Çoklu Yabancı Dil Eğitim Modeli İngilizce

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, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence

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

This theme is based on the students’ knowledge of “school life” and its components, such as “school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. As they are lower secondary school students in year 5 (five), they can know what “school life” and its components, such as “school rules; people, roles and responsibilities at school; school routines; national days and celebrations” 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 “school life” and also some necessary language chunks/items in English from the previous themes and/or years. These grammatical language chunks/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 language chunks/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 “school life” and its components, such as “school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. Recalling and practising with relevant vocabulary and grammatical language chunks/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 “school life”. Their knowledge of the days of the week and holidays will help them learn and practise important national holidays such as “the Republic Day of Türkiye”. Therefore, a dialogue game can be played to revise all vocabulary and grammatical language 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 language 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 grammatical language chunks/items in the current theme. (Their performance can be evaluated by rubrics throughout these practices.)

Students can recall the current (theme) concept of “school life” and its components such as “school rules; people, roles and responsibilities at school; school routines; national days and celebrations” 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.

ENG5.1.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 “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” as a general concept in the current (new) theme (D3.2, SELS1.1, V1.1, V1.2, V3.2, V6.2, V14.3, V16.3, V19.1, V19.2, LS1, LS4, LS5, LS6, 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 “school life” and the pictures, realia, etc. they can easily answer what the current theme will be “school life” and that their guesses were true (D1.2, D1.6, D2.3, D3.2, SELS1.2, V3.3, V3.4, LS2, LS4, CS2.10, CS2.17).

ENG5.1.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 “school life” shown earlier) (CS2.11). Students watch the introductory digital story to consolidate the identification of the current theme “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” 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, V1.1, V1.2, V3.3, V3.4, V6.2, V14.3, V16.3, V19.1, V19.2, LS2, LS4, LS5, LS6, CS2.14, CS2.16.2).

ENG5.1.L3.

MAKING MEANING THROUGH LISTENING/WATCHING-COMPREHENSION: To draw students’ attention to the content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”, some realia brought into the classroom by the teacher could be used (V1.1, V1.2, V6.2, V14.3, V16.3, V19.1, V19.2, LS5, LS6). 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, V16.3, V20.4, CS2.12).

ENG5.1.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).

ENG5.1.P1.

RECOGNITION OF TARGET PRONUNCIATION: To practise pronunciation of the new target words, word groups, language chunks, and social language expressions about “school life” and the words and/or word groups for “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” 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 (V1.1, V1.2, V3.3, V6.2, V14.3, V16.3, V19.1, V19.2, LS4, LS5, LS6, 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 “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”, the students listen (V19.1, V19.2, 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 “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” (D2.3, D2.5, V1.1, V1.2, V3.3, V6.2, V14.3, V16.3, V19.1, V19.2, LS5, LS6). 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). 

ENG5.1.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).

ENG5.1.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). 

ENG5.1.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).

ENG5.1.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). 

ENG5.1.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 “school life” (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 nontarget 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 “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”, 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 (V1.1, V1.2, V6.2, V14.3, V16.3, V19.1, V19.2, LS5, LS6, CS2.16.1, CS2.6). By guessing what they are, the students hear the English equivalents of the words for the theme “school life” 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, LS1, LS2, LS4). After having watched the introductory digital story, the teacher shows some pictures for “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”, 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, V1.1, V1.2, V6.2, V14.3, V16.3, V19.1, V19.2, LS5, LS6, CS2.6, CS2.11). In this way, the main vocabulary items of the theme “school life” 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.

SELECTION AND USE OF TARGET VOCABULARY: The teacher can prepare an activity using the Web 2.0 programme with images/pictures of “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”, 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 (V1.1, V1.2, V19.1, V19.2, LS5, LS6, 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 “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” (D3.2, D3.8, SELS2.2, V1.1, V1.2, V6.2, V14.3, V16.3, V19.1, V19.2, LS5, LS6). 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 “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”, 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, V1.1, V1.2, V4.2, V4.4, V6.2, V7.2, V14.3, V16.3, V19.1, V19.2, LS5, LS6, 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. 

ENG5.1.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, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”, 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, V3.3, V1.1, V1.2, V6.2, V14.3, V16.3, V19.1, V19.2, LS5, LS6, 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).

ENG5.1.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 “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”, as in other themes (V3.2, V1.1, V1.2, V6.2, V14.3, V16.3, V19.1, V19.2, LS5, LS6).

ENG5.1.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).

ENG5.1.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).

ENG5.1.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).

ENG5.1.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 “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” in their writing (SELS2.2, SELS2.3, V1.1, V1.2, V3.4, V4.2, V6.2, V14.3, V16.3, V19.1, V19.2, LS5, LS6, 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.

ENG5.1.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).

ENG5.1.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 “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” (V1.1, V1.2, V3.2, V3.4, V6.2, V14.3, V16.3, V19.1, V19.2, LS5, LS6).

ENG5.1.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). 

ENG5.1.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).

ENG5.1.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 “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” (SELS2.2, SELS3.2, V1.1, V1.2, V4.2, V6.2, V14.3, V16.3, V19.1, V19.2, LS5, LS6, 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).

ENG5.1.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 “school life” and its components such as “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” (V1.1, V1.2, V3.4, V4.2, V6.2, V14.3, V16.3, V19.1, V19.2, LS4, LS5, LS6, 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.

ENG5.1.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 think, talk about and present their ideal school day and rules in English by using the target vocabulary and grammatical chunks/items.

Activity 1: Design your ideal school day

The teacher divides the class into 2 groups, gives a carton to each group and tells them first to imagine and then to brainstorm about their ideal school day routines and school rules. Students ask questions such as “When do you arrive at school?”, “What time do you have lunch?”, “What must you do at school?”, “What can you do at school?” to each other. They write down the answers on the carton. According to the answers, they create their ideal school and present it to the class. Each student reads at least 2-3 sentences. At the end of the activity, the other group’s students express their feelings about the ideal school, drawing 3-5 stars on their cartons and showing them to their friends

Objective: To think, talk about and present an ideal school day and rules in English by using the target vocabulary and grammatical chunks/items.

Activity 1: Design your ideal school day

 The teacher divides the class into 2 groups, gives a carton to each group and tells them first to imagine and then to brainstorm about their ideal school day routines and school rules. The teacher gives students some cards with guided questions and statements on them such as “When___ you arrive at school?”, “What _____do you have lunch?”, “I can/can’t ________ at school.”, “I must/mustn’t _________at school”. Students first think about the possible answers for the blanks, then ask and answer the questions to each other and then write down both the answers and the complete statements on the carton. According to the answers, they create their ideal school and present it to the class. Each student reads at least 2-3 sentences. At the end of the activity, the other group’s students express their feelings about the ideal school, drawing 3-5 stars on their cartons and showing them to their friends. Finally, the teacher gives constructive feedback to each group, praising their work

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

V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V20. Benevolence

LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy

This theme is based on the students’ knowledge of “classroom life and learning” and its components such as “technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. As they are lower secondary school students in year 5 (five), they can know what “classroom life and learning” and its components such as “technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” 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 “classroom life and learning” 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 “classroom life and learning” and its components such as “technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”. 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 “classroom life and learning”. Therefore, a dialogue 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 grammatical chunks/items in the current theme. (Their performance can be evaluated by rubrics throughout these practices.)

Students can recall the current (theme) concept of “classroom life and learning” and its components such as “technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” 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.

ENG5.10.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 “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” as a general concept in the current (new) theme (D3.2, SELS1.1, V3.2, V4.1, V6.2, V14.1, LS1, LS4, LS7, 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 “classroom life and learning” and the pictures, realia, etc. they can easily answer what the current theme will be “classroom life and learning” and that their guesses were true (D1.2, D1.6, D2.3, D3.2, SELS1.2, V3.3, V3.4, V16.3, LS2, LS4, CS2.10, CS2.17).

ENG5.10.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 “classroom life and learning” shown earlier) (CS2.11). Students watch the introductory digital story to consolidate the identification of the current theme “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” 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, V3.3, V3.4, V4.1, V6.2, V14.1, LS2, LS4, LS7, CS2.14, CS2.16.2).

ENG5.10.L3.

MAKING MEANING THROUGH LISTENING/WATCHING-COMPREHENSION: To draw students’ attention to the content on “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”, some realia brought into the classroom by the teacher could be used (V4.1, V6.2, V14.1, LS7). 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, V16.3, V20.4, CS2.12).

ENG5.10.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).

ENG5.10.P1. 

RECOGNITION OF TARGET PRONUNCIATION: To practise pronunciation of the new target words, word groups, language chunks, and social language expressions about “classroom life and learning” and the words and/or word groups for “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” 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 (V3.3, V4.1, V6.2, V14.1, LS4, LS7, 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 “classroom life and learning with technological classroom tools; learning activities in the classroom;  cardinal numbers and ordinal numbers”, 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 “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” (D2.3, D2.5, V3.3, V4.1, V6.2, V14.1, LS7). 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).

ENG5.10.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).

ENG5.10.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).

ENG5.10.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).

ENG5.10.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).

ENG5.10.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 “classroom life and learning” (V16.3, 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 “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”, 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 (V4.1, V6.2, V14.1, LS7, CS2.16.1, CS2.6). By guessing what they are, the students hear the English equivalents of the words for the theme “classroom life and learning” 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, V16.3, LS1, LS2, LS4). After having watched the introductory digital story, the teacher shows some pictures for “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”, 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, V4.1, V6.2, V14.1, CS2.6, CS2.11). In this way, the main vocabulary items of the theme “classroom life and learning” 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.

SELECTION AND USE OF TARGET VOCABULARY: The teacher can prepare an activity using the Web 2.0 programme with images/pictures of “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”, 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 (V4.1, V6.2, V14.1, LS7, 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 “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” (D3.2, D3.8, SELS2.2, V4.1, V6.2, V14.1, LS7). 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 “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”, 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, V4.1, V4.2, V4.4, V6.2, V7.2, V14.1, LS7, 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.

ENG5.10.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, “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”, 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, V3.3, V4.1, V6.2, V14.1, LS7, 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).

ENG5.10.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 “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers”, as in other themes (V3.2, V4.1, V6.2, V14.1, LS7).

ENG5.10.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). 

ENG5.10.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).

ENG5.10.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).

ENG5.10.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 “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” in their writing (SELS2.2, SELS2.3, V3.4, V4.1, V4.2, V6.2, V14.1, LS7, 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.

ENG5.10.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).

ENG5.10.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 “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” (V3.2, V3.4, V4.1, V6.2, V14.1, LS7).

ENG5.10.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).

ENG5.10.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).

ENG5.10.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 “classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” (SELS2.2, SELS3.2, V4.1, V4.2, V6.2, V14.1, LS7, 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). 

ENG5.10.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 “classroom life and learning” and its components such as ““classroom life and learning with technological classroom tools; learning activities in the classroom; cardinal numbers and ordinal numbers” (V3.4, V4.1, V4.2, V6.2, V14.1, LS4, LS7, 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.

ENG5.10.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 classroom activities, learning events, or educational plans in English by using the target vocabulary and the grammatical chunks/items.

Activity 1: Creating a Class Learning Calendar 

The teacher divides the class into pairs or small groups of 3-4 students, and asks each group to prepare a weekly learning calendar for their class by deciding what types of activities to include, e.g. “class discussions, quizzes, and presentations”. Each group presents their learning calendar to the class. During the presentation, the rest of the class listens very carefully and asks further follow-up questions about the reasons behind their choices. The teacher gives constructive feedback on students’ performances in terms of accurate and appropriate use of target vocabulary and grammatical chunks and their presentation. Students write down one thing they did well and one thing they want to improve for next time. They also give a ‘stars’ rating (1-5) for their peer’s performance, followed by a short explanation: “I gave you 4 stars because your pronunciation is good, but you should give more details”. The students reflect on their thoughts and feelings about the activity

Objective: To talk about classroom activities, learning events, or educational plans in English by using the target vocabulary and the grammatical chunks/items.

Activity 1: Creating a Class Learning Calendar 

The teacher divides the class into pairs or small groups of 3-4 students, and asks each group to prepare a weekly learning calendar for their class by deciding what types of activities to include, e.g. “class discussions, quizzes, and presentations”. The teacher gives a checklist of several activities for students to choose from. Each group presents their learning calendar to the class. During the presentation, the rest of the class listens very carefully and asks further follow-up questions about the reasons behind their choices. The teacher gives sentence beginnings as a support, e.g. “We are going to work on _________ and on _______.” The teacher gives constructive feedback on students’ performances in terms of accurate and appropriate use of target vocabulary and grammar and their presentation. Students write down one thing they have done well and one thing they want to improve for next time. They also give a ‘stars’ rating (1-5) for their peer’s performance, followed by a short explanation: “I gave you 4 stars because your pronunciation is good, but you should give more details”. The teacher gives constructive feedback on students’ performances in terms of accurate and adequate use of target vocabulary and grammar and their presentation. Students complete the sentence beginnings to reflect on one thing they did well and one thing they want to improve for next time. They also give a ‘stars’ rating (1-5) for their peer’s performance and a short explanation by completing sentence beginnings, e.g. “I gave you ________ because your __________ is good, but you should ___________”. The students reflect on their thoughts and feelings about the activity.

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

V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V13. Healthy Living, V16. Responsibility, V20. Benevolence

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

This theme is based on the students’ knowledge of “personal life and well-being” and its components such as “body parts; human illnesses and diseases; keeping good health”. As they are lower secondary school students in year 5 (five), they can know what “personal life and well-being” and its components such as “body parts; human illnesses and diseases; keeping good health” 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 “personal life and well-being” and also some necessary grammatical chunks/items in English from the previous themes and/or years. These grammatical chunks/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 “personal life and well-being” and its components such as “body parts; human illnesses and diseases; keeping good health”. Recalling and practising with relevant vocabulary and grammatical chunks/ 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 “personal life and well-being”. Therefore, a dialogue game can be played to revise all vocabulary and language 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 grammatical chunks/items in the current theme. (Their performance can be evaluated by rubrics throughout these practices).

Students can recall the current (theme) concept of “personal life and well-being” and its components such as “body parts; human illnesses and diseases; keeping good health” 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.

ENG5.11.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 “personal life and well-being with (extended) body parts; human illnesses and diseases; keeping good health” as a general concept in the current (new) theme (D3.2, SELS1.1, V3.2, V12.1, V13.1, V13.2, V13.4, V16.1, LS1, LS4, 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 “personal life and well-being” and the pictures, realia, etc. they can easily answer what the current theme will be “personal life and well-being” and that their guesses were true (D1.2, D1.6, D2.3, D3.2, SELS1.2, V3.3, V3.4, V12.1, V13.4, LS2, LS4, CS2.10, CS2.17).

ENG5.11.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 “personal life and well-being” shown earlier) (CS2.11). Students watch the introductory digital story to consolidate the identification of the current theme “personal life and well-being with (extended) body parts; human illnesses and diseases; keeping good health” 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, V3.3, V3.4, V12.1, V13.1, V13.2, V13.4, V16.1, LS1, LS2, LS4, CS2.14, CS2.16.2).

ENG5.11.L3.

MAKING MEANING THROUGH LISTENING/WATCHING-COMPREHENSION: To draw students’ attention to the content on “personal life and well-being with (extended) body parts; human illnesses and diseases; keeping good health”, some realia brought into the classroom by the teacher could be used (V12.1, V13.1, V13.2, V13.4, V16.1, LS1, LS4). 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, V12.1, V13.4, V20.4, CS2.12).

ENG5.11.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).

ENG5.11.P1. 

RECOGNITION OF TARGET PRONUNCIATION: To practise pronunciation of the new target words, word groups, language chunks, and social language expressions about “personal life and well-being” and the words and/or word groups for “personal life and well-being with (extended) body parts; human illnesses and diseases; keeping good health” 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 (V3.3, V12.1, V13.1, V13.2, V13.4, V16.1, LS1, LS4, 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 “personal life and well-being with (extended) body parts; human illnesses and diseases; keeping good health”, 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 “personal life and well-being with (extended) body parts; human illnesses and diseases; keeping good health” (D2.3, D2.5, V3.3, V12.1, V13.1, V13.2, V13.4, V16.1, LS1, LS4). 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).

ENG5.11.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).

ENG5.11.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).

ENG5.11.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).

ENG5.11.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).

ENG5.11.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 “personal life and well-being” (V12.1, V13.4, 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 “personal life and wellbeing with (extended) body parts; human illnesses and diseases; keeping good health”, 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 (V12.1, V13.1, V13.2, V13.4, V16.1, LS1, LS4, CS2.16.1, CS2.6). By guessing what they are, the students hear the English equivalents of the words for the theme “personal life and well-being” 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, V12.1, V13.4, LS1, LS2, LS4). After having watched the introductory digital story, the teacher shows some pictures for “personal life and well-being with (extended) body parts; human illnesses and diseases; keeping good health”, 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, V12.1, V13.1, V13.2, V13.4, V16.1, LS1, LS4, CS2.6, CS2.11). In this way, the main vocabulary items of the theme “personal life and well-being” 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.

SELECTION AND USE OF TARGET VOCABULARY: The teacher can prepare an activity using the Web 2.0 programme with images/pictures of “personal life and well-being with (extended) body parts; human illnesses and diseases; keeping good health”, 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 (V12.1, V13.1, V13.2, V13.4, V16.1, LS1, LS4, 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 “personal life and well-being with (extended) body parts; human illnesses and diseases; keeping good health” (D3.2, D3.8, SELS2.2, V12.1, V13.1, V13.2, V13.4, V16.1, LS1, LS4). 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 “personal life and well-being with (extended) body parts; human illnesses and diseases; keeping good health”, 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, V4.2, V4.4, V12.1, V13.1, V13.2, V13.4, V16.1, LS1, LS4, 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. 

ENG5.11.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, “personal life and well-being with (extended) body parts; human illnesses and diseases; keeping good health”, 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, V3.3, V12.1, V13.1, V13.2, V13.4, V16.1, LS1, LS4, 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).

ENG5.11.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 “personal life and well-being with (extended) body parts; human illnesses and diseases; keeping good health”, as in other themes (V3.2, V12.1, V13.1, V13.2, V13.4, V16.1, LS1, LS4). 

ENG5.11.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).

ENG5.11.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).

ENG5.11.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).

ENG5.11.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 “personal life and well-being with (extended) body parts; human illnesses and diseases; keeping good health” in their writing (SELS2.2, SELS2.3, V3.4, V4.2, V12.1, V13.1, V13.2, V13.4, V16.1, LS1, LS4, 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.

ENG5.11.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).

ENG5.11.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 “personal life and well-being with (extended) body parts; human illnesses and diseases; keeping good health” (V3.2, V3.4, V12.1, V13.1, V13.2, V13.4, V16.1, LS1, LS4).

ENG5.11.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).

ENG5.11.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).

ENG5.11.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 “personal life and well-being with (extended) body parts; human illnesses and diseases; keeping good health” (SELS2.2, SELS3.2, V4.2, V12.1, V13.1, V13.2, V13.4, V16.1, LS1, LS4, 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).

ENG5.11.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 “personal life and well-being” and its components such as “personal life and well-being with (extended) body parts; human illnesses and diseases; keeping good health” (V3.4, V4.2, V12.1, V13.1, V13.2, V13.4, V16.1, LS1, LS4, 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.

ENG5.11.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 past experiences related to health and to give suggestions in English by using the target vocabulary and grammatical chunks/items

Activity 1: Find Someone Who

 The teacher prepares a handout with items for the “Find Someone Who” activity, e.g. “_________ drank a lot of water yesterday” or “__________went for a walk in nature last weekend”. Each student receives one handout and moves around the classroom by asking their classmates questions based on the prompts, e.g. “Did you exercise regularly last week?”. If a classmate responds yes, they write that student’s name on their handout. After the mingling activity, each student reads one of the responses they collected, and the rest of the class gives suggestions using should, e.g. “He should have breakfast every day”. The teacher listens to the students’ suggestions and gives constructive feedback on their use of “should”. The students reflect on what they liked about the activity or what they found interesting about their friends’ habits. The students reflect on their thoughts and feelings about the activity.

Objective: To talk about past experiences related to health and to give suggestions in English by using the target vocabulary and grammatical chunks/items

Activity 1: Find Someone Who 

The teacher prepares a handout with items for the “Find Someone Who” activity, e.g. “_________ drank a lot of water yesterday” or “__________went for a walk in nature last weekend”. Each student gets one handout and moves around the classroom, asking their classmates questions based on the prompts, e.g. “Did you exercise regularly last week?”. The teacher provides a sentence beginning for students to formulate the right questions, e.g. “Did you……?” If a classmate responds yes, they write that student’s name on their handout. After the mingling activity, each student reads one of the responses they collected, and the rest of the class gives suggestions using should, e.g. “He should have breakfast every day”. The teacher prepares sentence beginnings as a support, e.g., “I think he should_______” or “I believe it is important to ____________”. The teacher listens to the students’ suggestions and provides constructive feedback on their use of “should”. The students reflect on what they liked about the activity or what they found interesting about their friends’ habits, e.g. “For me, it is very interesting that ___________”, “I really liked ____________”. The students reflect on their thoughts and feelings about the activity.

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

V2. Family Integrity, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V8. Privacy, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V20. Benevolence

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

This theme is based on the students’ knowledge of “family life and home” and its components such as “family members’ abilities and skills; hobbies of family members (sports, films, music, books); different lifestyles of families in different houses”. As they are lower secondary school students in year 5 (five), they can know what “family life and home” and its components such as “family members’ abilities and skills; hobbies of family members (sports, films, music, books); different lifestyles of families in different houses” mean in their own language as it is known that almost all people who start to learn a new language bring their preexisting 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 “family life and home” and also some necessary grammatical chunks/items/items in English from the previous themes and/or years. These grammatical chunks/items/ 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 chunks/items/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 “family life and home” and its components such as “family members’ abilities and skills; hobbies of family members (sports, films, music, books); different lifestyles of families in different houses”. Recalling and practising with relevant vocabulary and grammatical chunks/items/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 “family life and home”. Therefore, a dialogue game can be played to revise all vocabulary and language 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 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 grammatical chunks/items in the current theme. (Their performance can be evaluated by rubrics throughout these practices.)

Students can recall the current (theme) concept of “family life and home” and its components such as “family members’ abilities and skills; hobbies of family members; different lifestyles of families in different 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 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, writingexpression, 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.

ENG5.12.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 “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” as a general concept in the current (new) theme (D3.2, SELS1.1, V2.3, V2.4, V3.2, V4.3, V8.3, V14.1, 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 “family life and home” and the pictures, realia, etc. they can easily answer what the current theme will be “family life and home” and that their guesses were true (D1.2, D1.6, D2.3, D3.2, SELS1.2, V3.3, V3.4, V2.1, LS2, LS4, CS2.10, CS2.17). 

ENG5.12.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 “family life and home” shown earlier) (CS2.11). Students watch the introductory digital story to consolidate the identification of the current theme “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” 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, V2.3, V2.4, V3.3, V3.4, V4.3, V8.3, V14.1, LS1, LS2, LS4, LS5, CS2.14, CS2.16.2).

ENG5.12.L3.

MAKING MEANING THROUGH LISTENING/WATCHING-COMPREHENSION: To draw students’ attention to the content on “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”, some realia brought into the classroom by the teacher could be used (V2.3, V2.4, V4.3, V8.3, V14.1, LS1, LS). 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, V2.1, V20.4, CS2.12).

ENG5.12.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). 

ENG5.12.P1. 

RECOGNITION OF TARGET PRONUNCIATION: To practise pronunciation of the new target words, word groups, language chunks, and social language expressions about “family life and home” and the words and/ or word groups for “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” 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 (V2.3, V2.4, V3.3, V4.3, V8.3, V14.1, 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 “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”, 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 “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” (D2.3, D2.5, V2.3, V2.4, V3.3, V4.3, V8.3, V14.1, 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).

ENG5.12.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).

ENG5.12.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).

ENG5.12.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).

ENG5.12.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).

ENG5.12.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 “family life and home” (V2.1, 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 “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”, 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 (V2.3, V2.4, V4.3, V8.3, V14.1, LS1, LS5, CS2.16.1, CS2.6). By guessing what they are, the students hear the English equivalents of the words for the theme “family life and home” 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, V2.1, LS1, LS2, LS4). After having watched the introductory digital story, the teacher shows some pictures for “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”, 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, V2.3, V2.4, V4.3, V8.3, V14.1, LS1, LS5, CS2.6, CS2.11). In this way, the main vocabulary items of the theme “family life and home” 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 (V2.1).

SELECTION AND USE OF TARGET VOCABULARY: The teacher can prepare an activity using the Web 2.0 programme with images/pictures of “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”, 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 (V2.3, V2.4, V4.3, V8.3, V14.1, 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 “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” (D3.2, D3.8, SELS2.2, V2.3, V2.4, V4.3, V8.3, V14.1, 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 “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”, 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, V2.3, V2.4, V4.2, V4.3, V4.4, V8.3, V14.1, 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.

ENG5.12.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, “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”, 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, V2.3, V2.4, V3.3, V4.3, V8.3, V14.1, 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).

ENG5.12.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 “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses”, as in other themes (V2.3, V2.4, V3.2, V4.3, V8.3, V14.1, LS1, LS5).

ENG5.12.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).

ENG5.12.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). 

ENG5.12.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).

ENG5.12.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 “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” in their writing (SELS2.2, SELS2.3, V2.3, V2.4, V3.4, V4.2, V4.3, V8.3, V14.1, 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.

ENG5.12.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).

ENG5.12.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 “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” (V2.3, V2.4, V3.2, V3.4, V4.3, V8.3, V14.1, LS1, LS5).

ENG5.12.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). 

ENG5.12.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).

ENG5.12.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 “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” (SELS2.2, SELS3.2, V2.3, V2.4, V4.2, V4.3, V8.3, V14.1, 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).

ENG5.12.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 “family life and home” and its components such as “family life and home with family members’ abilities and skills; hobbies of family members; different lifestyles of families in different houses” (V2.3, V2.4, V3.4, V4.2, V4.3, V8.3, V14.1, LS4, LS1, 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.

ENG5.12.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 future plans and schedules of family members in English by using target vocabulary and the target grammatical chunks/items (Present Progressive Tense for the future and Simple Present Tense for the future).

Activity 1: Welcome, Foreign Exchange Student! 

The teacher informs the class that a foreign e student has arrived and is curious about what students’ families will be doing in the upcoming days. The class is divided into small groups. Each group prepares a Family Future Plans Guide to introduce their family members’ routines, job schedules, and future plans, e.g. “My mom is attending a conference next week”, “School ends at 3:30 p.m. every day next week because of exams”. Each group presents their “Family Future Plans Guide” and the rest of the class asks follow-up questions. The teacher provides constructive feedback on students’ performances in terms of accurate and adequate use of target vocabulary and grammar and their presentation. Students write down one thing they did well and one thing they want to improve for next time. They also give a ‘stars’ rating (1-5) for their peer’s performance, followed by a short explanation: “I gave you 4 stars because your pronunciation is good, but you should give more details.” The students reflect on their thoughts and feelings about the activity.

Objective: To talk about future plans and schedules of family members in English by using target vocabulary and the target grammatical chunks/items (Present Progressive Tense for the future and Simple Present Tense for the future).

Activity 1: Welcome, Foreign Exchange Student! 

The teacher informs the class that a foreign student has arrived and is curious about what students’ families will be doing in the upcoming days. The class is divided into small groups. Each group prepares a Family Future Plans Guide to introduce their family members’ routines, job schedules, and future plans, e.g. “My mom is attending a conference next week”, “School ends at 3:30 p.m. every day next week because of exams”. The teacher provides a checklist of the things that each student should mention in their presentation and sample sentence beginnings to guide students. Each group presents their Family Future Plans Guide and the rest of the class asks follow-up questions. The teacher gives constructive feedback on students’ performances in terms of accurate and adequate use of target vocabulary and grammar and their presentation. Students write down one thing they did well and one thing they want to improve for next time. Students complete the sentence beginnings to reflect on one thing they did well and one thing they want to improve for next time. They also give a ‘stars’ rating (1-5) for their peer’s performance and a short explanation by completing sentence beginnings, e.g. “I gave you ________ because your __________ is good, but you should ___________”. The students reflect on their thoughts and feelings about the activity.

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

V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V19. Patriotism, V20. Benevolence

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

This theme is based on the students’ knowledge of “life in the neighbourhood, city and social life” and its components such as “cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. As they are lower secondary school students in year 5 (five), they can know what “life in the neighbourhood, city and social life” and its components such as “cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” 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 neighbourhood, city and social life” 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 chunks/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 neighbourhood, city and social life” and its components such as “cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”. 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 neighbourhood, city and social life”. Therefore, a dialogue 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 grammatical 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 neighbourhood, city and social life” and its components such as “cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and 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 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.

ENG5.13.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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” as a general concept in the current (new) theme (D3.2, SELS1.1, V3.2, V4.5, V5.1, V7.3, V14.3, V16.2, V19.1, LS1, LS4, LS5, LS6, 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 neighbourhood, city and social life” and the pictures, realia, etc. they can easily answer what the current theme will be “life in the neighbourhood, city and social life” and that their guesses were true (D1.2, D1.6, D2.3, D3.2, SELS1.2, V3.3, V3.4, V4.5, V5.1, V10.3, LS2, LS4, CS2.10, CS2.17). 

ENG5.13.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 neighbourhood, city and social life” shown earlier) (CS2.11). Students watch the introductory digital story to consolidate the identification of the current theme “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” 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, V3.3, V3.4, V4.5, V5.1, V7.3, V14.3, V16.2, V19.1, LS2, LS4, LS5, LS6, CS2.14, CS2.16.2).

ENG5.13.L3.

MAKING MEANING THROUGH LISTENING/WATCHING-COMPREHENSION: To draw students’ attention to the content on “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”, some realia brought into the classroom by the teacher could be used (V4.5, V5.1, V7.3, V14.3, V16.2, V19.1, LS5, LS6). 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, V5.1, V10.3, V20.4, CS2.12).

ENG5.13.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).

ENG5.13.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 neighbourhood, city and social life” and the words and/or word groups for “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” 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 (V3.3, V4.5, V5.1, V7.3, V14.3, V16.2, V19.1, LS4, LS5, LS6, 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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”, 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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” (D2.3, D2.5, V3.3, V4.5, V5.1, V7.3, V14.3, V16.2, V19.1, LS5, LS6). 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).

ENG5.13.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).

ENG5.13.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).

ENG5.13.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).

ENG5.13.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).

ENG5.13.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 neighbourhood, city and social life” (V4.5, V5.1, V10.3, 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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”, 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 (V4.5, V5.1, V7.3, V14.3, V16.2, V19.1, LS5, LS6, 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 neighbourhood, city and social life” 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, V5.1, V10.3, LS1, LS2, LS4). After having watched the introductory digital story, the teacher shows some pictures for “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”, 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, V4.5, V5.1, V7.3, V14.3, V16.2, V19.1, LS5, LS6, CS2.6, CS2.11). In this way, the main vocabulary items of the theme “life in the neighbourhood, city and social life” 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, V5.1, V10.3). 

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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”, 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 (V4.5, V5.1, V7.3, V14.3, V16.2, V19.1, LS5, LS6, 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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” (D3.2, D3.8, SELS2.2, V4.5, V5.1, V7.3, V14.3, V16.2, V19.1, LS5, LS6). 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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”, 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, V4.2, V4.4, V4.5, V7.2, V4.5, V5.1, V7.3, V14.3, V16.2, V19.1, LS5, LS6, 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.

ENG5.13.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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”, 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, V3.3, V4.5, V5.1, V7.3, V14.3, V16.2, V19.1, LS5, LS6, 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).

ENG5.13.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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city”, as in other themes (V3.2, V4.5, V5.1, V7.3, V14.3, V16.2, V19.1, LS5, LS6).

ENG5.13.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). 

ENG5.13.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).

ENG5.13.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).

ENG5.13.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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” in their writing (SELS2.2, SELS2.3, V3.4, V4.2, V4.5, V5.1, V7.3, V14.3, V16.2, V19.1, LS5, LS6, 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.

ENG5.13.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).

ENG5.13.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 neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” (V3.2, V3.4, V4.5, V5.1, V7.3, V14.3, V16.2, V19.1, LS5, LS6).

ENG5.13.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).

ENG5.13.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).

ENG5.13.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 “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” (SELS2.2, SELS3.2, V4.2, V4.5, V5.1, V7.3, V14.3, V16.2, V19.1, LS5, LS6, 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).

ENG5.13.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 neighbourhood, city and social life” and its components such as “life in the neighbourhood, city and social life with cultural and historical places in the neighbourhood and the city; festivals and events in the neighbourhood and the city; transportation in the neighbourhood and the city” (V3.4, V4.2, V4.5, V5.1, V7.3, V14.3, V16.2, V19.1, LS4, LS5, LS6, 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.

ENG5.13.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 describe cultural and historic sites in the neighbourhood and the city in English by using the target vocabulary and grammatical chunks/item.

Activity 1: Virtual City Walk 

The teacher organises a whole class brainstorming session on the cultural and historic sites in the neighbourhood and the city and writes them on the board. The class is divided into small groups, and each group chooses a specific place from the list and prepares a short presentation. The teacher asks students to act as tour guides to describe the sites using the target language. Each group presents their virtual city walk to the class. The rest of the class can ask follow-up questions about the places by encouraging further practice of the target grammar, e.g. “What can we see if we visit the museum?” or “Shall we take a boat ride along the river?”. The teacher gives constructive feedback on students’ performances in terms of accurate and appropriate use of target vocabulary and grammar and their presentation. Students write down one thing they did well and one thing they want to improve for next time. They also give a ‘stars’ rating (1-5) for their peer’s performance, followed by a short explanation such as: “I am giving you 4 stars because your pronunciation is good, but you should give more details”. The students reflect on their thoughts and feelings about the activity.

Objective: To describe cultural and historic sites in the neighbourhood and the city in English by using the target vocabulary and grammatical chunks/item.

Activity 1: Virtual City Walk 

The teacher runs a whole class brainstorming session on the cultural and historic sites in the neighbourhood and the city and writes them on the board. The class is divided into small groups and each group chooses a specific place from the list and prepares a short presentation. The teacher asks students to act as tour guides to describe the sites using the target language. The teacher gives students sample sentence beginnings to help them with their descriptions. The teacher also provides a checklist with target vocabulary and points to mention. Each group presents their virtual city walk to the class. The rest of the class can ask follow-up questions about the places by encouraging further practice of the target grammar, e.g. “What can we see if we visit the museum?” or “Shall we take a boat ride along the river?”. The teacher gives constructive feedback on students’ performances in terms of accurate and suitable use of target vocabulary and grammar and their presentation. Students write down one thing they did well and one thing they want to improve for next time. They also give a ‘stars’ rating (1-5) for their peer’s performance, followed by a short explanation such as: “I am giving you 4 stars because your vocabulary choice is good, but you should give more details”. The students reflect on their thoughts and feelings about the activity.

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

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.

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

V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V18. Cleanliness, V20. Benevolence

LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS8. Sustainability Literacy, LS9. Art Literacy

This theme is based on the students’ knowledge of “life in nature” and its components such as “natural resources; animals in nature and their habitats; protecting natural resources and animals”. As they are lower secondary school students in year 5 (five), they can know what “life in nature” and its components such as “natural resources; animals in nature and their habitats; protecting natural resources and animals” 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 nature” 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 chunks/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 nature” and its components such as “natural resources; animals in nature and their habitats; protecting natural resources and animals”. Recalling and practising with relevant vocabulary and grammatical chunks/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 nature”. Therefore, a dialogue 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 nature” and its components such as “natural resources; animals in nature and their habitats; protecting natural resources and animals” 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.

ENG5.15.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 nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” as a general concept in the current (new) theme (D3.2, SELS1.1, V3.2, V3.3, V5.2, V5.3, V9.3, V14.3, V16.2, V18.3, LS1, LS4, LS8, 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 nature” and the pictures, realia, etc. they can easily answer what the current theme will be “life in nature” and that their guesses were true (D1.2, D1.6, D2.3, D3.2, SELS1.2, V3.3, V3.4, V5.3, V9.3, LS2, LS4, CS2.10, CS2.17).

ENG5.15.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 nature” shown earlier) (CS2.11). Students watch the introductory digital story to consolidate the identification of the current theme “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” 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, V3.3, V3.4, V3.3, V5.2, V5.3, V9.3, V14.3, V16.2, V18.3, LS2, LS4, LS8, CS2.14, CS2.16.2).

ENG5.15.L3.

MAKING MEANING THROUGH LISTENING/WATCHING-COMPREHENSION: To draw students’ attention to the content on “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”, some realia brought into the classroom by the teacher could be used (V3.3, V5.2, V5.3, V9.3, V14.3, V16.2, V18.3, LS8). 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, V16.3, V20.4, CS2.12).

ENG5.15.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).

ENG5.15.P1. 

RECOGNITION OF TARGET PRONUNCIATION: To practise pronunciation of the new target words, word groups, language chunks, and social language expressions about “life in nature” and the words and/or word groups for “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” 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 (V3.3, V5.2, V5.3, V9.3, V14.3, V16.2, V18.3, LS4, LS8, 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 nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”, 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 nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” (D2.3, D2.5, V3.3, V5.2, V5.3, V9.3, V14.3, V16.2, V18.3, LS8). 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).

ENG5.15.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).

ENG5.15.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). 

ENG5.15.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).

ENG5.15.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).

ENG5.15.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 nature” (V5.3, V9.3, 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 nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”, 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 (V3.3, V5.2, V5.3, V9.3, V14.3, V16.2, V18.3, LS8, CS2.16.1, CS2.6). By guessing what they are, the students hear the English equivalents of the words for the theme “life in nature” 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, V5.3, V9.3, LS1, LS2, LS4). After having watched the introductory digital story, the teacher shows some pictures for “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”, 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, V3.3, V5.2, V5.3, V9.3, V14.3, V16.2, V18.3, LS8, CS2.6, CS2.11). In this way, the main vocabulary items of the theme “life in nature” 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 (V5.3, V9.3).

SELECTION AND USE OF TARGET VOCABULARY: The teacher can prepare an activity using the Web 2.0 programme with images/pictures of “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”, 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 (V3.3, V5.2, V5.3, V9.3, V14.3, V16.2, V18.3, LS8, 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 cutout 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 nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” (D3.2, D3.8, SELS2.2, V3.3, V5.2, V5.3, V9.3, V14.3, V16.2, V18.3, LS8). 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 nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”, 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, V3.3, V4.2, V4.4, V5.2, V5.3, V7.2, V9.3, V14.3, V16.2, V18.3, LS8, 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.

ENG5.15.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 nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”, 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, V3.3, V5.2, V5.3, V9.3, V14.3, V16.2, V18.3, LS8, 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).

ENG5.15.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 nature with natural resources; animals in nature and their habitats; protecting natural resources and animals”, as in other themes (V3.2, V3.3, V5.2, V5.3, V9.3, V14.3, V16.2, V18.3, LS8). 

ENG5.15.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).

ENG5.15.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).

ENG5.15.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). 

ENG5.15.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 nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” in their writing (SELS2.2, SELS2.3, V3.4, V4.2, V3.3, V5.2, V5.3, V9.3, V14.3, V16.2, V18.3, LS8, 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.

ENG5.15.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). 

ENG5.15.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 nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” (V3.2, V3.3, V3.4, V5.2, V5.3, V9.3, V14.3, V16.2, V18.3, LS8).

ENG5.15.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).

ENG5.15.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).

ENG5.15.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 nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” (SELS2.2, SELS3.2, V3.3, V4.2, V5.2, V5.3, V9.3, V14.3, V16.2, V18.3, LS8, 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).

ENG5.15.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 nature” and its components such as “life in nature with natural resources; animals in nature and their habitats; protecting natural resources and animals” (V3.4, V4.2, V3.3, V5.2, V5.3, V9.3, V14.3, V16.2, V18.3, LS4, LS8, 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.

ENG5.15.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 endangered animals and how to protect them in English by using the target vocabulary and grammatical chunks/items.

Activity 1: Save the Species Campaign

 The students work in pairs and choose an endangered species, e.g. tigers, sea turtles and/or pandas and act as campaigners to create awareness about endangered animals in society. The teacher provides a list of points for students to include in their reports and a text on each species so that pairs can read and find out why it is endangered and what actions caused the problem. The pairs also prepare suggestions for protecting the species and present their campaign to the class. The teacher gives constructive feedback on students’ performances in terms of accurate and appropriate use of target vocabulary and grammar and their presentation. Students write down one thing they have done well and one thing they want to improve for next time. They also give a ‘stars’ rating (1-5) for their peer’s performance, followed by a short explanation: “I gave you 4 stars because your word choice and use is good, but you should give more details.” The students reflect on their thoughts and feelings about the activity.

Objective: To talk about endangered animals and how to protect them in English by using the target vocabulary and grammatical chunks/items.

Activity 1: Save the Species Campaign 

The students work in pairs and choose an endangered species, e.g. tigers, sea turtles and/or pandas and act as campaigners to create awareness about endangered animals in society. The teacher provides a list of points for students to include in their reports and a text on each species so that pairs can read and find out why it is endangered and what actions caused the problems about it. The pairs prepare a report on problems and suggestions for protecting the species and present their campaign to the class. The teacher gives a short summary of the text with blanks, so students fill in the blanks with the target words. The teacher gives constructive feedback on students’ performances in terms of accurate and appropriates use of target vocabulary and grammar and their presentation. Students write down one thing they have done well and one thing they want to improve for next time. They also give a ‘stars’ rating (1-5) for their peer’s performance, followed by a short explanation: “I gave you 4 stars because your word choice and use is good, but you should give more details”. The students reflect on their thoughts and feelings about the activity.

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

V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V11. Independence, V12. Patience, V16. Responsibility, V20. Benevolence

LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS8. Sustainability Literacy, LS9. Art Literacy

This theme is based on the students’ knowledge of “life in the universe and future” and its components such as “astronaut life on space stations; space explorations; life in the future”. As they are lower secondary school students in year 5 (five), they can know what “life in the universe and future” and its components such as “astronaut life on space stations; space explorations; life in the future” 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 universe and future” 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 universe and future” and its components such as “astronaut life on space stations; space explorations; life in the future”. Recalling and practising with relevant vocabulary and grammatical chunks/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 universe and future”. Therefore, a dialogue game can be played to revise all vocabulary and language chunks 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 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 universe and future” and its components such as “astronaut life on space stations; space explorations; life in the future” 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.

ENG5.16.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 universe and future with astronaut life on space stations; space explorations; life in the future” as a general concept in the current (new) theme (D3.2, SELS1.1, V3.2, V3.3, V11.1, V11.2, LS1, LS4, LS8, 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 universe and future” and the pictures, realia, etc. they can easily answer what the current theme will be “life in the universe and future” and that their guesses were true (D1.2, D1.6, D2.3, D3.2, SELS1.2, V3.3, V3.4, V3.3, V11.1, V11.2, LS2, LS4, CS2.10, CS2.17).

ENG5.16.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 universe and future” shown earlier) (CS2.11). Students watch the introductory digital story to consolidate the identification of the current theme “life in the universe and future with astronaut life on space stations; space explorations; life in the future” 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, V3.3, V3.4, V3.3, V11.1, V11.2, LS2, LS4, LS8, CS2.14, CS2.16.2).

ENG5.16.L3.

MAKING MEANING THROUGH LISTENING/WATCHING-COMPREHENSION: To draw students’ attention to the content on “life in the universe and future with astronaut life on space stations; space explorations; life in the future”, some realia brought into the classroom by the teacher could be used (V3.3, V11.1, V11.2, LS8). 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, V16.3, V20.4, CS2.12).

ENG5.16.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). 

ENG5.16.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 universe and future” and the words and/or word groups for “life in the universe and future with astronaut life on space stations; space explorations; life in the future” 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 (V3.3, V11.1, V11.2, LS4, LS8, 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 universe and future with astronaut life on space stations; space explorations; life in the future”, 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 universe and future with astronaut life on space stations; space explorations; life in the future” (D2.3, D2.5, V3.3, V11.1, V11.2, LS8). 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).

ENG5.16.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).

ENG5.16.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).

ENG5.16.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).

ENG5.16.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). 

ENG5.16.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 universe and future” (V3.3, 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 universe and future with astronaut life on space stations; space explorations; life in the future”, 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 (V3.3, V11.1, V11.2, 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 universe and future” 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, LS1, LS2, LS4). After having watched the introductory digital story, the teacher shows some pictures for “life in the universe and future with astronaut life on space stations; space explorations; life in the future”, 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, V3.3, V11.1, V11.2, CS2.6, CS2.11). In this way, the main vocabulary items of the theme “life in the universe and future” 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. (V3.3, V11.1, V11.2).

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 universe and future with astronaut life on space stations; space explorations; life in the future”, 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 (V3.3, V11.1, V11.2, LS8, 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, L2, 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 universe and future with astronaut life on space stations; space explorations; life in the future” (D3.2, D3.8, SELS2.2, V3.3, V11.1, V11.2, LS8). 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 universe and future with astronaut life on space stations; space explorations; life in the future”, 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, D.3.3, SELS3.1, SELS3.2, V4.2, V4.4, V3.3, V11.1, V11.2, LS8, 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.

ENG5.16.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 universe and future with astronaut life on space stations; space explorations; life in the future”, 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, V3.3, V3.3, V11.1, V11.2, LS8, 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).

ENG5.16.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 universe and future with astronaut life on space stations; space explorations; life in the future”, as in other themes (V3.2, V3.3, V11.1, V11.2, LS8).

ENG5.16.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).

ENG5.16.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). 

ENG5.16.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).

ENG5.16.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 universe and future with astronaut life on space stations; space explorations; life in the future” in their writing (SELS2.2, SELS2.3, V3.4, V4.2, V3.3, V11.1, V11.2, LS8, 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.

ENG5.16.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).

ENG5.16.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 universe and future with astronaut life on space stations; space explorations; life in the future” (V3.2, V3.4, V3.3, V11.1, V11.2, LS8).

ENG5.16.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). 

ENG5.16.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).

ENG5.16.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 universe and future with astronaut life on space stations; space explorations; life in the future” (SELS2.2, SELS3.2, V4.2, V3.3, V11.1, V11.2, LS8, 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).

ENG5.16.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 universe and future” and its components such as “life in the universe and future with astronaut life on space stations; space explorations; life in the future” (V3.4, V4.2, V3.3, V11.1, V11.2, LS4, LS8, 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.

ENG5.16.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 events related to life in the universe and future discoveries in English by using the target vocabulary and grammatical chunks/items.

Activity 1: Speculating the Universe 

The teacher prepares scenario cards with information about past, present, and future events related to space exploration and future technologies. Students work in pairs or small groups and draw a scenario card, e.g. “Imagine it’s 2100, and humans are living on another planet. What will life look like?” or “Aliens may have left a message on an old rock. What could it say?”. Students discuss their scenarios in pairs or groups and create sentences by using the target vocabulary and grammar. Students share their sentences with the class and the teacher encourages the rest of the class to ask follow-up questions, e.g, “What else will humans build in space?” or “Why do you think they used robots?”. The teacher gives constructive feedback on students’ performances in terms of accurate and appropriate use of target vocabulary and grammar and their presentation. Students write down one thing they have done well and one thing they want to improve for next time. They also give a ‘stars’ rating (1-5) for their peer’s performance, followed by a short explanation: “I gave you 4 stars because your vocab and language choice and use is good but you should give more details”. The students will reflect on their thoughts and feelings about the activity.

Objective: To talk about events related to life in the universe and future discoveries in English by using the target vocabulary and grammatical chunks/items.

Activity 1: Speculating the Universe 

The teacher prepares scenario cards with information about past, present, and future events related to space exploration and future technologies. Students work in pairs or small groups and draw a scenario card, e.g. “Imagine it’s 2100, and humans are living on another planet. What will life look like?” or “Aliens may have left a message on an old rock. What could it say?” Students discuss their scenarios in pairs or groups and write sentences by completing the sentence beginnings prepared by the teacher, e.g. “It could say_____________”. Students share their sentences with the class and the rest of the class chooses a follow-up question from a box and asks, e.g. “What else will humans build in space?” or “Why do you think they used robots?” The teacher gives a target grammar-chunk bank to students as support to answer the questions. The teacher gives constructive feedback on students’ performances in terms of accurate and appropriate use of target vocabulary and grammar and their presentation. Students write down one thing they have done well and one thing they want to improve for next time. They also give a ‘stars’ rating (1-5) for their peer’s performance, followed by a short explanation: “I gave you 4 stars because your language use is good but you should give more details”. The students will reflect on their thoughts and feelings about the activity.

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

V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V9. Compassion, V10. Modesty, V12. Patience, V14. Respect, V16. Responsibility, V20. Benevolence

LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy, LS7. Data Literacy, LS9. Art Literacy