5. Sınıf İngilizce Yıllık Planı 2026-2027

5. Sınıf İngilizce Yıllık Planı — Kaynaklar ve İçerik

5. sınıf İngilizce dersi, Türkiye Yüzyılı Maarif Modeli öğretim programına göre haftada 3 ders saati okutulur; yıllık planında 8 tema, 80 ders saati ve 184 öğrenme çıktısı yer alır. Yıl, “School Life” temasıyla başlar; aradaki 6 temanın ardından “Life in the Universe & Future” temasıyla biter.

• İngilizce Ders Bilgi Formu (DBF)
• İngilizce Ders Kitabı (DK) — 1
• İngilizce Ders Kitabı (DK) — 2
• Ders İçeriği

  Ortaokul - Ortaokul (Ortaokul) alanında İngilizce dersi 5. sınıf 2026-2027 eğitim öğretim yılı yıllık planı. Haftalık 3 ders saati.

  Üniteler ve Konular

  1. Orientation (4 ders saati)

  Becoming familiar with the classroom environment, English-learning routines, and rapport with the teacher and peers at the start of the academic year.

  • Orientation Activities

  2. Theme 1: School Life (10 ders saati)

  Centred on school life; covers people, places, rules, school clubs, countries, and national days/celebrations through contextualised language use.

  • Listening / Watching
    • ENG.5.1.L1 Students can get ready for the listening/watching-comprehension process for the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” carefully.
    • ENG.5.1.L2 Students can bring information about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” together through significant details and main components while listening/watching it.
    • ENG.5.1.L3 Students can make meaning of/derive meaning from the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” through significant details by listening/watching it carefully.
    • 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 people, places and rules at school; school clubs; countries; national days and celebrations”.
  • Reading
    • ENG.5.1.R1 Students can get ready for the reading-comprehension process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.
    • ENG.5.1.R2 Students can bring information about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.5.1.R3 Students can make meaning of / derive meaning from the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by reading it carefully.
    • 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 people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.5.1.S1 Students can get ready for speaking-expression process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.
    • ENG.5.1.S2 Students can use the model/example for producing verbal content about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.
    • ENG.5.1.S3 Students can organise a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically.
    • ENG.5.1.S4 Students can construct a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically.
    • ENG.5.1.S5 Students can reorganise (reconstruct) and use information about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people.
    • 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 people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.5.1.W1 Students can get ready for the writing-expression process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.
    • ENG.5.1.W2 Students can understand the model/example for the writing task about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.
    • ENG.5.1.W3 Students can organise a content for the assigned writing task on the current content “school life with people, places and rules at school; school clubs; countries; national days and celebrations” based on the model/example provided.
    • ENG.5.1.W4 Students can individually construct/form content for the assigned writing task on the current content “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.
    • ENG.5.1.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people.
    • 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 people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.5.1.P1 Students can select and use the target phonological elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.5.1.V1 Students can select and use the target vocabulary of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
  • Grammar
    • ENG.5.1.G1 Students can select and use the target grammatical elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

  3. Theme 2: Classroom Life (10 ders saati)

  Centred on classroom life; covers classroom rules and language, school subjects, timetables, classroom objects, days of the week and time.

  • Listening / Watching
    • 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”. 431 THE ENGLISH LANGUAGE CURRICULUM
  • Reading
    • 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. 432 THE ENGLISH LANGUAGE CURRICULUM
    • 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.
  • Speaking
    • 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.
  • Writing
    • 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.
  • Phonology
    • 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.
  • Vocabulary
    • 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.
  • Grammar
    • 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.

  4. Theme 3: Personal Life (10 ders saati)

  Centred on personal life; covers basic body parts and physical features, clothes, and daily routines and activities.

  • Listening / Watching
    • 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”. 450 THE ENGLISH LANGUAGE CURRICULUM
  • Reading
    • 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.
  • Speaking
    • 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.
  • Writing
    • 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.
  • Phonology
    • 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.
  • Vocabulary
    • 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.
  • Grammar
    • 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. 452 THE ENGLISH LANGUAGE CURRICULUM

  5. Theme 4: Family Life (10 ders saati)

  Centred on family life; covers family members' daily routines and their hobbies and activities through contextualised language use.

  • Listening / Watching
    • ENG.5.4.L1 Students can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ routines; family members’ hobbies and activities” carefully.
    • ENG.5.4.L2 Students can bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” together through significant details and main components while listening/watching it.
    • ENG.5.4.L3 Students can make meaning of/derive meaning from the current content on “family life with family members’ routines; family members’ hobbies and activities” through significant details by listening/watching it carefully.
    • ENG.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’ routines; family members’ hobbies and activities”.
  • Reading
    • ENG.5.4.R1 Students can get ready for the writing-comprehension process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.
    • ENG.5.4.R2 Students can bring information about the current content on “family life with family members’ routines; family members’ hobbies and activities” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.5.4.R3 Students can make meaning of / derive meaning from the current content about “family life with family members’ routines; family members’ hobbies and activities” by reading it carefully.
    • ENG.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’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.5.4.S1 Students can get ready for speaking-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.
    • ENG.5.4.S2 Students can use the model/example for producing verbal content about the current content on “family life with family members’ routines; family members’ hobbies and activities”.
    • ENG.5.4.S3 Students can organise a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically.
    • ENG.5.4.S4 Students can construct a new verbal content on “family life with family members’ routines; family members’ hobbies and activities” by speaking accurately, efficiently, and authentically.
    • ENG.5.4.S5 Students can reorganise (reconstruct) and use information about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people.
    • ENG.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’ routines; family members’ hobbies and activities” to communicate with other people in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.5.4.W1 Students can get ready for the writing-expression process about the current content on “family life with family members’ routines; family members’ hobbies and activities”.
    • ENG.5.4.W2 Students can understand the model/example for the writing task about the current content on “family life with family members’ routines; family members’ hobbies and activities”.
    • ENG.5.4.W3 Students can organise a content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities” based on the model/example provided.
    • ENG.5.4.W4 Students can individually construct/form content for the assigned writing task on the current content “family life with family members’ routines; family members’ hobbies and activities”.
    • ENG.5.4.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “family life with family members’ routines; family members’ hobbies and activities” to communicate with other people.
    • ENG.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’ routines; family members’ hobbies and activities” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.5.4.P1 Students can select and use the target phonological elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.5.4.V1 Students can select and use the target vocabulary of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
  • Grammar
    • ENG.5.4.G1 Students can select and use the target grammatical elements of the current content about “family life with family members’ routines; family members’ hobbies and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

  6. Theme 5: Life in the Neighbourhood & City (10 ders saati)

  Centred on life in the neighbourhood and city; covers recreation places and attractions and different types of houses.

  • Listening / Watching
    • 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 places for recreation and attractions in the neighbourhood and city ; different types of houses” carefully.
    • ENG.5.5.L2 Students can bring information about the current content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” together through significant details and main components while listening/ watching it.
    • ENG.5.5.L3 Students can make meaning of/derive meaning from the current content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” through significant details by listening/watching it carefully.
    • ENG.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 places for recreation and attractions in the neighbourhood and city ; different types of houses”. 488 THE ENGLISH LANGUAGE CURRICULUM
  • Reading
    • ENG.5.5.R1 Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses”.
    • ENG.5.5.R2 Students can bring information about the current content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.5.5.R3 Students can make meaning of / derive meaning from the current content about “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” by reading it carefully. 489 THE ENGLISH LANGUAGE CURRICULUM
    • ENG.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 places for recreation and attractions in the neighbourhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.5.5.S1 Students can get ready for speaking-expression process about the current content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses”.
    • ENG.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 places for recreation and attractions in the neighbourhood and city ;different types of houses”.
    • ENG.5.5.S3 Students can organise a new verbal content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.
    • ENG.5.5.S4 Students can construct a new verbal content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” by speaking accurately, efficiently, and authentically.
    • ENG.5.5.S5 Students can reorganise (reconstruct) and use information about the “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” to communicate with other people.
    • ENG.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 places for recreation and attractions in the neighbourhood and city ; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.5.5.W1 Students can get ready for the writing-expression process about the current content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses”.
    • ENG.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 places for recreation and attractions in the neighbourhood and city ; different types of houses”.
    • ENG.5.5.W3 Students can organise a content for the assigned writing task on the current content “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” based on the model/example provided.
    • ENG.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 places for recreation and attractions in the neighbourhood and city ; different types of houses”.
    • ENG.5.5.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” to communicate with other people.
    • ENG.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 places for recreation and attractions in the neighbourhood and city ; different types of houses” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.5.5.P1 Students can select and use the target phonological elements of the current content about “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.5.5.V1 Students can select and use the target vocabulary of the current content about “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
  • Grammar
    • ENG.5.5.G1 Students can select and use the target grammatical elements of the current content about “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city ; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

  7. Theme 6: Life in the World (10 ders saati)

  Centred on life in the world; covers basic food types, ordering in a restaurant, and food events in the city.

  • Listening / Watching
    • ENG.5.6.L1 Students can get ready for the listening/watching-comprehension process for the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” carefully.
    • ENG.5.6.L2 Students can bring information about the current conte t on “life in the world with basic food types; ordering in a restaurant; food events in the city” together through significant details and main components while listening/watching it.
    • ENG.5.6.L3 Students can make meaning of/derive meaning from the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through significant details by listening/watching it carefully.
    • ENG.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 basic food types; ordering in a restaurant; food events in the city”.
  • Reading
    • ENG.5.6.R1 Students can get ready for the reading-comprehension process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.
    • ENG.5.6.R2 Students can bring information about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.5.6.R3 Students can make meaning of / derive meaning from the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” by reading it carefully.
    • ENG.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 basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.5.6.S1 Students can get ready for speaking-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.
    • ENG.5.6.S2 Students can use the model/example for producing verbal content about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.
    • ENG.5.6.S3 Students can organise a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically.
    • ENG.5.6.S4 Students can construct a new verbal content on “life in the world with basic food types; ordering in a restaurant; food events in the city” by speaking accurately, efficiently, and authentically.
    • ENG.5.6.S5 Students can reorganise (reconstruct) and use information about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people.
    • ENG.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 basic food types; ordering in a restaurant; food events in the city” to communicate with other people in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.5.6.W1 Students can get ready for the writing-expression process about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.
    • ENG.5.6.W2 Students can understand the model/example for the writing task about the current content on “life in the world with basic food types; ordering in a restaurant; food events in the city”.
    • ENG.5.6.W3 Students can organise a content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city” based on the model/example provided.
    • ENG.5.6.W4 Students can individually construct/form content for the assigned writing task on the current content “life in the world with basic food types; ordering in a restaurant; food events in the city”.
    • ENG.5.6.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world with basic food types; ordering in a restaurant; food events in the city” to communicate with other people.
    • ENG.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 basic food types; ordering in a restaurant; food events in the city” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.5.6.P1 Students can select and use the target phonological elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.5.6.V1 Students can select and use the target vocabulary of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
  • Grammar
    • ENG.5.6.G1 Students can select and use the target grammatical elements of the current content about “life in the world with basic food types; ordering in a restaurant; food events in the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

  8. Theme 7: Life in Nature (10 ders saati)

  Centred on life in nature; covers types of animals, wild animals in nature, and their habitats.

  • Listening / Watching
    • ENG.5.7.L1 Students can get ready for the listening/watching-comprehension process for the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” carefully.
    • ENG.5.7.L2 Students can bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” together through significant details and main components while listening/watching it.
    • ENG.5.7.L3 Students can make meaning of/derive meaning from the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through significant details by listening/watching it carefully.
    • ENG.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 types of animals in nature; wild animals in nature; their habitats”.
  • Reading
    • ENG.5.7.R1 Students can get ready for the reading-comprehension process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.
    • ENG.5.7.R2 Students can bring information about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.5.7.R3 MAKING MEANING THROUGH READING: Then the teacher asks the students to do a jigsaw reading activity, so she/he shows the written version of the introductory digital story or the text in the reading section on the blackboard/Smart Board (or in any other teaching material). She/He asks the students to work in pairs to share the text (SELS2.2). One peer reads the first half of the text and the second
    • ENG.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 types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.5.7.S1 Students can get ready for speaking-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.
    • ENG.5.7.S2 Students can use the model/example for producing verbal content about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.
    • ENG.5.7.S3 Students can organise a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically.
    • ENG.5.7.S4 Students can construct a new verbal content on “life in nature with types of animals in nature; wild animals in nature; their habitats” by speaking accurately, efficiently, and authentically.
    • ENG.5.7.S5 Students can reorganise (reconstruct) and use information about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people.
    • ENG.5.7.S6 Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.5.7.W1 Students can get ready for the writing-expression process about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.
    • ENG.5.7.W2 Students can understand the model/example for the writing task about the current content on “life in nature with types of animals in nature; wild animals in nature; their habitats”.
    • ENG.5.7.W3 Students can organise a content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats” based on the model/example provided.
    • ENG.5.7.W4 Students can individually construct/form content for the assigned writing task on the current content “life in nature with types of animals in nature; wild animals in nature; their habitats”.
    • ENG.5.7.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in nature with types of animals in nature; wild animals in nature; their habitats” to communicate with other people.
    • ENG.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 types of animals in nature; wild animals in nature; their habitats” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.5.7.P1 Students can select and use the target phonological elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.5.7.V1 Students can select and use the target vocabulary of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
  • Grammar
    • ENG.5.7.G1 Students can select and use the target grammatical elements of the current content about “life in nature with types of animals in nature; wild animals in nature; their habitats” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

  9. Theme 8: Life in the Universe & Future (10 ders saati)

  Centred on life in the universe and future; covers planet Earth, holidays, and school holidays with places, activities and plans.

  • Listening / Watching
    • ENG.5.8.L1 Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” carefully.
    • ENG.5.8.L2 Students can bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” together through significant details and main components while listening/watching it.
    • ENG.5.8.L3 Students can make meaning of/derive meaning from the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through significant details by listening/watching it carefully.
    • ENG.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 and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”. 545 THE ENGLISH LANGUAGE CURRICULUM
  • Reading
    • ENG.5.8.R1 Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.
    • ENG.5.8.R2 Students can bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.5.8.R3 Students can make meaning of / derive meaning from the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by reading it carefully. 546 THE ENGLISH LANGUAGE CURRICULUM
    • ENG.5.8.R4 REFLECTING ON THE READING-COMPREHENSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole reading-comprehension process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pair
  • Speaking
    • ENG.5.8.S1 Students can get ready for speaking-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.
    • ENG.5.8.S2 Students can use the model/example for producing verbal content about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.
    • ENG.5.8.S3 Students can organise a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically.
    • ENG.5.8.S4 Students can construct a new verbal content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically.
    • ENG.5.8.S5 Students can reorganise (reconstruct) and use information about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people.
    • ENG.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 and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.5.8.W1 Students can get ready for the writing-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.
    • ENG.5.8.W2 Students can understand the model/example for the writing task about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.
    • ENG.5.8.W3 Students can organise a content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” based on the model/example provided.
    • ENG.5.8.W4 Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.
    • ENG.5.8.W5 Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people.
    • ENG.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 and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.5.8.P1 Students can select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision- making processes and use it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.5.8.V1 Students can select and use the target vocabulary of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
  • Grammar
    • ENG.5.8.G1 Students can select and use the target grammatical elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

  10. Revision Programme (12 ders saati)

  Hours dedicated to cumulative revision of all themes — recap, consolidation and integration of vocabulary, grammar and skills covered during the year.

  • Revision Activities

  11. Evaluation and Assessment (6 ders saati)

  Hours dedicated to formal evaluation and summative assessment activities at term and year end.

  • Evaluation and Assessment Activities

  12. School-Based Planning (6 ders saati)

  Hours allocated to teacher's school-based planning — out-of-school learning activities, research, project studies, local studies, social activities.

  • School-Based Planning Activities

  Dersin Amaçları

  • Pupils develop listening, reading, speaking and writing skills in English at A2.1 level (CEFR).
  • Pupils acquire age-appropriate vocabulary and language chunks across 8 themes covering school, classroom, personal, family, neighbourhood/city, world, nature, and universe/future.
  • Pupils develop critical thinking, communication and collaboration skills through meaningful, contextualised English-learning tasks.
  • Pupils gain awareness of cultural similarities and differences between Turkish and English-speaking communities and develop intercultural competence.