| İçerik Çerçeveleri | Sub-Themes: Classroom rules and language; school subjects; timetables; classroom objects; days of the week; time
Vocabulary for classroom rules and language: Nouns: Rubbish (trash-garbage-AmE), attention, (no) running. Adjectives: Careful. Verbs: To shout, to smile, to raise a hand, to follow, to borrow, to lend, to tidy (up), to leave, to forget, to bring, to hang (your coat), to hold on. Adverbs: Quietly, loudly, carefully, slowly.
Vocabulary for school subjects: Maths, Turkish, Science, Social Studies, Foreign Language, English, Religion and Morals, Art, Music, P.E. (Physical Education), IT (Information Technology), Drama.
Vocabulary for timetables: Nouns: A timetable, a day, a week, a weekday, a weekend, morning, afternoon, noon, a break, lunch, double lessons. Verbs: To start, to finish.
Vocabulary for classroom objects: Nouns: A rubbish bin (a trash/garbage can -AmE), a (smart)board, a poster, a seat, a bookshelf, a rubber (an eraser-AmE), a dictionary, a board marker, a pencil case, a (school) material, a sheet, a notebook (exercise book-AmE), a desk.
Vocabulary for days of the week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. Vocabulary for time: Half past, to, past, o’clock, quarter, a minute.
Vocabulary for numbers 50-100: From 50 to 100.
The Simple Present Tense: (We have got an Art class every Wednesday.)
There is/are: (There is a new student in the class. There are fifty students in my class.)
Object Pronouns: Me, you, him, her, us, you, them (Can you give me your eraser?)
“To Be” for Time (What time is it?): (What time is it? It is half past four.)
Wh questions (What time..?): (What time does the English class start?)
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 “There is/There are”: Expressing the presence of something or somebody.
Use of Object Pronouns: Replacing nouns that receive the action in a sentence.
Use of “To Be” for time (What time is it?): Telling the time.
Use of “Wh- questions” (What time..?): Asking about time of actions.
*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.
Make the grade if you want to join the Sports Club!
Don’t skip the lesson! (Please don’t cut the class!)
Give me a hand for this homework!
I don’t feel all right.
I’d love to.
Intonation of negative statements.
Sub-Themes: Basic body parts and physical features; clothes; daily routines and activities
Vocabulary for basic body parts and physical features: Nouns: A neck, a finger, an arm, a body, an eye, a face, a foot, hair, a hand, a head, a nose, a tooth, teeth, height, a leg. Adjectives: Thin, average, curly, straight, round, square, tall, short, wavy, oval.
Vocabulary for clothes: Nouns: A belt, trousers (pants-AmE), a ring, a bag, boots, a cap, a coat, a (fancy dress) costume, a dress, earrings, fashion, glasses, gloves, a handbag, a hat, a jacket, jeans, a jumper (a sweater-AmE), a necklace, a raincoat, a scarf, a headscarf, a shirt, shoes, shorts, a skirt, a sock, sunglasses, a T-shirt, an umbrella, a watch, silver, clothing, a bow, an outfit. Verbs: To own, to try on, to wear, to create. Adjectives: Thick, thin, trendy, comfortable, ordinary, fancy, different, cool.
Vocabulary for daily routines and activities: Nouns: A computer, a book, a magazine, music, a video game, a map, a path, an adventure, an adventurer, a fashion show. Verbs: To watch, to draw, to read, to go shopping, to go out, to travel, to smile, to find. Adjectives: Daily, general.
Adverbs of frequency: rarely, sometimes, always, never
The Simple Present Tense: (She wears her blue coat every winter.)
Question Tags for the Simple Present Tense: (She reads a book every evening, doesn’t she?)
Adverbs of Frequency (How often): (He usually wears sunglasses in summer.)
Possessive adjectives: My, your, his, her, our, your, their (I love my bag.)
Use of The Simple Present Tense: Describing daily routines or habits.
Use of Question Tags for the Simple Present Tense: Checking or confirming general truths, actions or habits.
Use of Adverbs of Frequency (How often): Expressing the frequency of actions or events.
Use of Possessive Adjectives: Showing ownership in relation to nouns.
I’ll pop round to see you later!
Don’t make fun of people!
Let’s sort out the problem!
Intonation of questions and question tags. |
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| Öğrenme Çıktıları | ENG.5.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” carefully.
ENG.5.2.L2. Students can bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” together through significant details and main components while listening/watching it.
ENG.5.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through significant details by listening/watching it carefully.
ENG.5.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.
ENG.5.2.P1. Students can select and use the target phonological elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
ENG.5.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.
ENG.5.2.R2. Students can bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” 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 language; school subjects; timetables; classroom objects; days of the week; time” 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 language; school subjects; timetables; classroom objects; days of the week; time” 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 language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.5.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.5.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.
ENG.5.2.W2. Students can understand the model/example for the writing task about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.
ENG.5.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” based on the model/example provided.
ENG.5.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.
ENG.5.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people.
ENG.5.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others.
ENG.5.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.
ENG.5.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.
ENG.5.2.S3. Students can organise a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically.
ENG.5.2.S4. Students can construct a new verbal content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically.
ENG.5.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people.
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 language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people in relation to themselves or others, both individually and/or with others.
ENG.5.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” carefully.
ENG.5.3.L2. Students can bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” together through significant details and main components while listening/watching it.
ENG.5.3.L3. Students can make meaning of/derive meaning from the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through significant details by listening/watching it carefully.
ENG.5.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.
ENG.5.3.P1. Students can select and use the target phonological elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
ENG.5.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.
ENG.5.3.R2. Students can bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.5.3.R3. Students can make meaning of / derive meaning from the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” by reading it carefully.
ENG.5.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others.
ENG.5.3.V1. Students can select and use the target vocabulary of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.5.3.G1. Students can select and use the target grammatical elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.5.3.W1. Students can get ready for the writing-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.
ENG.5.3.W2. Students can understand the model/example for the writing task about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.
ENG.5.3.W3. Students can organise a content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities” based on the model/example provided.
ENG.5.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life with basic body parts and physical features; clothes; daily routines and activities”.
ENG.5.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people.
ENG.5.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with basic body parts and physical features; clothes; daily routines and activities” in relation to themselves or others, both individually and/or with others.
ENG.5.3.S1. Students can get ready for speaking-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.
ENG.5.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.
ENG.5.3.S3. Students can organise a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically.
ENG.5.3.S4. Students can construct a new verbal content on “personal life with basic body parts and physical features; clothes; daily routines and activities” by speaking accurately, efficiently, and authentically.
ENG.5.3.S5. Students can reorganise (reconstruct) and use information about the “personal life with basic body parts and physical features; clothes; daily routines and activities” to communicate with other people.
ENG.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 basic body parts and physical features; clothes; daily routines and activities” to communicate with other people in relation to themselves or others, both individually and/or with others. |
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