5. Sınıf Çoklu Yabancı Dil İngilizce - Maarif Model — Yıllık Plan

2026-2027 eğitim öğretim yılı için hazırlanan 5. Sınıf Çoklu Yabancı Dil İngilizce Maarif Modeli yıllık planını bu sayfadan indirebilirsiniz. Yeni müfredat programına ve belirtilen ünitelere göre hazırlanan plan, Word formatında olup kolayca düzenlenebilir.

Plan Neleri İçeriyor?

Plandaki Kazanımlardan Örnekler

• ORIENTATION
• REVISION
• Haftanın Kazanım Kodları: Listening: ENG.5.1.L1. - ENG.5.1.L2. - ENG.5.1.L3. - ENG.5.1.L4. Pronunciation: ENG.5.1.P1. Reading: ENG.5.1.R1. - ENG.5.1.R2. -ENG.5.1.R3. - ENG.5.1.R4. Vocabulary: ENG.5.1.V1. Grammar: ENG.5.1.G1. Writing: ENG.5.1.W1. - ENG.5.1.W2. - ENG.5.1.W3. - ENG.5.1.W4. - ENG.5.1.W5. - ENG.5.1.W6. Speaking: ENG.5.1.S1. - ENG.5.1.S2. - ENG.5.1.S3. - ENG.5.1.S4. - ENG.5.1.S5. - ENG.5.1.S6. Listening: ENG.5.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” carefully. ENG.5.1.L2. Students can bring information about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to) /watching it. ENG.5.1.L3. Students can make meaning of/derive meaning from the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to) /watching it carefully. ENG.5.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. Pronunciation: ENG.5.1.P1. Students can select and use the target phonological elements of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. Reading: ENG.5.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.R2. Students can bring information about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.1.R3. Students can make meaning of / derive meaning from the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by reading it carefully. ENG.5.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. Vocabulary: ENG.5.1.V1. Students can select and use the target vocabulary of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. Grammar: ENG.5.1.G1. Students can select and use the target grammatical elements of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. Writing: ENG.5.1.W1. Students can get ready for the writing-expression process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.W2. Students can understand the model/example for the writing task about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.W3. Students can organise a content for the assigned writing task on the current content “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. ENG.5.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.5.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. Speaking: ENG.5.1.S1. Students can get ready for speaking-expression process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.S3. Students can organise a new verbal content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S4. Students can construct a new verbal content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S5. Students can reorganise (reconstruct) and use information about the “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.5.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/ or with others.
• Haftanın Kazanım Kodları: Listening: ENG.5.1.L1. - ENG.5.1.L2. - ENG.5.1.L3. - ENG.5.1.L4. Pronunciation: ENG.5.1.P1. Reading: ENG.5.1.R1. - ENG.5.1.R2. -ENG.5.1.R3. - ENG.5.1.R4. Vocabulary: ENG.5.1.V1. Grammar: ENG.5.1.G1. Writing: ENG.5.1.W1. - ENG.5.1.W2. - ENG.5.1.W3. - ENG.5.1.W4. - ENG.5.1.W5. - ENG.5.1.W6. Speaking: ENG.5.1.S1. - ENG.5.1.S2. - ENG.5.1.S3. - ENG.5.1.S4. - ENG.5.1.S5. - ENG.5.1.S6. Listening: ENG.5.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” carefully. ENG.5.1.L2. Students can bring information about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to) /watching it. ENG.5.1.L3. Students can make meaning of/derive meaning from the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to) /watching it carefully. ENG.5.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. Pronunciation: ENG.5.1.P1. Students can select and use the target phonological elements of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. Reading: ENG.5.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.R2. Students can bring information about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.1.R3. Students can make meaning of / derive meaning from the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by reading it carefully. ENG.5.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. Vocabulary: ENG.5.1.V1. Students can select and use the target vocabulary of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. Grammar: ENG.5.1.G1. Students can select and use the target grammatical elements of the current content about “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. Writing: ENG.5.1.W1. Students can get ready for the writing-expression process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.W2. Students can understand the model/example for the writing task about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.W3. Students can organise a content for the assigned writing task on the current content “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. ENG.5.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.5.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. Speaking: ENG.5.1.S1. Students can get ready for speaking-expression process about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.S2. Students can use the model/example for producing verbal content about the current content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations”. ENG.5.1.S3. Students can organise a new verbal content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S4. Students can construct a new verbal content on “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.5.1.S5. Students can reorganise (reconstruct) and use information about the “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.5.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with school rules; people, roles and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/ or with others.
• Haftanın Kazanım Kodları: Listening: ENG.5.2.L1. - ENG.5.2.L2. - ENG.5.2.L3. - ENG.5.2.L4. Pronunciation: ENG.5.2.P1. Reading: ENG.5.2.R1. - ENG.5.2.R2. -ENG.5.2.R3. - ENG.5.2.R4. Vocabulary: ENG.5.2.V1. Grammar: ENG.5.2.G1. Writing: ENG.5.2.W1. - ENG.5.2.W2. - ENG.5.2.W3. - ENG.5.2.W4. - ENG.5.2.W5. - ENG.5.2.W6. Speaking: ENG.5.2.S1. - ENG.5.2.S2. - ENG.5.2.S3. - ENG.5.2.S4. - ENG.5.2.S5. - ENG.5.2.S6. Listening: ENG.5.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully. ENG.5.2.L2. Students can bring information about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening (to)/watching it. ENG.5.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” through significant details by listening (to)/watching it carefully. ENG.5.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. Pronunciation: ENG.5.2.P1. Students can select and use the target phonological elements of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. Reading: ENG.5.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.R2. Students can bring information about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” by reading it carefully. ENG.5.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. Vocabulary: ENG.5.2.V1. Students can select and use the target vocabulary of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. Grammar: ENG.5.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. Writing: ENG.5.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.W2. Students can understand the model/example for the writing task about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided. ENG.5.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.5.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others. Speaking: ENG.5.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”. ENG.5.2.S3. Students can organise a new verbal content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.5.2.S4. Students can construct a new verbal content on “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically. ENG.5.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people. ENG.5.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people in relation to themselves or others, both individually and/or with others.
• Haftanın Kazanım Kodları: Listening: ENG.5.3.L1., ENG.5.3.L2., ENG.5.3.L3., ENG.5.3.L4. Reading: ENG.5.3.R1., ENG.5.3.R2., ENG.5.3.R3., ENG.5.3.R4. Vocabulary: ENG.5.3.V1. Grammar: ENG.5.3.G1. Writing: ENG.5.3.W1., ENG.5.3.W2., ENG.5.3.W3., ENG.5.3.W4., ENG.5.3.W5., ENG.5.3.W6. Speaking: ENG.5.3.S1., ENG.5.3.S2., ENG.5.3.S3., ENG.5.3.S4., ENG.5.3.S5., ENG.5.3.S6. Listening: ENG.5.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” carefully. ENG.5.3.L2. Students can bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” together through significant details and main components while listening (to)/watching it. ENG.5.3.L3. Students can make meaning of/derive meaning from the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through significant details by listening (to)/watching it carefully. ENG.5.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.P1. Students can select and use the target phonological elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, and naturally through spontaneous decisionmaking processes and use it in an appropriate and effective way when communicating with others. Reading: ENG.5.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.R2. Students can bring information about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.3.R3. Students can make meaning of / derive meaning from the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by reading it carefully. ENG.5.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others. Vocabulary: ENG.5.3.V1. Students can select and use the target vocabulary of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. Grammar: ENG.5.3.G1. Students can select and use the target grammatical elements of the current content about “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. Writing: ENG.5.3.W1. Students can get ready for the writing-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.W2. Students can understand the model/example for the writing task about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.W3. Students can organise a content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” based on the model/example provided. ENG.5.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people. ENG.5.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” in relation to themselves or others, both individually and/or with others. Speaking: ENG.5.3.S1. Students can get ready for speaking-expression process about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits”. ENG.5.3.S3. Students can organise a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically. ENG.5.3.S4. Students can construct a new verbal content on “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” by speaking accurately, efficiently, and authentically. ENG.5.3.S5. Students can reorganise (reconstruct) and use information about the “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people. ENG.5.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with body parts and physical appearance and (features); clothing and dressing; personality traits” to communicate with other people in relation to themselves or others, both individually and/or with others.
• Okul Temelli Planlama
• Haftanın Kazanım Kodları: Listening: ENG.5.4.L1., ENG.5.4.L2., ENG.5.4.L3., ENG.5.4.L4. Pronunciation: ENG.5.4.P1. Reading: ENG.5.4.R1., ENG.5.4.R2., ENG.5.4.R3., ENG.5.4.R4. Vocabulary: ENG.5.4.V1. Grammar: ENG.5.4.G1. Writing: ENG.5.4.W1., ENG.5.4.W2., ENG.5.4.W3., ENG.5.4.W4., ENG.5.4.W5., ENG.5.4.W6. Speaking: ENG.5.4.S1., ENG.5.4.S2., ENG.5.4.S3., ENG.5.4.S4., ENG.5.4.S5., ENG.5.4.S6. Listening: ENG.5.4.L1. Students can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” carefully. ENG.5.4.L2. Students can bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” together through significant details and main components while listening (to)/watching it. ENG.5.4.L3. Students can make meaning of/derive meaning from the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through significant details by listening (to)/watching it carefully. ENG.5.4.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. Pronunciation: ENG.5.4.P1. Students can select and use the target phonological elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. Reading: ENG.5.4.R1. Students can get ready for the reading-comprehension process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.R2. Students can bring information about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.5.4.R3. Students can make meaning of / derive meaning from the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by reading it carefully. ENG.5.4.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others. Vocabulary: ENG.5.4.V1. Students can select and use the target vocabulary of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. Grammar: ENG.5.4.G1. Students can select and use the target grammatical elements of the current content about “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. Writing: ENG.5.4.W1. Students can get ready for the writing-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.W2. Students can understand the model/example for the writing task about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.W3. Students can organise a content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” based on the model/example provided. ENG.5.4.W4. Students can individually construct/form content for the assigned writing task on the current content “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people. ENG.5.4.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” in relation to themselves or others, both individually and/or with others. Speaking: ENG.5.4.S1. Students can get ready for speaking-expression process about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.S2. Students can use the model/example for producing verbal content about the current content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses”. ENG.5.4.S3. Students can organise a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.4.S4. Students can construct a new verbal content on “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” by speaking accurately, efficiently, and authentically. ENG.5.4.S5. Students can reorganise (reconstruct) and use information about the “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people. ENG.5.4.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “family life with family members’ jobs and workplaces; daily and job routines of family members; different types of houses” to communicate with other people in relation to themselves or others, both individually and/or with others.

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