5. Sınıf İngilizce - Maarif Model — Yıllık Plan

2026-2027 eğitim öğretim yılı için hazırlanan 5. Sınıf İngilizce Maarif Modeli plan sitemize hoş geldiniz. Bu sayfada, yeni müfredatın "School Life", "Classroom Life", "Personal Life" gibi tüm temalarını ve kazanımlarını içeren yıllık ve günlük planları bulabilirsiniz. Ayrıca, Maarif Modeli'ne özel aylık rapor ve okul temelli planlama dokümanlarına da erişebilirsiniz.

Plan Neleri İçeriyor?

Plandaki Kazanımlardan Örnekler

• Orientation
• THEME 1: People at school; daily routines and activities at school; activities at present, favourite activities; favourite months. Vocabulary for school activities: To arrive at (school), to have (an assembly (homeroom-AmE.)), to attend (lessons), to have (a break (recess-AmE.)), to have breakfast/lunch, to leave (school), to meet, to do sports, to prepare, to participate in (drama performances, talent shows). Other vocabulary: A club meeting, a school play, a sports day, a talent show, a parent-teacher meeting, a field trip, a main hall. Days of the week / Months of the year. Language Chunks: (Who is Mrs Clark? She’s/is our new school headmistress. Where’s/is she now? She’s/is in her office now. What’s/is your favourite school activity? My favourite school activity is the drama show. What’s your favourite month? My favourite month is January.) Functions: Telling who people are, where people and things are, telling what month it is; expressing preferences for favourite months. The Simple Present Tense: Language Chunks: (What do you do at school in the mornings/every day/on Mondays etc. We have a school assembly every morning). Functions: Describing daily routines and activities at school. The Present Progressive Tense: Language Chunks: (What are you doing at school now? We’re having lunch at school now). Functions: Describing activities at school at present time. Personal Pronouns: I, we, he, she, it, we, you, they. Functions: Referring to the speaker as the subject. Target Language Chunks in Use: Comparing things-Superlative forms of adjectives (Regular adjectives): (Maths was the hardest subject for her last year. This is the smartest student group in the school). Function: Comparing more than two people, things, or places and expressing the highest or lowest degree of a quality. Prepositions: in, on, at. Functions: Indicating time, place, or position in relation to other objects or events. Wh- question words: what, where, who, why, when, which, what kind of. Functions: Asking for specific information about things, people, reasons, places, times, or choices. Target Social Language in Use: See you next week! It sounds great! Come on! What’s going on? What’s up? Thanks a lot! Let’s not be late! I can’t wait! I hope so. Target Phonological Sounds in Use: Vowel: a. Consonant: b. Vowel a: ( /ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/ ). Consonant: b: ( /b/, silent /b/ ). THEME 2: Sub-themes: School subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons. Classroom objects: A folder, a board marker, a calculator, a highlighter, a stapler, a folder, a poster, a chart, a worksheet, an activity book. Classroom devices: A projector, a calculator, speakers, a printer, a headphone. Classroom instructions and classroom language: Work quietly, please! Look at the screen, please! Listen carefully, please! Turn to your peer, please! Talk with your peers, please! Pair up with your peer /friend, please! Let’s return to our seats, please. Write this down, please! Read this, please! Check your answers, please! Choose the correct answer, please! Spell the words, please! Finish the exercise, please! Pack your things, please! THEME 3: Sub-themes: physical appearances and personality, clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons. Target Vocabulary in Use (with revisional vocabulary): Parts of the body: A stomach, a moustache, a beard, a tongue, a finger (s), a neck, a shoulder(s), a knee(s), a toe(s). Adjectives: Thick, thin, huge, fair, wavy, bright, medium, round. Personal traits for comparing people: Angry, kind, funny, friendly, clever, quiet, brave, careful, naughty, sweet. Verbs for preferences about body parts, clothes, and dressing: (To like, to dislike) to enjoy, to prefer. Infinitives after preference verbs: I prefer to wear /wearing cardigans. Dates with ordinal numbers: 1st, 2nd, 3rd… 20th. Clothes: A wardrobe, Tops: a blouse, a hoodie Bottoms: shorts, leggings; Dresses: a dress, a sundress; Outwear: a raincoat, a cardigan; Footwear: sandals, slippers, flip-flops, trainers (sneakers-AmE.), flats; Sleepwear: pyjamas (pajamas-AmE.) Accessories: a bracelet, a ring, a tie, a belt, gloves, a helmet, a scarf, sunglasses. Weather: Cloudy, foggy, cool, stormy, clear, misty, freezing, humid. Target Language Chunks in Use: The Simple Past Tense (+) (-) (?) (with regular verbs): Language Chunks: (What did you do at school/home yesterday? I played games at school yesterday). Functions: Describing completed actions or events that happened in the past. “To be” in the Simple Past Tense (was, were): Language Chunks: (What were your hobbies when you were 6? My hobbies were playing basketball and playing the piano. How old were you last year? I was 8 years old last year. When was your birthday? It was on 5th March (fifth of March)). Functions: Asking and answering about past states, ages, events, and personal experiences. Could for ability in the past: Language Chunks: (What could you do when you were 6? I could play the piano when I was 6. What sports could you play when you were 7? I could play basketball when I was 7). Functions: Describing abilities or skills someone had in the past. The Present Simple Tense: Language Chunks: (What does she look like? She’s/is tall and beautiful. What kind of clothing do you like? I like short cardigans). (What are your hobbies? My hobbies are playing basketball and volleyball). Functions: Describing physical appearance, preferences for clothing, hobbies, daily routines at home and at school. Target Social Language in Use: It fits like a glove! That’s crazy! What’s new? Keep in touch, please! Feel free to use this! Go ahead! It’s not fair! Target Phonological Sounds in Use: Vowel: i. Consonants: f, g, h, j. Vowel: i: ( /aı/, /ı/, /i:/ ). Consonants: f: ( /f/ ); g: ( /g/, /dʒ/ ); h: ( /h/ ); j: ( /dʒeɪ/, /dʒ/ ). THEME 4: Sub-themes: Family members’ jobs; family members’ long-lasting habits; family members’ errands (now and in the past); places for services in the neighbourhood; comparisons. Jobs: A teacher, a doctor, a farmer, a dentist, an imam, a nurse, a police officer, a scientist, a singer, a waiter/waitress, a shop assistant, a secretary, a cook (chef), a worker, a writer, an artist, a cleaner, a driver. Action verbs for jobs: To teach, to check, to grow, to help, to test, to sing, to sell, to write, to cook, to build, to draw, to paint, to clean, to drive. Places and services in the neighbourhood: A theatre, a hospital, a restaurant, a museum, a park, a bank, a café, a library, a city, a shop, a hotel, a market, a station, a cinema, a post office, a chemist’s (pharmacyAmE.), a hairdresser’s, a barber’s, a greengrocer’s, a bakery, a butcher’s. Action verbs for daily errands: To do the/to go shopping, to buy groceries, to pick up children from school, to take rubbish. Long-lasting habits: To read before bed, to visit the library every Saturday, to garden on Sundays, to watch films on Sundays, to ride a bike on Saturdays, to go for a walk, to drink milk every morning, to go to the cinema every Saturday, to meet friends, to listen to music. Like+love+Ving: (What do you like doing at the weekend? I like riding my bike and playing football with my friends. What does your sister love doing? She loves reading books and drawing pictures). Function: To express preferences, interests, or enjoyment of activities. Background Language Chunks in Use: “To be”-present: Language Chunks: (What’s/is your father’s job? He’s/is a doctor). (What’s/is your favourite habit? My favourite habit is reading). Functions: Asking and answering about professions; expressing likes, interests, or personal habits. The Present Simple Tense: Language Chunks: (What does your mother do (for a living?) She’s/is a teacher). (How often do you go for a walk? I go for a walk every Sunday). Functions: Describing professions or habitual actions; expressing regular or repeated actions and their frequency. Comparisons with the regular forms of adjectives-Superlatives: (Who is the kindest person in your family? My brother is the kindest person in our family). Functions: Describing one person, animal, place, or thing as having the highest or lowest degree of a quality among three or more. Target Phonological Sounds in Use: Vowel: o. Consonants: k, l, m, n, p. Vowel: o: ( /əʊ/, /ɒ/, /əʊ/ ). Consonants: k: ( /k/ ); l: ( /ɛl/ /l/ ); m: ( /ɛm/,/m/ ); n: ( /ɛn/, /n/ ); p: ( /piː/, /p/ ). THEME 5: Sub-themes: Life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water. Sea/marine animals: A whale, a shark, a fish, a dolphin, a sea turtle, a jellyfish, an octopus, a crab, a starfish, a jellyfish, a seal. Habitats for marine animals: An ocean, a river, a lake, a sea, a lagoon. Activities in the marine habitats: To swim, to splash, to dive, to jump, to hide, to play, to crawl. Dangers for marine animals: Plastic, waste, a fishing net, pollution, hunting, climate change. Types of houses by the water: A beach house, a lake house, a houseboat. Language Chunks: Superlative forms of Adjectives: (Who is the best cook in your family? My sister is the best cook in our family).(What was the worst film you watched last year? It was The Haunted House. It was the worst). Functions: Describing one person, animal, place, or thing as having the highest or lowest degree of a quality, when the adjective does not follow the regular -est pattern. Should: Language Chunks: (What should we do to protect sea-marine animals? We should not throw plastic in the ocean. We should keep the seas clean). Function: Giving advice or suggestions. (Mustn’t): Language Chunks: (You mustn’t throw rubbish into the sea). Function: Describing prohibition. Target Phonological Sounds in Use: q, r, s, t, v. Consonants: q: /kjuː/, r: /ɑː/(Br), /r/ (AmE.); s: ( /s/, /ɛs/, /z/ ); t: ( /tiː/, /t/ ); v: ( /viː/, /v/ ). THEME 6: Sub-themes: Healthy and unhealthy food; national and international dishes; countries; holidays. Healthy food items: Green salad, fish, meat, eggs, soup, milk, fruit (an apple, an orange, a banana, a strawberry, grapes, a cherry, a pear, a plum, a lemon), yogurt, nuts, vegetables (lettuce, cucumber, spinach, broccoli, peas, cauliflower) chicken, turkey, brown rice. Unhealthy food items: Chips (fries-AmE.), sweets (candies- AmE.), biscuits (cookies- AmE.), a soda, an icecream, a cake, a chocolate, noodles, a burger, a sausage, a pizza, lemonade, pasta. Dishes: Fish and chips, kebab, moussaka, pizza, tacos, a burger, falafel.
• THEME 1: People at school; daily routines and activities at school; activities at present, favourite activities; favourite months. Vocabulary for school activities: To arrive at (school), to have (an assembly (homeroom-AmE.)), to attend (lessons), to have (a break (recess-AmE.)), to have breakfast/lunch, to leave (school), to meet, to do sports, to prepare, to participate in (drama performances, talent shows). Other vocabulary: A club meeting, a school play, a sports day, a talent show, a parent-teacher meeting, a field trip, a main hall. Days of the week / Months of the year. Language Chunks: (Who is Mrs Clark? She’s/is our new school headmistress. Where’s/is she now? She’s/is in her office now. What’s/is your favourite school activity? My favourite school activity is the drama show. What’s your favourite month? My favourite month is January.) Functions: Telling who people are, where people and things are, telling what month it is; expressing preferences for favourite months. The Simple Present Tense: Language Chunks: (What do you do at school in the mornings/every day/on Mondays etc. We have a school assembly every morning). Functions: Describing daily routines and activities at school. The Present Progressive Tense: Language Chunks: (What are you doing at school now? We’re having lunch at school now). Functions: Describing activities at school at present time. Personal Pronouns: I, we, he, she, it, we, you, they. Functions: Referring to the speaker as the subject. Comparing things-Superlative forms of adjectives (Regular adjectives): (Maths was the hardest subject for her last year. This is the smartest student group in the school). Function: Comparing more than two people, things, or places and expressing the highest or lowest degree of a quality. Prepositions: in, on, at. Functions: Indicating time, place, or position in relation to other objects or events. Wh- question words: what, where, who, why, when, which, what kind of. Functions: Asking for specific information about things, people, reasons, places, times, or choices. Target Social Language in Use: See you next week! It sounds great! Come on! What’s going on? What’s up? Thanks a lot! Let’s not be late! I can’t wait! I hope so. Target Phonological Sounds in Use: Vowel: a Consonant: b Vowel a: (ae, aeı, ə, a:, eɪ, a:, a, ɔː, eə) Consonant: b: (b, silent b) THEME 2: Sub-themes: School subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons. Classroom objects: A folder, a board marker, a calculator, a highlighter, a stapler, a folder, a poster, a chart, a worksheet, an activity book. Classroom devices: A projector, a calculator, speakers, a printer, a headphone. Classroom instructions and classroom language: Work quietly, please! Look at the screen, please! Listen carefully, please! Turn to your peer, please! Talk with your peers, please! Pair up with your peer /friend, please! Let’s return to our seats, please. Write this down, please! Read this, please! Check your answers, please! Choose the correct answer, please! Spell the words, please! Finish the exercise, please! Pack your things, please. THEME 3: Sub-themes: physical appearances and personality, clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons. Target Vocabulary in Use (with revisional vocabulary): Parts of the body: A stomach, a moustache, a beard, a tongue, a finger (s), a neck, a shoulder(s), a knee(s), a toe(s). Adjectives: Thick, thin, huge, fair, wavy, bright, medium, round. Personal traits for comparing people: Angry, kind, funny, friendly, clever, quiet, brave, careful, naughty, sweet. Verbs for preferences about body parts, clothes, and dressing: (To like, to dislike) to enjoy, to prefer. Infinitives after preference verbs: I prefer to wear /wearing cardigans. Dates with ordinal numbers: 1st, 2nd, 3rd… 20th. Clothes: A wardrobe, Tops: a blouse, a hoodie Bottoms: shorts, leggings; Dresses: a dress, a sundress; Outwear: a raincoat, a cardigan; Footwear: sandals, slippers, flip-flops, trainers (sneakers-AmE.), flats; Sleepwear: pyjamas (pajamas-AmE.) Accessories: a bracelet, a ring, a tie, a belt, gloves, a helmet, a scarf, sunglasses. Weather: Cloudy, foggy, cool, stormy, clear, misty, freezing, humid. Target Language Chunks in Use: The Simple Past Tense (+) (-) (?) (with regular verbs): Language Chunks: (What did you do at school /home yesterday? I played games at school yesterday). Functions: Describing completed actions or events that happened in the past. “To be” in the Simple Past Tense (was, were): Language Chunks: (What were your hobbies when you were 6? My hobbies were playing basketball and playing the piano. How old were you last year? I was 8 years old last year. When was your birthday? It was on 5th March (fifth of March)). Functions: Asking and answering about past states, ages, events, and personal experiences. Could for ability in the past: Language Chunks: (What could you do when you were 6? I could play the piano when I was 6. What sports could you play when you were 7? I could play basketball when I was 7). Functions: Describing abilities or skills someone had in the past. The Present Simple Tense: Language Chunks: (What does she look like? She’s/is tall and beautiful. What kind of clothing do you like? I like short cardigans). (What are your hobbies? My hobbies are playing basketball and volleyball). Functions: Describing physical appearance, preferences for clothing, hobbies, daily routines at home and at school. Target Social Language in Use: It fits like a glove! That’s crazy! What’s new? Keep in touch, please! Feel free to use this! Go ahead! It’s not fair! Target Phonological Sounds in Use: Vowel: i Consonants: f, g, h, j Vowel: i: (aı, ı, i:) Consonants: f: (f); g: (g, dʒ); h: (h); j: (dʒeɪ, dʒ) THEME 4: Sub-themes: Family members’ jobs; family members’ long-lasting habits; family members’ errands (now and in the past); places for services in the neighbourhood; comparisons. Jobs: A teacher, a doctor, a farmer, a dentist, an imam, a nurse, a police officer, a scientist, a singer, a waiter/waitress, a shop assistant, a secretary, a cook (chef), a worker, a writer, an artist, a cleaner, a driver. Action verbs for jobs: To teach, to check, to grow, to help, to test, to sing, to sell, to write, to cook, to build, to draw, to paint, to clean, to drive. Places and services in the neighbourhood: A theatre, a hospital, a restaurant, a museum, a park, a bank, a café, a library, a city, a shop, a hotel, a market, a station, a cinema, a post office, a chemist’s (pharmacyAmE.), a hairdresser’s, a barber’s, a greengrocer’s, a bakery, a butcher’s. Action verbs for daily errands: To do the/to go shopping, to buy groceries, to pick up children from school, to take rubbish. Long-lasting habits: To read before bed, to visit the library every Saturday, to garden on Sundays, to watch films on Sundays, to ride a bike on Saturdays, to go for a walk, to drink milk every morning, to go to the cinema every Saturday, to meet friends, to listen to music. Like+love+Ving: (What do you like doing at the weekend? I like riding my bike and playing football with my friends. What does your sister love doing? She loves reading books and drawing pictures). Function: To express preferences, interests, or enjoyment of activities. Background Language Chunks in Use: “To be”-present: Language Chunks: (What’s/is your father’s job? He’s/is a doctor). (What’s/is your favourite habit? My favourite habit is reading). Functions: Asking and answering about professions; expressing likes, interests, or personal habits. The Present Simple Tense: Language Chunks: (What does your mother do (for a living?) She’s/is a teacher). (How often do you go for a walk? I go for a walk every Sunday). Functions: Describing professions or habitual actions; expressing regular or repeated actions and their frequency. Comparisons with the regular forms of adjectives-Superlatives: (Who is the kindest person in your family? My brother is the kindest person in our family). Functions: Describing one person, animal, place, or thing as having the highest or lowest degree of a quality among three or more. Target Phonological Sounds in Use: Vowel: o Consonants: k, l, m, n, p Vowel: o: (əʊ, ɒ, əʊ) Consonants: k: (k); l: (ɛl l); m: (ɛm,m); n: (ɛn, n); p: (piː, p) THEME 5: Sub-themes: Life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water. Sea/marine animals: A whale, a shark, a fish, a dolphin, a sea turtle, a jellyfish, an octopus, a crab, a starfish, a jellyfish, a seal. Habitats for marine animals: An ocean, a river, a lake, a sea, a lagoon. Activities in the marine habitats: To swim, to splash, to dive, to jump, to hide, to play, to crawl. Dangers for marine animals: Plastic, waste, a fishing net, pollution, hunting, climate change. Types of houses by the water: A beach house, a lake house, a houseboat. Language Chunks: Superlative forms of Adjectives: (Who is the best cook in your family? My sister is the best cook in our family).(What was the worst film you watched last year? It was The Haunted House. It was the worst). Functions: Describing one person, animal, place, or thing as having the highest or lowest degree of a quality, when the adjective does not follow the regular -est pattern. Should: Language Chunks: (What should we do to protect sea-marine animals? We should not throw plastic in the ocean. We should keep the seas clean). Function: Giving advice or suggestions. (Mustn’t): Language Chunks: (You mustn’t throw rubbish into the sea). Function: Describing prohibition. Target Phonological Sounds in Use: q, r, s, t, v Consonants: q: kjuː, r: ɑː(Br), r (AmE.); s: (s, ɛs, z); t: (tiː, t); v: (viː, v) THEME 6: Sub-themes: Healthy and unhealthy food; national and international dishes; countries; holidays. Healthy food items: Green salad, fish, meat, eggs, soup, milk, fruit (an apple, an orange, a banana, a strawberry, grapes, a cherry, a pear, a plum, a lemon), yogurt, nuts, vegetables (lettuce, cucumber, spinach, broccoli, peas, cauliflower) chicken, turkey, brown rice. Unhealthy food items: Chips (fries-AmE.), sweets (candies- AmE.), biscuits (cookies- AmE.), a soda, an icecream, a cake, a chocolate, noodles, a burger, a sausage, a pizza, lemonade, pasta. Dishes: Fish and chips, kebab, moussaka, pizza, tacos, a burger, falafel.
• THEME 1: Sub-themes: People at school; daily routines and activities at school; activities at present, favourite activities; favourite months. Vocabulary for school activities: To arrive at (school), to have (an assembly (homeroom-AmE.)), to attend (lessons), to have (a break (recess-AmE.)), to have breakfast/lunch, to leave (school), to meet, to do sports, to prepare, to participate in (drama performances, talent shows). Other vocabulary: A club meeting, a school play, a sports day, a talent show, a parent-teacher meeting, a field trip, a main hall. Days of the week / Months of the year. Language Chunks: (Who is Mrs Clark? She’s/is our new school headmistress. Where’s/is she now? She’s/is in her office now. What’s/is your favourite school activity? My favourite school activity is the drama show. What’s your favourite month? My favourite month is January.) Functions: Telling who people are, where people and things are, telling what month it is; expressing preferences for favourite months. The Simple Present Tense: Language Chunks: (What do you do at school in the mornings/every day/on Mondays etc. We have a school assembly every morning). Functions: Describing daily routines and activities at school. The Present Progressive Tense: Language Chunks: (What are you doing at school now? We’re having lunch at school now). Functions: Describing activities at school at present time. Personal Pronouns: I, we, he, she, it, we, you, they. Functions: Referring to the speaker as the subject. Target Language Chunks in Use: Comparing things-Superlative forms of adjectives (Regular adjectives): (Maths was the hardest subject for her last year. This is the smartest student group in the school). Function: Comparing more than two people, things, or places and expressing the highest or lowest degree of a quality. Prepositions: in, on, at. Functions: Indicating time, place, or position in relation to other objects or events. Wh- question words: what, where, who, why, when, which, what kind of. Functions: Asking for specific information about things, people, reasons, places, times, or choices. Target Social Language in Use: See you next week! It sounds great! Come on! What’s going on? What’s up? Thanks a lot! Let’s not be late! I can’t wait! I hope so. Target Phonological Sounds in Use: Vowel: a. Consonant: b. Vowel a: ( /ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/ ). Consonant: b: ( /b/, silent /b/ ). THEME 2: Sub-themes: School subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons. Classroom objects: A folder, a board marker, a calculator, a highlighter, a stapler, a folder, a poster, a chart, a worksheet, an activity book. Classroom devices: A projector, a calculator, speakers, a printer, a headphone. Classroom instructions and classroom language: Work quietly, please! Look at the screen, please! Listen carefully, please! Turn to your peer, please! Talk with your peers, please! Pair up with your peer /friend, please! Let’s return to our seats, please. Write this down, please! Read this, please! Check your answers, please! Choose the correct answer, please! Spell the words, please! Finish the exercise, please! Pack your things, please! THEME 3: Sub-themes: physical appearances and personality, clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons. Target Vocabulary in Use (with revisional vocabulary): Parts of the body: A stomach, a moustache, a beard, a tongue, a finger (s), a neck, a shoulder(s), a knee(s), a toe(s). Adjectives: Thick, thin, huge, fair, wavy, bright, medium, round. Personal traits for comparing people: Angry, kind, funny, friendly, clever, quiet, brave, careful, naughty, sweet. Verbs for preferences about body parts, clothes, and dressing: (To like, to dislike) to enjoy, to prefer. Infinitives after preference verbs: I prefer to wear /wearing cardigans. Dates with ordinal numbers: 1st, 2nd, 3rd… 20th. Clothes: A wardrobe, Tops: a blouse, a hoodie Bottoms: shorts, leggings; Dresses: a dress, a sundress; Outwear: a raincoat, a cardigan; Footwear: sandals, slippers, flip-flops, trainers (sneakers-AmE.), flats; Sleepwear: pyjamas (pajamas-AmE.) Accessories: a bracelet, a ring, a tie, a belt, gloves, a helmet, a scarf, sunglasses. Weather: Cloudy, foggy, cool, stormy, clear, misty, freezing, humid. Target Language Chunks in Use: The Simple Past Tense (+) (-) (?) (with regular verbs): Language Chunks: (What did you do at school/home yesterday? I played games at school yesterday). Functions: Describing completed actions or events that happened in the past. “To be” in the Simple Past Tense (was, were): Language Chunks: (What were your hobbies when you were 6? My hobbies were playing basketball and playing the piano. How old were you last year? I was 8 years old last year. When was your birthday? It was on 5th March (fifth of March)). Functions: Asking and answering about past states, ages, events, and personal experiences. Could for ability in the past: Language Chunks: (What could you do when you were 6? I could play the piano when I was 6. What sports could you play when you were 7? I could play basketball when I was 7). Functions: Describing abilities or skills someone had in the past. The Present Simple Tense: Language Chunks: (What does she look like? She’s/is tall and beautiful. What kind of clothing do you like? I like short cardigans). (What are your hobbies? My hobbies are playing basketball and volleyball). Functions: Describing physical appearance, preferences for clothing, hobbies, daily routines at home and at school. Target Social Language in Use: It fits like a glove! That’s crazy! What’s new? Keep in touch, please! Feel free to use this! Go ahead! It’s not fair! Target Phonological Sounds in Use: Vowel: i. Consonants: f, g, h, j. Vowel: i: ( /aı/, /ı/, /i:/ ). Consonants: f: ( /f/ ); g: ( /g/, /dʒ/ ); h: ( /h/ ); j: ( /dʒeɪ/, /dʒ/ ). THEME 4: Sub-themes: Family members’ jobs; family members’ long-lasting habits; family members’ errands (now and in the past); places for services in the neighbourhood; comparisons. Jobs: A teacher, a doctor, a farmer, a dentist, an imam, a nurse, a police officer, a scientist, a singer, a waiter/waitress, a shop assistant, a secretary, a cook (chef), a worker, a writer, an artist, a cleaner, a driver. Action verbs for jobs: To teach, to check, to grow, to help, to test, to sing, to sell, to write, to cook, to build, to draw, to paint, to clean, to drive. Places and services in the neighbourhood: A theatre, a hospital, a restaurant, a museum, a park, a bank, a café, a library, a city, a shop, a hotel, a market, a station, a cinema, a post office, a chemist’s (pharmacyAmE.), a hairdresser’s, a barber’s, a greengrocer’s, a bakery, a butcher’s. Action verbs for daily errands: To do the/to go shopping, to buy groceries, to pick up children from school, to take rubbish. Long-lasting habits: To read before bed, to visit the library every Saturday, to garden on Sundays, to watch films on Sundays, to ride a bike on Saturdays, to go for a walk, to drink milk every morning, to go to the cinema every Saturday, to meet friends, to listen to music. Like+love+Ving: (What do you like doing at the weekend? I like riding my bike and playing football with my friends. What does your sister love doing? She loves reading books and drawing pictures). Function: To express preferences, interests, or enjoyment of activities. Background Language Chunks in Use: “To be”-present: Language Chunks: (What’s/is your father’s job? He’s/is a doctor). (What’s/is your favourite habit? My favourite habit is reading). Functions: Asking and answering about professions; expressing likes, interests, or personal habits. The Present Simple Tense: Language Chunks: (What does your mother do (for a living?) She’s/is a teacher). (How often do you go for a walk? I go for a walk every Sunday). Functions: Describing professions or habitual actions; expressing regular or repeated actions and their frequency. Comparisons with the regular forms of adjectives-Superlatives: (Who is the kindest person in your family? My brother is the kindest person in our family). Functions: Describing one person, animal, place, or thing as having the highest or lowest degree of a quality among three or more. Target Phonological Sounds in Use: Vowel: o. Consonants: k, l, m, n, p. Vowel: o: ( /əʊ/, /ɒ/, /əʊ/ ). Consonants: k: ( /k/ ); l: ( /ɛl/ /l/ ); m: ( /ɛm/,/m/ ); n: ( /ɛn/, /n/ ); p: ( /piː/, /p/ ). THEME 5: Sub-themes: Life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water. Sea/marine animals: A whale, a shark, a fish, a dolphin, a sea turtle, a jellyfish, an octopus, a crab, a starfish, a jellyfish, a seal. Habitats for marine animals: An ocean, a river, a lake, a sea, a lagoon. Activities in the marine habitats: To swim, to splash, to dive, to jump, to hide, to play, to crawl. Dangers for marine animals: Plastic, waste, a fishing net, pollution, hunting, climate change. Types of houses by the water: A beach house, a lake house, a houseboat. Language Chunks: Superlative forms of Adjectives: (Who is the best cook in your family? My sister is the best cook in our family).(What was the worst film you watched last year? It was The Haunted House. It was the worst). Functions: Describing one person, animal, place, or thing as having the highest or lowest degree of a quality, when the adjective does not follow the regular -est pattern. Should: Language Chunks: (What should we do to protect sea-marine animals? We should not throw plastic in the ocean. We should keep the seas clean). Function: Giving advice or suggestions. (Mustn’t): Language Chunks: (You mustn’t throw rubbish into the sea). Function: Describing prohibition. Target Phonological Sounds in Use: q, r, s, t, v. Consonants: q: /kjuː/, r: /ɑː/(Br), /r/ (AmE.); s: ( /s/, /ɛs/, /z/ ); t: ( /tiː/, /t/ ); v: ( /viː/, /v/ ). THEME 6: Sub-themes: Healthy and unhealthy food; national and international dishes; countries; holidays. Healthy food items: Green salad, fish, meat, eggs, soup, milk, fruit (an apple, an orange, a banana, a strawberry, grapes, a cherry, a pear, a plum, a lemon), yogurt, nuts, vegetables (lettuce, cucumber, spinach, broccoli, peas, cauliflower) chicken, turkey, brown rice. Unhealthy food items: Chips (fries-AmE.), sweets (candies- AmE.), biscuits (cookies- AmE.), a soda, an icecream, a cake, a chocolate, noodles, a burger, a sausage, a pizza, lemonade, pasta. Dishes: Fish and chips, kebab, moussaka, pizza, tacos, a burger, falafel.
• SCHOOL LIFE: Sub-Themes: People, places and rules at school; school clubs; countries; national days and celebrations. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for people, places and rules at school: Nouns: A department, a gate, a noise, a uniform, a lab, a sports field, a secretary, a coach, an assistant, (no) shouting, a conference hall, a canteen, a library, a notice board, an administration department. Verbs: To fight. Vocabulary for school clubs: Nouns: A drama club, a maths club, a technology club, an environment club, an art club, a music club, a sports club, a chess club, a science club, a film club, a ballet club, a folk dance club. Verbs: To organise, to solve, to arrange. Vocabulary for countries: Türkiye, the United States of America (USA), the United Kingdom (UK) (England, Scotland, Northern Ireland, Wales), Canada, Australia, France, Italy, Spain, Argentina, Brazil, China, Japan, Mexico, Russia, South Korea, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus, Kazakhstan, Kyrgyzstan. Target Grammatical Structures in Use: -The Simple Present Tense (do you like + ing): (Do you like reading books in your free time?). -Modals “Mustn’t & Can’t” (prohibition): (You mustn’t run in the classroom). -“To be Present”: (I am a student at this school). -Wh- questions (who, what): (What is your favourite subject in/at school?) -A, an, the: (The Eiffel Tower is in France). -Imperatives: (Please sit down and relax). -Personal pronouns: I, you, he, she, we, you, they (He loves playing video games). Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense (do you like + ing): Asking preferences about activities. -Use of Modals “Mustn’t & Can’t” (prohibition): Expressing obligations or rules. -Use of “To Be Present”: Expressing a state, a condition, an identity or a location. -Use of “a, an, the”: Referring to a specific or non-specific noun. -Use of Personal Pronouns: Indicating who is involved in the action, possession, or other relationships in a sentence. -Use of Imperatives: Giving commands. -Use of “Wh- questions (who, what)”: Asking about people, things, actions, time and ideas. *National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)” *(Relevant language content and (communicative) activities related to these national and religious days, festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Social Language in Use: Let’s get started! Line up, nice and straight! Follow the rules and play safe! Target Phonological Sounds in Use: -Intonation of positive statements
• SCHOOL LIFE: Sub-Themes: People, places and rules at school; school clubs; countries; national days and celebrations. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for people, places and rules at school: Nouns: A department, a gate, a noise, a uniform, a lab, a sports field, a secretary, a coach, an assistant, (no) shouting, a conference hall, a canteen, a library, a notice board, an administration department. Verbs: To fight. Vocabulary for school clubs: Nouns: A drama club, a maths club, a technology club, an environment club, an art club, a music club, a sports club, a chess club, a science club, a film club, a ballet club, a folk dance club. Verbs: To organise, to solve, to arrange. Vocabulary for countries: Türkiye, the United States of America (USA), the United Kingdom (UK) (England, Scotland, Northern Ireland, Wales), Canada, Australia, France, Italy, Spain, Argentina, Brazil, China, Japan, Mexico, Russia, South Korea, Azerbaijan, Uzbekistan, Turkmenistan, Turkish Republic of Northern Cyprus, Kazakhstan, Kyrgyzstan. Target Grammatical Structures in Use: -The Simple Present Tense (do you like + ing): (Do you like reading books in your free time?). -Modals “Mustn’t & Can’t” (prohibition): (You mustn’t run in the classroom). -“To be Present”: (I am a student at this school). -Wh- questions (who, what): (What is your favourite subject in/at school?). -A, an, the: (The Eiffel Tower is in France). -Imperatives: (Please sit down and relax). -Personal pronouns: I, you, he, she, we, you, they (He loves playing video games). Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense (do you like + ing): Asking preferences about activities. -Use of Modals “Mustn’t & Can’t” (prohibition): Expressing obligations or rules. -Use of “To Be Present”: Expressing a state, a condition, an identity or a location. -Use of “a, an, the”: Referring to a specific or non-specific noun. -Use of Personal Pronouns: Indicating who is involved in the action, possession, or other relationships in a sentence. -Use of Imperatives: Giving commands. -Use of “Wh- questions (who, what)”: Asking about people, things, actions, time and ideas. *National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)” *(Relevant language content and (communicative) activities related to these national and religious days, festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Social Language in Use: Let’s get started! Line up, nice and straight! Follow the rules and play safe! Target Phonological Sounds in Use: -Intonation of positive statements.
• Classroom Life: Sub-Themes: Classroom rules and language; school subjects; timetables; classroom objects; days of the week; time. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for classroom rules and language: Nouns: Rubbish (trash-garbage-AmE), attention, (no) running. Adjectives: Careful. Verbs: To shout, to smile, to raise a hand, to follow, to borrow, to lend, to tidy (up), to leave, to forget, to bring, to hang (your coat), to hold on. Adverbs: Quietly, loudly, carefully, slowly. Vocabulary for school subjects: Maths, Turkish, Science, Social Studies, Foreign Language, English, Religion and Morals, Art, Music, P.E. (Physical Education), IT (Information Technology), Drama. Vocabulary for timetables: Nouns: A timetable, a day, a week, a weekday, a weekend, morning, afternoon, noon, a break, lunch, double lessons. Verbs: To start, to finish. Vocabulary for classroom objects: Nouns: A rubbish bin (a trash/garbage can -AmE), a (smart)board, a poster, a seat, a bookshelf, a rubber (an eraser-AmE), a dictionary, a board marker, a pencil case, a (school) material, a sheet, a notebook (exercise book-AmE), a desk. Vocabulary for days of the week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. Vocabulary for time: Half past, to, past, o’clock, quarter, a minute. Vocabulary for numbers 50-100: From 50 to 100. Target Grammatical Structures in Use: -The Simple Present Tense: (We have got an Art class every Wednesday.) -There is/are: (There is a new student in the class. There are fifty students in my class.) -Object Pronouns: Me, you, him, her, us, you, them (Can you give me your eraser?) -“To Be” for Time (What time is it?): (What time is it? It is half past four.) -Wh questions (What time..?): (What time does the English class start?) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing the responsibilities of different roles in the classroom and daily routines and study routines in a classroom. -Use of “There is/There are”: Expressing the presence of something or somebody. -Use of Object Pronouns: Replacing nouns that receive the action in a sentence. -Use of “To Be” for time (What time is it?): Telling the time. -Use of “Wh- questions” (What time..?): Asking about time of actions. *National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Social Language in Use: Make the grade if you want to join the Sports Club! Don’t skip the lesson! (Please don’t cut the class!) Give me a hand for this homework! I don’t feel all right. I’d love to. Target Phonological Sounds in Use: Intonation of negative statements.
• Classroom Life: Sub-Themes: Classroom rules and language; school subjects; timetables; classroom objects; days of the week; time. Target Vocabulary in Use (with revisional vocabulary): Vocabulary for classroom rules and language: Nouns: Rubbish (trash-garbage-AmE), attention, (no) running. Adjectives: Careful. Verbs: To shout, to smile, to raise a hand, to follow, to borrow, to lend, to tidy (up), to leave, to forget, to bring, to hang (your coat), to hold on. Adverbs: Quietly, loudly, carefully, slowly. Vocabulary for school subjects: Maths, Turkish, Science, Social Studies, Foreign Language, English, Religion and Morals, Art, Music, P.E. (Physical Education), IT (Information Technology), Drama. Vocabulary for timetables: Nouns: A timetable, a day, a week, a weekday, a weekend, morning, afternoon, noon, a break, lunch, double lessons. Verbs: To start, to finish. Vocabulary for classroom objects: Nouns: A rubbish bin (a trash/garbage can -AmE), a (smart)board, a poster, a seat, a bookshelf, a rubber (an eraser-AmE), a dictionary, a board marker, a pencil case, a (school) material, a sheet, a notebook (exercise book-AmE), a desk. Vocabulary for days of the week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. Vocabulary for time: Half past, to, past, o’clock, quarter, a minute. Vocabulary for numbers 50-100: From 50 to 100. Target Grammatical Structures in Use: -The Simple Present Tense: (We have got an Art class every Wednesday.) -There is/are: (There is a new student in the class. There are fifty students in my class.) -Object Pronouns: Me, you, him, her, us, you, them (Can you give me your eraser?) -“To Be” for Time (What time is it?): (What time is it? It is half past four.) -Wh questions (What time..?): (What time does the English class start?) Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing the responsibilities of different roles in the classroom and daily routines and study routines in a classroom. -Use of “There is/There are”: Expressing the presence of something or somebody. -Use of Object Pronouns: Replacing nouns that receive the action in a sentence. -Use of “To Be” for time (What time is it?): Telling the time. -Use of “Wh- questions” (What time..?): Asking about time of actions. *National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum. Target Social Language in Use: Make the grade if you want to join the Sports Club! Don’t skip the lesson! (Please don’t cut the class!) Give me a hand for this homework! I don’t feel all right. I’d love to. Target Phonological Sounds in Use: Intonation of negative statements.

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