5. Sınıf İngilizce

Students can recall the current (theme) concept of “school life” and its components such as “people, places and rules at school; school clubs; countries; national days and celebrations” by remembering their preexisting background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the current theme in English without translating anything until they start learning the target words in the current (new) concept in English. To remind them of the pre-existing background knowledge they already have about the current concept, various materials such as short scene from a film, series, a part from a story, a poster etc. which is appropriate to the age, level, and pedagogy could be used before the main teaching/learning flow of the class begins. They would give a general idea of the theme. Students are facilitated with the relevant materials through various activities. When they have finished working on it, the teacher asks them in English if they understood what was it about. For checking their understanding, she can design several activities. For instance, they can write a related word that they know in English on a piece of paper and put it in the jar/box that she/he has prepared. Alternative ways can be tried. The teacher asks them to wait for it until they see the next visual, which is the main entry material of the theme, the digital introductory story, to see if their thoughts/guesses are true or not without asking any further questions.

Objective: To talk about social clubs, rules at school in English by the target language items. Activity 1: Role-Play The teacher gives each student a role card (“You are a drama club member who loves acting but doesn’t like strict rules”). Groups pretend to meet at a “School Clubs Fair”. Each student must introduce their club, talk about what they like or dislike, discuss the rules of their club. The teacher encourages them to explain why they like/dislike something or suggest new rules for their club. Students ask questions to each other about their likes/dislikes. The teacher tells students to exchange reflection sheets or give verbal feedback in pairs. They use sentence starters (“I like how you ___”, “You are good at ___”, “Next time, you can try ___”). For self- reflection activity students write answers to prompts like: “I can ask/answer questions about ___”, “I learned that ___”, “I’m good at ___”. Students reflect on their thoughts and feelings about the activity.

Objective: To talk about social clubs, rules at school in English by using the target language items. Activity: Role-Play The teacher gives each student a role card (“You are a drama club member who loves acting but doesn’t like strict rules”). Groups pretend to meet at a “School Clubs Fair”. Each student must introduce their club, talk about what they like or dislike, and discuss the rules of their club. The teacher provides sentence starters and word banks (“I like/don’t like ___ because ___”). After the teacher provides an example dialogue, students ask questions to each other about their likes/ dislikes. The teacher tells students to exchange reflection sheets or give verbal feedback in pairs. They use sentence starters (“I like how you ___”, “You are good at ___”, “Next time, you can try ___”). For self-reflection activity students write answers to prompts like: “I can ask/answer questions about ___”, “I learned that ___”, “I’m good at ___”. Students reflect on their thoughts and feelings about the activity.

Students can recall the current (theme) concept of “classroom life” and its components such as “classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by remembering their pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the current theme in English without translating anything until they start learning the target words in the current (new) concept in English. To remind them of the pre-existing background knowledge they already have about the current concept, various materials such as short scene from a film, series, a part from a story, a poster etc. which is appropriate to the age, level, and pedagogy could be used before the main teaching/learning flow of the class begins. They would give a general idea of the theme. Students are facilitated with the relevant materials through various activities. When they have finished working on it, the teacher asks them in English if they understood what was it about. For checking their understanding, she can design several activities. For instance, they can write a related word that they know in English on a piece of paper and put it in the jar/box that she/he has prepared. Alternative ways can be tried. The teacher asks them to wait for it until they see the next visual, which is the main entry material of the theme, the digital introductory story, to see if their thoughts/guesses are true or not without asking any further questions.

Objective: To ask and answer questions about the time of actions in English by using the target language items. Activity 1: “A Class Survey” To do a class survey students walk around the classroom and ask three classmates, “What time do you ___?” for different actions. They write down the answers in a chart (e.g., Name, Action, Time). Then, they analyse the results in writing, e.g., “Most students wake up at 7:00” and report them to the class by using simple present tense. Students share their charts in groups and give positive feedback to each other. As a self-reflection activity students are given a chart on which they circle or colour an emoji/emoticon that represents how they feel about their performance. Students reflect on their thoughts and feelings about the activity.

Objective: To ask and answer questions about the time of actions in English by using the target language items. Activity: A Class Survey To do a class survey students walk around the classroom and ask three classmates, “What time do you ___?” for different actions. The teacher presents vocabulary for common actions (wake up, go to school, eat lunch, etc.) and common times (7:00 am, 12:30 pm, etc.) on a handout or classroom board. Students write down the answers in a chart (e.g., Name, Action, Time). The teacher provides a partially completed chart for them. Students write down a few sentences in simple present tense based on the chart. Students share their charts in groups and give positive feedback to each other. As a self-reflection activity students circle or colour an emoji/emoticon that represents how they feel about their performance. Students reflect on their thoughts and feelings about the activity.

Students can recall the current (theme) concept of “personal life” and its components such as “basic body parts and physical features; clothes; daily routines and activities” by remembering their pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the current theme in English without translating anything until they start learning the target words in the current (new) concept in English. To remind them of the pre-existing background knowledge they already have about the current concept, various materials such as short scene from a film, series, a part from a story, a poster etc. which is appropriate to the age, level, and pedagogy could be used before the main teaching/learning flow of the class begins. They would give a general idea of the theme. Students are facilitated with the relevant materials through various activities. When they have finished working on it, the teacher asks them in English if they understood what was it about. For checking their understanding, she can design several activities. For instance, they can write a related word that they know in English on a piece of paper and put it in the jar/box that she/he has prepared. Alternative ways can be tried. The teacher asks them to wait for it until they see the next visual, which is the main entry material of the theme, the digital introductory story, to see if their thoughts/guesses are true or not without asking any further questions.

Objective: To describe basic body parts, physical features, and clothes in English. Activity 1: A Missing Person Poster The teacher brings picture cards or cutouts with different people (diverse ages, physical features, and clothing). She/He tells students to work in pairs to create a missing person poster. Each pair gets a picture card of a person. Pairs write a short description of the person in the picture, including body parts, physical features, and clothing. The teacher shows the picture cards to the whole class or sticks them on the board. Pairs read their descriptive paragraphs aloud and students in the class match the descriptions with the pictures. Students give positive feedback to their friends for their clear descriptions. The teacher encourages students to reflect on their strengths and areas for improvement. Each student reflects on their performance during the activity and identifies: Three Stars (three things they did well) and One Wish (one thing they want to improve next time). Students reflect on their thoughts and feelings about the activity.

Objective: To describe basic body parts, physical features, and clothes in English. Activity: A Missing Person Poster The teacher brings description cards that describe physical features, and clothing of a person. She/He tells students to work in pairs to create a missing person poster. Each pair gets a description card. Students read the given description paragraph and in pairs draw a picture of the missing person based on the paragraph. Students show their posters to their friends and give positive feedback to each other on their creativity and effort. The teacher encourages students to reflect on their strengths and areas for improvement. Each student reflects on their performance during the activity and identifies: Three Stars (three things they did well) and One Wish (one thing they want to improve next time). Students reflect on their thoughts and feelings about the activity.

Students can recall the current (theme) concept of “family life” and its components such as “family members’ routines; family members’ hobbies and activities” by remembering their pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the current theme in English without translating anything until they start learning the target words in the current (new) concept in English. To remind them of the pre-existing background knowledge they already have about the current concept, various materials such as short scene from a film, series, a part from a story, a poster etc. which is appropriate to the age, level, and pedagogy could be used before the main teaching/learning flow of the class begins. They would give a general idea of the theme. Students are facilitated with the relevant materials through various activities. When they have finished working on it, the teacher asks them in English if they understood what was it about. For checking their understanding, she can design several activities. For instance, they can write a related word that they know in English on a piece of paper and put it in the jar/box that she/he has prepared. Alternative ways can be tried. The teacher asks them to wait for it until they see the next visual, which is the main entry material of the theme, the digital introductory story, to see if their thoughts/guesses are true or not without asking any further questions.

Objective: To describe family members’ hobbies and routines in English by using visuals and sentences in the target language. Activity 1: “A Family Poster” Before the lesson, the teacher tells students to bring hobby-themed magazine cut-outs to use in the activity. The teacher asks students to work in small groups to create a family poster. Posters should include short descriptions of the family members. Students also draw pictures or paste magazine cut-outs that represent the hobbies and write sentences describing the hobbies on the poster. The teacher encourages students to elaborate on why their family member enjoys the hobby and when/how often they do it. The teacher allows students to organise their posters freely. She/He encourages creativity and asks students to write multiple sentences with connecting words. Students display the completed projects around the classroom on walls, desks, or boards. Students walk around the room in small groups, observing their classmates’ work and asking questions. The teacher provides sticky notes for students to leave positive feedback or comments. Students reflect on their thoughts and feelings about the activity.

Objective: To describe family members’ hobbies and routines in English by using visuals and sentences in the target language. Activity 1: “A Family Poster” Before the lesson the teacher tells students to bring hobby-themed magazine cut-outs to use in the activity. The teacher asks students to work in small groups to create a family poster. Posters should include short descriptions of the family members. The teacher provides a template with guided sections to fill in: (“This is my __ mom, dad, sister”, “They like to __ cook/ play ...”). Students also draw pictures or paste magazine cutouts that represent the hobbies and write sentences describing the hobbies on the poster. The teacher provides a word bank with key vocabulary and sentence starters (e.g., “My __ likes to __ because __”). The teacher allows students to organise their posters freely. She/He encourages creativity. Students display the completed projects around the classroom on walls, desks, or boards. Students walk around the room in small groups, observing and reading their classmates’ work. The teacher provides sticky notes for students to leave positive feedback or comments . Students reflect on their thoughts and feelings about the activity.

Students can recall the current (theme) concept of “life in the neighbourhood and city” and its components such as “places for recreation and attractions in the neighbourhood and city; different types of houses” by remembering their pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the current theme in English without translating anything until they start learning the target words in the current (new) concept in English. To remind them of the pre-existing background knowledge they already have about the current concept, various materials such as short scene from a film, series, a part from a story, a poster etc. which is appropriate to the age, level, and pedagogy could be used before the main teaching/learning flow of the class begins. They would give a general idea of the theme. Students are facilitated with the relevant materials through various activities. When they have finished working on it, the teacher asks them in English if they understood what was it about. For checking their understanding, she can design several activities. For instance, they can write a related word that they know in English on a piece of paper and put it in the jar/box that she/he has prepared. Alternative ways can be tried. The teacher asks them to wait for it until they see the next visual, which is the main entry material of the theme, the digital introductory story, to see if their thoughts/guesses are true or not without asking any further questions.

Objective: To talk about attractions in the city in English by using comparative forms of adjectives. Activity 1: The Best Attraction The teacher divides the class into small groups. Each group selects a specific real or fictional attraction in the city (the art museum, the zoo, the amusement park...) Groups should gather information about their attractions, focusing on characteristics that can be compared. The teacher tells them to think about factors such as: size, popularity, activities available. Students prepare a short presentation using comparative forms. They should focus on why their attraction is the best choice for visitors. Each group presents their chosen attraction. After each presentation, the teacher allows time for questions from other groups and encourages them to challenge each other’s claims using comparative language. (“Why is the park more exciting than the historical site?”). After each presentation, the teacher gives constructive feedback and encourages students to give feedback using specific criteria. For example, they could comment on the clarity of the comparisons made, the use of comparative language, and the overall presentation style. After completing the presentations, students can reflect on their experience by using emojis to express their thoughts and feelings. They can choose emojis to represent various aspects of the activity, such as what they learned, how they felt about their presentation, and what they found challenging. Students reflect on their thoughts and feelings about the activity.

Objective: To talk about attractions in the city in English by using comparative forms of adjectives. Activity: The Best Attraction The teacher divides the class into small groups. Each group selects a specific attraction in the city (the art museum, the park, the amusement park...). The teacher provides a vocabulary list with simple adjectives, visuals and definitions. She/He also gives sentence starters to help them form sentences. Students write a few sentences using comparative forms. Each group presents their chosen attraction. After each presentation, the teacher gives constructive feedback and encourages students to give feedback using specific criteria. For example, they could comment on the clarity of the comparisons made, the use of comparative language, and the overall presentation style. After completing the presentations, students can reflect on their experience by using emojis to express their thoughts and feelings. They can choose emojis to represent various aspects of the activity, such as what they learned, how they felt about their presentation, and what they found challenging. Students reflect on their thoughts and feelings about the activity.

Students can recall the current (theme) concept of “life in the world” and its components such as “basic food types; ordering in a restaurant; food events in the city” by remembering their pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the current theme in English without translating anything until they start learning the target words in the current (new) concept in English. To remind them of the pre-existing background knowledge they already have about the current concept, various materials such as short scene from a film, series, a part from a story, a poster etc. which is appropriate to the age, level, and pedagogy could be used before the main teaching/learning flow of the class begins. They would give a general idea of the theme. Students are facilitated with the relevant materials through various activities. When they have finished working on it, the teacher asks them in English if they understood what was it about. For checking their understanding, she can design several activities. For instance, they can write a related word that they know in English on a piece of paper and put it in the jar/box that she/he has prepared. Alternative ways can be tried. The teacher asks them to wait for it until they see the next visual, which is the main entry material of the theme, the digital introductory story, to see if their thoughts/guesses are true or not without asking any further questions.

Objective: To order food in a restaurant in English by using vocabulary and phrases related to food. Activity 1: Restaurant Role-Play The teacher provides a sample menu with prices for reference and asks students to work in small groups in order to create their own restaurant menus. Menus should include types of food (e.g., appetizers, main courses, desserts) with descriptions, images/drawings of food and prices. When the menus are ready, the teacher explains the role play activity. The teacher assigns roles within each group: waiter/waitress, customers. Each group creates a simple restaurant scenario. The teacher allows groups time to practice their role-play scenarios. Each group presents their role-play to the class, simulating a real restaurant experience. The teacher encourages other students to observe and give constructive feedback. To reflect on their learning experience, students write down one thing they did well and one thing they want to improve for next time. Students reflect on their thoughts and feelings about the activity.

Objective: To order food in a restaurant in English by using target vocabulary and phrases related to food. Activity: Restaurant Role-Play The teacher provides a sample menu with prices for reference and asks students to work in small groups in order to create their own restaurant menus. Menus should include types of food (e.g., appetizers, main courses, desserts), images/drawings of food and prices. The teacher gives a list of common phrases and vocabulary, visual aids (like picture menAmE.) to support their understanding. When the menus are ready, the teacher explains the role play activity. The teacher assigns roles within each group: waiter/waitress, customers. Each group creates a simple restaurant scenario. The teacher provides sentence frames to help students structure their conversations. (For example: Customer: “Hello! I would like to order the ____”. Waiter: “Sure! Would you like anything to eat?” Customer: “Yes, I’ll have a ____”). The teacher allows groups time to practice their role-play scenarios. Each group presents their role-play to the class, simulating a real restaurant experience. The teacher encourages other students to observe and give constructive feedback. To reflect on their learning experience, students write down one thing they did well and one thing they want to improve for next time. Students reflect on their thoughts and feelings about the activity.

Students can recall the current (theme) concept of “life in nature” and its components such as “types of animals in nature; wild animals in nature; their habitats” by remembering their pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the current theme in English without translating anything until they start learning the target words in the current (new) concept in English. To remind them of the pre-existing background knowledge they already have about the current concept, various materials such as short scene from a film, series, a part from a story, a poster etc. which is appropriate to the age, level, and pedagogy could be used before the main teaching/learning flow of the class begins. They would give a general idea of the theme. Students are facilitated with the relevant materials through various activities. When they have finished working on it, the teacher asks them in English if they understood what was it about. For checking their understanding, she can design several activities. For instance, they can write a related word that they know in English on a piece of paper and put it in the jar/box that she/he has prepared. Alternative ways can be tried. The teacher asks them to wait for it until they see the next visual, which is the main entry material of the theme, the digital introductory story, to see if their thoughts/guesses are true or not without asking any further questions.

Objective: To engage in conversations about animals and their habitats in English by using the target vocabulary and the grammar chunks (Modal-Can). Activity 1: Guess who I am! The teacher divides the class into groups of three/four and distributes a set of picture cards about animals. She/He asks the students to make sentences about what type of animal that is (e.g., It is a reptile, It is a bird, It is a mammal) and where we can find it in its natural habitat (e.g., We can find it in a forest, We can find it in a river) in turns and the other group members to try to guess which animal it is by looking at the picture cards (e.g., It is a crocodile, It is a bear, It is a parrot). At the end of the session, the students raise their cards including the expressions Good, Very Good, Excellent to show their feelings about the activity. The teacher provides constructive feedback to the whole class. Students reflect on their thoughts and feelings about the activity.

Objective: To engage in conversations about animals and their habitats in English by using the target vocabulary and the grammar chunks (Modal-Can). Activity 1: Guess who I am! The teacher divides the class into groups of three/four and distributes a set of picture cards about animals (e.g., a bear, a parrot, a crocodile) and slips of paper (e.g., It is a ………. You can find it in a ……...,). She/He asks the students to complete the sentences about what type of animal that is (e.g., It is a reptile, It is a bird, It is a mammal) and where we can find it in its natural habitat (e.g., We can find it in a forest, We can find it in a river) in turns and the other group members to try to guess which animal it is by looking at the picture cards (e.g., It is a crocodile, It is a bear, It is a parrot). At the end of the session, the students raise their cards including the expressions Good, Very Good, Excellent to show their feelings about the activity. The teacher provides constructive feedback

Students can recall the current (theme) concept of “life in the universe and future” and its components such as “planet Earth; holidays; school holidays, places, activities, and plans for holidays” by remembering their pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the current theme in English without translating anything until they start learning the target words in the current (new) concept in English. To remind them of the pre-existing background knowledge they already have about the current concept, various materials such as short scene from a film, series, a part from a story, a poster etc. which is appropriate to the age, level, and pedagogy could be used before the main teaching/learning flow of the class begins. They would give a general idea of the theme. Students are facilitated with the relevant materials through various activities. When they have finished working on it, the teacher asks them in English if they understood what was it about. For checking their understanding, she can design several activities. For instance, they can write a related word that they know in English on a piece of paper and put it in the jar/box that she/he has prepared. Alternative ways can be tried. The teacher asks them to wait for it until they see the next visual, which is the main entry material of the theme, the digital introductory story, to see if their thoughts/guesses are true or not without asking any further questions.

Objective: To engage in conversations and to foster creativity about holidays and holiday plans in English by using the target vocabulary and grammar chunks (Be going to Future Tense). Activity 1: That’s so fun! The teacher writes some words related to holiday plans (e.g., a tower, a museum, a desert, a lake, sky) on slips of paper and places them into a box. She/He divides the class into groups of three/four and distributes the boxes to each group. Then the students are asked to make sentences about their holiday plans by choosing the words from the box for each student in the group and one of the plans is going to be really fun. When they finish writing, each group is invited to the board to share their plans with the classmates (e.g., We are going to climb up a tower., We are going to visit a museum., We are going to watch the sky in a desert., We are going to swim in the sea with dolphins). Every one of the students tells a plan. The rest of the class is provided with a form including five stars, which can be used to evaluate pair/group performance. They will be engaged while listening to their classmates by colouring the stars to choose the most fun plan. The teacher provides constructive feedback to each group. Students reflect on their thoughts and feelings about the activity.

Objective: To engage in conversations and to foster creativity about holidays and holiday plans in English by using the target vocabulary and the grammar chunks (Be going to Future Tense). Activity 1: That’s so fun! The teacher writes some phrases related to holiday plans (e.g., climb up a tower, visit a museum, go to a park, watch the sky in a desert, swim in the sea with dolphins) on slips of paper and place them into a box. She/He divides the class into groups of three/four and distributes the boxes to each group. Then the students are asked to make sentences about their holiday plans by choosing the phrases from the box for each student in the group. When they finish writing, each group is invited to the board to share their plans with the classmates (e.g., We are going to climb up a tower, We are going to visit a museum., We are going to watch the sky in a desert., We are going to swim in the sea with dolphins.). Every one of the students tells a plan. The rest of the class is provided with a form including five stars, which can be used to evaluate pair/group performance. They will be engaged while listening to their classmates by colouring the stars to choose the most fun plan. The teacher provides constructive feedback to each group. Students reflect on their thoughts and feelings about the activity.