THEME 14: LIFE IN THE WORLD & CULTURE

FLFS1. Listening/Watching-Comprehension

FLFS2. Reading-Comprehension

FLFS3. Speaking-Expression

FLFS4. Writing-Expression

FLSS1. Grammaring: Selection and Use

FLSS2. Vocabulary: Selection and Use

FLSS3. Pronunciation: Selection and Use

D1.1. Curiosity, D1.2. Independence, D1.3. Perseverance and Determination, D1.5. Self-Confidence, D1.6. Selectivity, D2.3. Assertiveness, D2.4. Trust, D2.5. Playfulness, D3.1. Reasoning, D3.2. Focus, D3.3. Creativity, D3.5. Open- Mindedness, D3.6. Analyticalness, D3.7. Being Systematic, D3.8. Questioning

SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility Skill, SELS3.3. Responsible Decision-Making Skill

V1. Justice, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V13. Healthy Living, V14. Respect, V15. Love and Affection, V16. Responsibility, V20. Benevolence

LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS9. Art Literacy

ENG.5.14.L1. Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” carefully.

a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.

b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.

c) Students make predictions about the current content on “life in the world and culture” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.

 d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.

 ENG.5.14.L2. Students can bring information about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” together through significant details and main components while listening (to)/watching it.

a) Students comprehend the topic of the current content by listening (to)/watching it as a whole. 

b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.

ENG.5.14.L3. Students can make meaning of/derive meaning from the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” through significant details by listening (to)/watching it carefully.

a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.

b) Students make important and necessary classifications in the current content that help them to understand it better with details.

c) Students make important and necessary comparisons in the current content that help them to understand it better with details.

d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. 

e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.

f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.

g) Students internalise the current content in an individualised and appropriate way according to age and language level.

ENG.5.14.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. 

a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.

 b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.

ENG.5.14.P1. Students can select and use the target phonological elements of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

a) Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.

b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.

c) Students recognise the target phonological elements of the current content when they are heard in different contexts.

 d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.

 e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.

ENG.5.14.R1. Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”.

a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.

b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. 

c) Students make significant preliminary predictions about the current content based on recognised relationships.

 d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.

 ENG.5.14.R2. Students can bring information about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.

b) Students read the current content to scan the major components silently and quickly with the help of the clues provided.

c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.

ENG.5.14.R3. Students can make meaning of / derive meaning from the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by reading it carefully. 

 a) Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier.

b) Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way.

 c) Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way.

d) Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way.

e) Students make meaningful inferences from the information in the current content by examining it carefully. 

f) Students internalise the information in the current content in an individualised and appropriate way according to age and language level.

ENG.5.14.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” in relation to themselves or others, both individually and/or with others.

a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.

b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.

c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.

ENG.5.14.V1. Students can select and use the target vocabulary of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.

b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.

 c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.

d) Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.

e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.

 f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.

g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. 

 ENG.5.14.G1. Students can select and use the target grammatical elements of the current content about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

a) Students become familiar with the current content by listening (to)/watching/reading it a few times attentively.

b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks/items presented verbally in context with the help of body language.

c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks/items that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.

d) Students act out physically the clauses/sentences containing the target grammatical chunks/ items in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.

e) Students see and read the example sentences containing target grammatical chunks/items provided for language awareness carefully.

f) Students gain awareness of clauses/sentences that contain target grammatical chunks/ items that are presented for the purpose of raising language awareness.

g) Students recognise the clauses/sentences containing the target grammatical chunks/items when they encounter them by seeing and/or hearing them in different contexts.

 h) Students use the recognised target grammatical chunks/items naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.

 i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks/items in meaningful tasks without knowing and analysing their rules.

j) Students use the target language chunks/items authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.

ENG.5.14.W1. Students can get ready for the writing-expression process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”.

a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.

b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. 

ENG.5.14.W2. Students can understand the model/example for the writing task about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”.

a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.

 ENG.5.14.W3. Students can organise a content for the assigned writing task on the current content “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” based on the model/example provided. 

 a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.

 b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.

c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.

ENG.5.14.W4. Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”.

a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.

b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.

c) Students use target words and grammatical language chunks/items accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.

d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.

ENG.5.14.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people. 

a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.

 b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.

ENG.5.14.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” in relation to themselves or others, both individually and/or with others.

a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.

 b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.

c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.

 ENG.5.14.S1. Students can get ready for speaking-expression process about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”.

a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.

ENG.5.14.S2. Students can use the model/example for producing verbal content about the current content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. 

 a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.

ENG.5.14.S3. Students can organise a new verbal content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by speaking accurately, efficiently, and authentically.

a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.

b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.

c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.

d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.

e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.

ENG.5.14.S4. Students can construct a new verbal content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by speaking accurately, efficiently, and authentically.

a) Students use target pronunciation, vocabulary, language chunks/items, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.

b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.

c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.

 d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.

 ENG.5.14.S5. Students can reorganise (reconstruct) and use information about the “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people.

a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.

 b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.

ENG.5.14.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” to communicate with other people in relation to themselves or others, both individually and/or with others.

a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.

 b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.

Sub-themes: “Capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”.

Target Vocabulary in Use (with revisional vocabulary):

Vocabulary for capitals of countries: Ankara (Türkiye), London (UK-United Kingdom), Paris (France), Berlin (Germany), Rome (Italy), Madrid (Spain), Dublin (Ireland), Beijing (China), Tokyo (Japan), New Delhi (India), Washington D.C. (United States), Baku (Azerbaijan), Tashkent (Uzbekistan), Ashgabat (Turkmenistan), Astana (Kazakhstan), Lefkoşa (Nicosia) (Turkish Republic of Northern Cyprus). Nouns: A border, a flag, location, a nation, a prince, a princess. Verbs: To consist (of), to place, to state, to locate. Adjectives: Eastern, western, northern, southern, political, powerful, royal, private.

Vocabulary for landmarks and famous places:

 Nouns: A Collection, an exhibition, a sculpture, a statue, scenery, a set, a stage, a hub. Adjectives: Calm, fantastic, impressive, modern, old-fashioned, original, typical, strange, outdoors, indoors, luxury, outdoor, private, central, familiar, unique. Nouns: A neighbourhood, architecture, a population, a skyscraper, city centre, a town hall, a location, a court, a hostel, a shopping centre (a shopping mall-AmE.), a stadium, a queue. Verbs: To attract, to face, to decorate, to represent.

Vocabulary for sport events in various parts of the world and sports culture (fair play)

Verbs: To take part, to coach, to join in, to cheat, to throw, to compete, to practice, to hit, to rest. Nouns: An athlete, a captain, a court, a cricketer, a goalkeeper, golf, a golfer, qualification, rugby, athletics, a champion, a championship, a climber, a competitor, a contest, a cyclist, an event, an extreme sport, a gold medal, a leader, a long jump, the Olympic Games, a racehorse, a race, a record holder, a rider, silver medal, a track, a trainer, training, a water jump, a diver, a diving board, a sail, a sailor, a surfer, surfing, boxing, sports facilities, a locker room/a changing room, an instructor, a point. Adjectives: Winning, competitive, athletic, Olympic.

Target Grammatical Structures in Use:

-Reported Speech of the Present Tenses: (The guide said that the population of Tokyo is one of the largest in the world).

 -Reported Speech of the Future tenses: (The organiser stated that the championship match would take place in the new stadium).

-Ought to/need/must/needn’t/needed (in the past)/mustn’t (obligation): (Visitors must take a guided tour to see the architecture of the Eiffel Tower in Paris. Last year, the cricketer needed extra coaching to improve his techniques).

 Background Grammatical Structures in Use:

Present Tenses: The Simple Present Tense, The Present Progressive Tense, The Present Perfect Tense.

Future Tenses: The Simple Future Tense, “Be Going to” Future Tense, The Future Progressive Tense, The Future Perfect Progressive Tense. 

 Functions of the Grammatical Structures in Use:

-Use of ought to/need/must/needn’t/needed (in the past)/mustn’t (obligation): Use of expressing obligation, necessity, or prohibition.

-Use of Reported Speech of the Present Tenses: Reporting current actions, states, or truths in indirect speech.

-Use of Reported Speech of the Future Tenses: Reporting future intentions, plans, or predictions in indirect speech.

 Functions of the Background Grammatical Structures:

 Present Tenses: Describing present events, happenings, and situations. Future Tenses: Describing future events, happenings, and situations.

 *About “Background Grammatical Structures in Use”:

 The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contibute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language.

*National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”.

*(Relevant language content and (communicative) activities related to these national and religious days, festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.)

*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.

Target Social Language Expressions in Use:

Play by the rules, then the game will be fair!

It’s not cricket! Keep your eye on the ball during the match!

Let’s pop round to this museum later! 

 Target Phonological Sounds in Use:

Vowel: u Consonant: v

Vowel: u: (/juː/, /ʌ/, /juː/, silent /u/) Consonant: v: v: (/viː/, /v/)

*No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme

Capitals, countries, capitals of countries, landmarks, famous places, landmarks in capitals, famous places in capitals, landmarks in cities, famous places in cities, sport events, sport events in various parts of the world, sports culture (fair play).

PERFORMANCE ASSIGNMENT: Students will explore culture and life in different parts of the world including Türkiye at first. They should choose a country and research its capital city by highlighting famous landmarks and/or historical places that make it unique. Then, they will focus on the sports culture and the famous sports events of the country held there. The questions to cover: “What role does fair play and sportsmanship have in their traditions?”. They can organise a travel journal and/or presentation featuring the landmarks, cultural highlights and its connection to sports in the capital. They can include drawings, photos, and pictures. They will then share their projects with the whole class to inspire everyone to perceive and appreciate the diversity and values of global cultures. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

This theme is based on the students’ knowledge of “life in the world and culture” and its components such as “capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. As they are lower secondary school students in year 5 (five), they can know what “life in the world and culture” and its components such as “capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” mean in their own language as it is known that almost all people who start to learn a new language bring their pre-existing knowledge (in their own language) with them and transfer it to their new language learning context. However, they may not know how to say these things in a foreign language if this has not yet been covered in their existing curriculum. Fortunately, this existing knowledge in their own language can help them recognise, understand, and learn them more easily in a foreign language, in this case English.

 As they are students in year 5 of lower secondary school, they can know some basic vocabulary about “life in the world and culture” and also some necessary structures in English from the previous themes and/or years. These grammar items and vocabulary are revised during the “Revision Programme” at the beginning of the year, and they can be used as a basis for learning the new vocabulary and grammatical items in the current theme, so that the new grammatical elements in the current theme can be learnt easily.

It is expected that students’ physical, cognitive, affective, and social factors are appropriate and suitable for learning about the “life in the world and culture” and its components such as “capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”. Recalling and practising with relevant vocabulary and grammatical items in English that they have learnt in the previous years would be helpful as a basis for moving on and learning the current content on the concept of “life in the world and culture”. Therefore, a game can be played to revise all vocabulary and grammatical chunks/items from the previous themes in previous years by giving instructions in English as a preparation practice. In this way, their performance can be evaluated by seeing how much they remember and how much they are able to understand and use the previously learnt vocabulary and grammatical chunks/ items to build their competence in the current theme. It can be decided what to emphasise or practise in order to revise the previous knowledge and to facilitate the new vocabulary and chunks/items in the current theme. (Their performance can be evaluated by rubrics throughout these practices.)

Students can recall the current (theme) concept of “life in the world and culture” and its components such as “capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” by 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 it was 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.

WARM-UP TO THE WHOLE THEME (WELL-BEING) Before starting to work on the theme in the classroom, to prepare the students emotionally, cognitively, psychologically, and physically, a fun non-theme warm-up activity can be done as an icebreaker to help the students feel positive and ready for the whole learning process in class for their well-being. This could be an activity such as a short game, a physical activity, listening to/singing a song/chant/rhyme, doing a riddle, solving a puzzle, saying a tongue twister, listening to an anecdote/a very short story, watching a pantomime/ cartoon story, etc. that has no relation or connection to the current theme and does not require any knowledge of English (D2.5, SELS2.1, V12.1, LS2, LS4).

INTEGRATION OF LANGUAGE SKILLS IN THE THEME

All language skills (listening/watching-comprehension, reading-comprehension, speaking-expression, writing-expression, vocabulary selection and use, grammar selection and use, pronunciation selection and use) are used in an integrated way around a central topic and sub-themes, allowing students to build background knowledge through receptive skills before moving on to productive tasks throughout the theme. They are combined in a meaningful and purposeful way and are integrated to support the learning outcomes of the theme. Although they are sequenced from receptive to productive in the teaching-learning practices, they are always used in a closely linked way that means each activity builds on the previous one to promote language development and to increase communicative competence. The theme is characterised by a balanced integration of all the skills, where students engage with input (listening/watching-comprehension and reading-comprehension) and respond through output (speaking-expression and writing-expression) with the help of their vocabulary, grammar and phonological selection and use skills.

ENG5.14.L1.

PREPARING FOR LISTENING/WATCHING-COMPREHENSION: Having seen a visual about and having guessed the topic of the current content during the background recall session, students can have a vision of the current theme “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” as a general concept in the current (new) theme (D3.2, SELS1.1, V1.2, V3.2, V4.5, V13.2, V14.1, V14.3, V15.1, LS1, LS4, LS5, CS2.11, CS2.16.2). So, a further concept check with listening/watching for gist activities including more guessing games using clues from some pictures, realia, short video clips etc. help them prepare for the current theme (CS2.6, CS2.8). For each theme, a digitally constructed story is used as the main context of the theme, and it is visited several times while going through the theme to cover target pronunciation, vocabulary, grammar, social language expressions, and semantic meaning of the whole theme (CS2.14). It is both an entry material and the main context to the whole theme at the same time. The teacher asks them whether their guesses during the background recall session were correct and also what they think the introductory digital story that they are going to watch could be about (CS2.8). As they have already seen a scene from a film about “life in the world and culture” and the pictures, realia, etc. they can easily answer what the current theme will be “life in the world and culture” and that their guesses were true (D1.2, D1.6, D2.3, D3.2, SELS1.2, V3.3, V3.4, V4.5, LS2, LS4, CS2.10, CS2.17).

ENG5.14.L2.

BRINGING INFORMATION TOGETHER THROUGH LISTENING/WATCHING: The teacher asks the students to watch the introductory digital story carefully, recalling the work done with visuals (the scene from a film, pictures, realia, or video clips about “life in the world and culture” shown earlier) (CS2.11). Students watch the introductory digital story to consolidate the identification of the current theme “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” in it as a whole (CS2.13) without stopping the video at any point, so that the students can understand the theme holistically (D3.2, SELS1.1, V1.2, V3.3, V3.4, V4.5, V13.2, V14.1, V14.3, V15.1, LS1, LS2, LS4, LS5, CS2.14, CS2.16.2).

ENG5.14.L3.

MAKING MEANING THROUGH LISTENING/WATCHING-COMPREHENSION: To draw students’ attention to the content on “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”, some realia brought into the classroom by the teacher could be used (V1.2, V4.5, V13.2, V14.1, V14.3, V15.1, LS1, LS5). The teacher could show the corresponding objects to the students when the corresponding vocabulary for the main components of the theme is mentioned in the introductory digital story, without stopping the video while the students watch the story (CS2.6). When they have watched the whole story, the teacher could show the realia items on the table and ask questions with two options (CS2.5). As one of the words is from the previous themes, students could hear, understand, recognise and learn the (new) target vocabulary for each main component of the theme easily (CS2.1). In this way, the teacher could engage in a dialogue with the whole class to check that they have recognised the components of the theme, and that they have understood each realia item is about one component (CS2.8). Further activities and games can be played at this stage to reinforce the general meaning of the theme through its main components (D1.1, D2.5, SELS2.1, V3.4, LS1, LS2, LS4). To check whether the students understand the general topic of the theme and remember the sequence of the scenes of the introductory digital story, the teacher shows an organiser with the mixed images/pictures of the scenes on the Smart Board and asks the students to look at the images/pictures of the scenes for a while (CS2.3). She/He then asks them to order the scenes in pairs in their seats with the mixed paper pictures she/he has already given to the students (SELS2.2, V3.4, V4.2, LS1, LS4, LS6). When the pairs have finished sorting the pictures for the scenes of the story, the teacher asks the students to take turns or volunteer to sort the scenes on the screen of the Smart Board (or the pictures on the blackboard) (SELS1.2, CS2.6, CS2.10). This will help the students to organise the story as a whole so that they can identify the main theme and the components of the theme from their memories (D1.2, D1.6, D2.3, V4.5, V20.4, CS2.12).

ENG5.14.L4.

REFLECTING ON THE LISTENING/ WATCHING PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole listening-watching process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3, V3.4). Some volunteer students express what they think and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS1.2, SELS2.2, V4.2, V4.3, V12.1, LS5, LS6). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V10.3).

ENG5.14.P1.

RECOGNITION OF TARGET PRONUNCIATION: To practise pronunciation of the new target words, word groups, language chunks, and social language expressions about “life in the world and culture” and the words and/or word groups for “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” the teacher asks the students to listen (to)/watch the whole or some extracts from the introductory digital story by noticing how words are pronounced (V1.2, V3.3, V4.5, V13.2, V14.1, V14.3, V15.1, LS1, LS4, LS5, CS2.6). She/He asks them to repeat the word aloud when she/he stops the video for a word and says it. The teacher then asks the students to listen and repeat the same words aloud a few times as a whole class after listening to the recordings that she/he has prepared beforehand using some Web 2.0 programmes (LS2, CS2.16.3). The teacher could offer variations with some techniques such as showing the picture of the target word to the students to say the word or pointing to the corresponding picture when they hear the word from the recording, and then both (CS2.8). To help the students pronounce the words accurately, the teacher asks them to repeat each target word aloud a few times as a whole class after her/him or the recording, then in large groups, then in small groups and then again as volunteers (D3.2, D3.6, SELS1.2, SELS2.1, V4.2, V20.4, LS1, CS2.14). 

SELECTION AND USE OF TARGET PRONUNCIATION: Practice of pronunciation could be done with different forms of TPR, gamification and drama activities, e.g. first the teacher says the target words/word groups for the “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”, the students listen (CS2.9); then the teacher says the target words/word groups and acts them out, the students repeat after her/him (SELS2.1, CS2.14). Then the teacher and the students say the target words/word groups and act them out together at the same time. Then the teacher says the words/word groups and acts them out. These activities can be done through the actions for “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” (D2.3, D2.5, V1.2, V3.3, V4.5, V13.2, V14.1, V14.3, V15.1, LS1, LS5). As a variation, they can also repeat the words after the teacher happily, sadly, angrily, etc. using different tones of voice (SELS2.3, CS2.8, CS2.11). They also practise for the target social language chunks using the same or similar techniques. During the repetitions, they point to relevant pictures that the teacher has placed in different places in the classroom (CS2.12). Some action sequences are also created in which the students can practise the social language in a fun way by repeating, pointing, miming, and acting out in several games (SELS2.1, V7.2, LS5, LS6, LS9). The teacher facilitates some activities with dialogues and games in which students can practice the target pronunciation by selecting and using them accurately, naturally, and authentically (CS3.1). Several fun pronunciation games could be played, such as shadow reading, bingo, odd one out, pronunciation maze, minimal pairs, rhyming games, and several sound drills (SELS2.2). The target sounds such as vowels, consonants, and diphthongs of the theme are practised through them (CS2.13).Their learning is evaluated as described in items (1) and (2) in the section 1.2. Principles for the Implementation of the English Curriculum (D1.2, D1.6, D2.5, V3.4, LS1, LS2, LS4).

ENG5.14.R1.

PREPARATION FOR THE READING-COMPREHENSION PROCESS: The teacher facilitates reading and writing activities throughout the theme from the first lesson to the end, when and where necessary with precise techniques and the necessary amount. Reading starts from earlier stages and continues throughout the theme in various forms and amounts. Reading is done in two ways in the theme by using the written version of the introductory digital story and additional reading texts in reading sections of the instructional material to be used (V3.2, LS2, LS4). Various reading styles including silent reading, speed reading, jigsaw reading and basic reading techniques including skimming, scanning, and reading for details during pre-reading, while-reading and post-reading phases are used in the theme (V3.4, LS1, CS2.3, CS2.6). The ultimate aim of reading practice is to enhance comprehension, improve fluency, develop pre-critical thinking skills and critical thinking skills and the ability to comprehend and talk/write about the content in a meaningful and communicative way (V3.3, V7.2, LS5, CS3.3). For the initial stage of reading, the teacher asks the students to look at the audio/visual/written elements (e.g. sound, voices, scenes, title of the text, written words) surrounding the written version of the contextual introductory story or a new text in the reading section of the instructional material to be used for skimming to recall the conceptual meanings they already have about the theme (CS2.8). At this stage, the teacher could ask the students to read the title of the theme and ask the students which words they already know, and which come to mind in connection with the title (SELS1.1, CS2.16.2). She/He reminds them not to ask the meanings of any new words or the words they do not know. She/He reminds them that this is just a guessing activity by using the words they know and that there is time to work on the new words of the new theme later (D3.2, D3.6, V3.4, CS2.10, CS2.12).

ENG5.14.R2.

BRINGING INFORMATION TOGETHER THROUGH READING: Students go on with a scanning activity to find out the most important details of the introductory digital story and/or a new text in the reading section which is organised to help students to know more about the reading content (CS2.6, CS2.7). In this way they  could be able to recognise the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen, and scanned (quickly read) in the story (CS2.4). By doing so, they will be able to understand the story/text in general using the main elements (D3.2, D3.6, V3.3, V3.4, LS1).

ENG5.14.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 peer reads the other half of the text in a given time (CS2.6). They are then asked to share what they have understood from their part with their peer, also in a given time. In this way, they talk about the whole story after reading it silently, in the jigsaw reading style (D2.4, D3.6, V3.4, V4.2, V16.2, LS1, LS6, CS2.8, CS2.9). Some speed-reading activities can be used to develop students’ reading and comprehension skills. These activities can be evaluated as explained in the item (6) in the section 1.2. Principles for the Implementation of the English Curriculum. After sharing their parts, students proceed with the activities for dealing with the target vocabulary, grammatical chunks, and semantic meaning relatively with the help of the teacher (CS2.14). For dealing with the semantic meaning, the teacher facilitates the lesson with meaningful activities including closed, semi-closed, free, open-ended, and communicative ones (SELS2.1). From display to communicative open-ended, various types of questions are used to understand the meaning of the text (SELS3.1, SELS3.2, CS2.6). During this process students work collaboratively to exchange information, thoughts, and feelings (D3.2, D3.7, V3.3, V7.2, V20.2, LS2, LS4, CS2.8).

ENG5.14.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 pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (D2.3, D3.5, V4.2, V6.2, V10.3, V12.1, LS1, LS6).

ENG5.14.V1.

PREPARATION TO WORK ON THE TARGET VOCABULARY: At this stage, students remember what the theme is about through the activities that they have done during the background knowledge, pre-listening/ watching, and pre-reading sessions (SELS1.1). As they know the main topic, they get ready to deal with the main components and target vocabulary of the theme (V3.2, LS1).

RECOGNITION OF THE TARGET VOCABULARY: A scanning activity to find out the main details of the introductory digital story (and/or a new text in the reading section) is organised to help students to know more about the content. This could help them identify what the target words in the text could be about. The activity could be designed by listing some important pictures, words or events about the main components of the theme that take place in the story/text. Students circle or tick the ones that they have heard, seen, and scanned (quickly read) in the story. In this way, they will be able to understand the story/text in general by using the main elements and also be ready to work on the target vocabulary items (D3.2, D3.6, LS1, LS2,  LS4, LS5, CS2.4, CS2.6, CS2.7). Then the students read the written version of the digital story again silently, (or the reading text in the reading section), to check whether they know any of the target vocabulary items about “life in the world and culture” (V4.5, CS2.8). They underline the words whose meaning they do not know while reading silently (CS2.17). Students say these words when they finish reading and the teacher writes these words on the Smart Board/blackboard/ white board as they say them. The teacher writes only the target words on the Smart Board/blackboard as active words that the students have said. She/He quickly deals with the non-target passive vocabulary items by using pictures, mimics, gestures, imitations, examples, etc. But she/he takes time to facilitate the teaching of the target words (D1.2, D1.6, D3.2, V3.3, V3.4, LS2, LS4, CS2.4, CS2.5, CS2.7). To introduce and practise the meanings of the target vocabulary related to the theme “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”, that the students do not know, the teacher asks the students to watch the introductory digital story (or the video of the reading text if there is one) again. From the beginning, whenever a target item is mentioned, the teacher stops the video and asks several questions in the form of two options, one of which is a word from the previous themes that they already know (V1.2, V4.5, V13.2, V14.1, V14.3, V15.1, LS1, LS5, CS2.16.1, CS2.6). By guessing what they are, the students hear the English equivalents of the words for the theme “life in the world and culture” and they answer as a whole class in chorus. In this way, they are introduced to the meanings of the target words (D1.2, D1.6, D3.7, CS2.10). This is conducted in the form of a dialogue where their learning can be checked as described in items (SELS2.1) (7), (8), and (9) in the section 1.2. Principles for the Implementation of the English Curriculum (V3.3, V3.4, V4.5, LS1, LS2, LS4). After having watched the introductory digital story, the teacher shows some pictures for “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”, on the walls as clues and says the words aloud several times in sentences by pointing to the pictures and the students repeat after her/him (D2.3, V1.2, V4.5, V13.2, V14.1, V14.3, V15.1, LS1, LS5, CS2.6, CS2.11). In this way, the main vocabulary items of the theme “life in the world and culture” are introduced to the students in English as described in item (3) in the section 1.2. Principles for the Implementation of the English Curriculum. (V4.5).

SELECTION AND USE OF TARGET VOCABULARY: The teacher can prepare an activity using the Web 2.0 programme with images/pictures of “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”, and symbolic images for some categories about the components of the theme. She/He also prepares mixed images/pictures for target vocabulary items for the activities which can be done in relation to the components. She/He asks the students to look at the mixed pile of images/pictures of the main components of the theme on the Smart Board screen and scan them for a while to remember them (V1.2, V4.5, V13.2, V14.1, V14.3, V15.1, LS1, LS5, CS2.4). She/He explains to the students that the items will be placed under the correct category, but first she/he gives the students the cut-out pictures of the activities and a large sheet of paper with the categories written on it and the cut-out pictures will be placed under each category correctly (V3.3, LS2, LS4, CS2.5). The teacher asks them to work in pairs and place the cut-out pictures in the right category and ask each other some questions about the theme “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” (D3.2, D3.8, SELS2.2, V1.2, V4.5, V13.2, V14.1, V14.3, V15.1, LS1, LS5). When the students have finished working with the cut-out pictures and asking and answering questions about them, the teacher asks them to take turns or volunteer to go to the Smart Board and drag the corresponding images/pictures under the right category on the screen (SELS1.2, V3.4, V20.4, LS1, LS4, CS2.5). In this way, images/pictures that are relevant to the main concept and its components are consolidated through categorisation. This activity can be done with real pictures on the white/blackboard if there is a problem with technology. The teacher asks the students to copy the words next to the pictures they have pasted or drawn in their picture dictionaries and then asks them to exchange their picture dictionaries with their peers and check each other’s spelling (D3.2, SELS1.2, SELS2.2, V4.2, V4.3, V6.2, LS9). To consolidate the meaning, selection, and use of the new target vocabulary items for the concept of “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”, the teacher could organise activities and tasks using pictures, flashcards, sounds, realia, and any other materials to play games such as Bingo, Pelmanism, King’s game, Odd One out, Wordscapes, Scrabble, Pictionary, Letter Scramble, Acronyms, Charades etc. Games could be adapted according to the teacher’s objectives (pronunciation, spelling, meaning, selection, use etc.), age, interests and language level of the students (CS2.13). Students can be asked to create their own games to use the target vocabulary items in context (D2.5, D3.3, SELS3.1, SELS3.2, V1.2, V4.2, V4.4, V4.5, V7.2, V13.2, V14.1, V14.3, V15.1, LS1, LS5, LS9, CS2.20). Students’ learning can be checked as described in items (3), and (4) in the section 1.2. Principles for the Implementation of the English Curriculum.

ENG5.14.G1.

RECOGNITION OF TARGET GRAMMATICAL ITEMS: To draw the students’ attention to the target language chunks of the theme, the introductory digital story or an extract from it played so that the students can notice the target language chunks (D3.2, CS2.2). While watching the introductory digital story, the teacher stops at the scenes where the target language chunks are used. She/He imitates the action by showing the scene, saying the chunk, and asking the students to do the same (V3.2, LS2, CS2.14). She could hold up large pictures corresponding to the chunks when they are mentioned in the digital story to draw the students’ attention. The sentences with the target chunks are also written and placed on the Smart Board/ blackboard/ whiteboard. The teacher also points to these sentences while pointing to the scenes in the story where they appear. There is no analysis or teaching of grammatical structures at this stage. Students can automatically and naturally identify the use of the target language chunks in the current context created in the introductory digital story without working on any rules or structures (SELS3.1, V3.4, LS1, LS4, CS2.3, CS2.4, CS2.16.2). To check the students’ identification of the target language chunks, after the students have finished watching the introductory digital story, the teacher asks them to read the sentences with the target language chunks written by the teacher on the Smart Board /blackboard/whiteboard and asks them to find the same or similar sentences in the written version of the introductory digital story or another text that is shown on the Smart Board (D3.2, SELS3.2, V3.3). She/He also asks them to find the same or similar sentences with these chunks which are given in different types of tables prepared by the teacher (CS2.7). These tables do not include any explanations of grammatical rules, explanations, or formulas, and they only contain example sentences with target chunks in which important words with the target grammar are written in bold or different colours to attract students’ attention. The teacher asks them to look at the words in bold or in different colours and asks students to examine them (CS2.9). Then the teacher asks the students to copy these sentences with target chunks written in bold or different colours into their notebooks. The teacher asks the students to make very similar sentences using the target words and asks them to share their sentences with each other in pairs, and then with the class (SELS2.2, SELS3.2, D3.2, V4.2, CS2.13, CS2.14, CS2.16.1, CS2.16.2). Both the teacher and the class members give feedback to the students as they say their sentences (CS2.19). The teacher gives all students a checklist with simple symbols to evaluate each other’s work as explained in the items (5) and (6) in the section 1.2. Principles for the Implementation of the English Curriculum (V4.3, V6.2, V10.3, LS6).

SELECTION AND USE OF THE TARGET GRAMMAR: To facilitate students’ further practice with the target language chunks in the theme, “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”, the teacher shows some other sentences with these chunks in another context such as a short story, a short paragraph, and a short dialogue etc. and asks students to find the sentences with the target chunks in them and asks if they understand them (SELS3.2, V1.2, V3.3, V4.5, V13.2, V14.1, V14.3, V15.1, LS1, LS5, CS2.4, CS2.6, CS2.8). She/He gives some written activities and exercises to practise the target chunks in context.  She/He also facilitates more fun activities and as described in items (5), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. To consolidate the target language chunks, the teacher organises different fun activity and game bundles that the students can practise and consolidate them (CS2.13) where their learning can be checked as described in item (10) in the section 1.2. Principles for the Implementation of the English Curriculum (D2.5, V4.4).

ENG5.14.W1.

PREPARATION FOR THE WRITING-EXPRESSION SESSION: Practising through writing: Writing activities help students to produce and display meaningful written language for their personal expression and communication with others, by using language including target words, grammatical structures in use and the social language in this theme which is about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)”, as in other themes (V1.2, V3.2, V4.5, V13.2, V14.1, V14.3, V15.1, LS1, LS5).

ENG5.14.W2. 

RECOGNISING THE MODEL: Initially, students produce very limited and short pieces of writing such as sentences to practise the language including the target vocabulary and grammatical structures, after hearing and seeing them through listening and reading activities in the theme. They practise the language in a more controlled way in the beginning, by writing to repeat or simply explain what they hear and see in context and what they are asked to do. They are provided a written model/example to copy to be able to notice significant points and elements in it (SELS3.1). While copying a short model writing, they become aware of the aspects such as the use of words, language chunks, punctuation, spelling, and so on (D3.1, V3.4, LS1, CS2.4, CS2.16.3).

ENG5.14.W3.

CREATING THE WRITING CONTENT: Controlled writing of words and sentences turns to short paragraphs in a process writing manner with the support of the teacher’s feedback in the theme. This process is expanded and supported by several practical activities. New contexts in the form of written/photo-picture strip/ pantomime/video stories, dialogues, etc. for students to write responses, lines, parts, answers, scripts, etc. to practise further by writing with the language including the target words and grammatical structures related to the theme in fun, enjoyable, varied, and versatile activities (D1.3, D3.1, SELS3.2, V3.4, V4.4, V7.2, LS2, LS4, LS9, CS2.20).

ENG5.14.W4.

CONSTRUCTING AND PRACTISING WRITING: Storification and gamification techniques are actively and extensively used for further writing practice tasks. Students are encouraged to produce a variety of written products such as sentences, acronyms, paragraphs, messages, posters, e-mails, quotes, poems, songs, projects, scripts for plays, diaries/journals, blogs, very short film scenarios, etc. to express their ideas, thoughts, and feelings (D2.5, D3.3, SELS3.2, CS2.13). All the content is expected to be contextual, practical, authentic, real, and appropriate to the students’ interests and language level (V3.4, V7.2, V9.3, V12.1, LS1, LS4, LS9). 

ENG5.14.W5. 

RECONSTRUCTING AND COMMUNICATING THROUGH WRITING: Students interact and communicate with peers and/or other people inside or outside school by using the language including the target words, language chunks, and the social language for the theme “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” in their writing (SELS2.2, SELS2.3, V1.2, V3.4, V4.2, V4.5, V13.2, V14.1, V14.3, V15.1, LS1, LS5, LS9, CS2.20). AI-based technologies can be used for various activities, giving students access to authentic materials. They can also produce digital materials and projects at school and at home in a variety of ways (D3.3, SELS3.2, SELS3.3, V7.2, LS2, CS2.20). These activities are evaluated as described in items (11) and (12) in the section 1.2. Principles for the Implementation of the English Curriculum.

ENG5.14.W6.

REFLECTING ON THE WRITING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole writing-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (D1.5, SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6).

ENG5.14.S1.

PREPARATION FOR SPEAKING: The teacher facilitates speaking activities throughout the theme from the first lesson to the end. Speaking activities enhance students’ learning and help them produce and display meaningful language for personal expression and communication with others by using the language including the target words, grammatical structures in use and the social language expressions of the theme about “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” (V1.2, V3.2, V3.4, V4.5, V13.2, V14.1, V14.3, V15.1, LS1, LS5).

ENG5.14.S2.

RECOGNISING AND USING THE MODEL: In the beginning, through listening/watching and reading, students recognise how the language with the target language items is used (CS2.6). They practise the language in a controlled way, by telling, repeating, explaining what they hear and see in the context (D1.3, D3.2, SELS3.1, V3.3, LS1, LS2, LS4, CS2.4).

ENG5.14.S3.

CONSTRUCTING SPOKEN CONTENT: In the later stages of the lessons after controlled practice sessions, the teacher creates new contexts in the form of new written/photo-picture strip/pantomime/video stories, dialogues etc. as new opportunities for the students to talk about them for practising further through questions, explanations, inferences etc. (D1.3, SELS3.2, V3.4, V4.2, V7.2, V12.1, LS1, LS4, LS9, CS2.13). 

ENG5.14.S4. 

CONSTRUCTING SPOKEN MATERIALS: Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” (SELS2.2, SELS3.2, V1.2, V4.2, V4.5, V13.2, V14.1, V14.3, V15.1, LS1, LS5, CS2.20). AI-based technologies can be used for various activities, giving students access to authentic materials. They can also produce digital materials and projects at school and at home through recordings (D1.2, D1.6, D3.3, V7.2, LS2, LS9, CS2.20).

ENG5.14.S5.

RECONSTRUCTING AND COMMUNICATING THROUGH SPEAKING: Students communicate with each other by seeing/hearing/reading/using the language including the target words and grammatical structures related to the theme in fun, enjoyable, varied, and versatile activities (SELS2.3, CS2.20). Picture strip stories can be used at the end of each theme to provide a consolidation and revision (V3.4, V4.2, V12.1, LS1, LS4, LS9, CS2.13, CS2.14). These new contents created are contextual, practical, authentic, real, and appropriate to the students’ age, interests, and language level. Storification and gamification techniques are actively and extensively used together with other further speaking practice throughout the theme. Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, presentations, short texts etc. to interact and to communicate with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme “life in the world and culture” and its components such as “life in the world and culture with capitals of countries; landmarks and famous places in capitals and cities; sport events in various parts of the world and sports culture (fair play)” (V1.2, V3.4, V4.2, V4.5, V13.2, V14.1, V14.3, V15.1, LS1, LS4, LS5, CS3.1, CS2.20). AI-based technologies can be used for various activities, giving students access to authentic materials. They can also produce digital materials and projects at school and at home through recordings (D2.5, D3.3, SELS3.3, V7.2, LS2, CS2.20). These are evaluated as described in items (7), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. Then they can expand their language use and practise by communicating with others.

ENG5.14.S6.

REFLECTING ON THE SPEAKING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks students to think about the whole speaking-expression process and asks them to express their thoughts, ideas, and feelings about the process. Some volunteer students express what they think and feel about them (SELS1.3, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V6.2, V10.3, V20.4, LS1, LS6).

Objective: To talk about less known sports events in different parts of the world and sports culture in English by using the target vocabulary and grammatical chunks/items.

Activity 1: Global Sports Reporter

The students work in pairs to investigate a less known sports event (including the ones in Türkiye) that they choose as a sports reporter. Each pair prepares a mini report on the recommendations for participants and spectators, the rules that athletes need to follow, and statements from experts. Each pair presents their report, and the rest of the class tries to think of one more recommendation on the less known sports event to make it a more widely known one in the world. The teacher gives constructive feedback on the content, vocabulary use, grammar use, and presentation skills. The pairs reflect on their experience of investigating less known sports events with some simple sentences, e.g. “It was…….” or “I really liked………”. The students also reflect on which sports event and which recommendation they like most.

Objective: To talk about less known sports events in different parts of the world and sports culture in English by using the target vocabulary and grammatical chunks/items.

Activity 1: Global Sports Reporter

 The students work in pairs to investigate a less known sports event (including the ones in Türkiye) that they choose as a sports reporter. Each pair prepares a mini report on the recommendations for participants and spectators, the rules that athletes need to follow, and statements from experts by completing sentences given by the teacher, e.g. “Participants must___________”, “The organiser said that ________” or “Spectator should __________”. Each pair presents their report, and the rest of the class tries to think of one more recommendation on the less known sports event to make it a more widely known one by completing sentences given by the teacher, e.g. “They should__________”, “The organisers needn’t_______________”. The teacher gives constructive feedback on the content, vocabulary use, grammar use, and presentation skills. The pairs reflect on their experience of investigating lesser-known sports events with some simple sentences, e.g. “It was…….” or “I really liked………”. The students also reflect on which sports event and which recommendation they like most.