. 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.
ENG.5.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
ENG.5.2.W5. 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.
ENG.5.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others.
ENG.5.2.S1. 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”.
ENG.5.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”
ENG.5.2.S3. 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.
ENG.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.
ENG.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.
ENG.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. |
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