Konu Anlatımı

Doğal Sayıların Çarpanları ve Katları

Kesirlerle İşlemler

Cebirsel İfadeler

İki Paralel Doğrunun Bir Kesen ile Oluşturduğu Açılar

Üçgenin Açıları Yamuk, Paralelkenar, Eşkenar Dörtgen, Dikdörtgen ve Karenin Kenar, Açı ve Köşegen Özellikler

Çemberin ve Çapın Uzunlukları Arasındaki İlişki

Paralelkenar ve Üçgenin Alanı

Uzunluk ve Alan Ölçme Birimleri Arasındaki İlişki

Students can bring information about the current content on “school life with 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.

Students can bring information about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening/watching it.

Students can construct a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with 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.

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 roles, and responsibilities at school; school routines; national days and celebrations”.

Students can get ready for speaking-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.

Students can get ready for the listening/watching-comprehension process for the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” carefully.

Students can get ready for the reading-comprehension process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.

Students can get ready for the writing-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.

Students can individually construct/form content for the assigned writing task on the current content “school life with roles, and responsibilities at school; school routines; national days and celebrations”.

Students can make meaning of/ derive meaning from the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully.

Students can make meaning of/derive meaning from the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening/watching it carefully.

Students can organise a content for the assigned writing task on the current content “school life with roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.

Students can organise a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.

Students can reorganise(reconstruct) and use information about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.

Students can reorganise(reconstruct) and use information in the new written tasks about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.

Students can select and use the target grammatical elements of the current content about “school life with 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.

Students can select and use the target phonological elements of the current content about “school life with 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.

Students can select and use the target vocabulary of the current content about “school life with 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.

Students can understand the model/example for the writing task about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.

Students can use the model/example for producing verbal content about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.

Students can bring information about the current content on “classroom life with daily and study routines; learning 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.

Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening/ watching it.

Students can construct a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with daily and study routines; learning 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.

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 daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.

Students can get ready for speaking-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.

Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully.

Students can get ready for the reading-comprehension process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.

Students can get ready for the writing-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.

Students can individually construct/form content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.

Students can make meaning of/ derive meaning from the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by reading it carefully.

Students can make meaning of/derive meaning from the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through significant details by listening/watching it carefully.

Students can organise a content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided.

Students can organise a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others.

Students can reorganise(reconstruct) and use information about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people.

Students can reorganise(reconstruct) and use information in the new written tasks about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people.

Students can select and use the target vocabulary of the current content about “classroom life with daily and study routines; learning 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.

Students can understand the model/example for the writing task about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.

Students can use the model/example for producing verbal content about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.

Students can bring information about the current content on “personal life with body parts, physical appearance and clothes; personality and character” together through significant details and main components while listening/watching it.

Students can construct a new verbal content on “personal life with body parts, physical appearance and clothes; personality and character” by speaking accurately, efficiently, and authentically.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people in relation to themselves or others, both individually and/or with others.

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, physical appearance and clothes; personality and character”.

Students can get ready for speaking-expression process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”.

Students can get ready for the listening/watching-comprehension process for the current content on “personal life with body parts, physical appearance and clothes; personality and character” carefully.

Students can get ready for the reading-comprehension process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”.

Students can individually construct/form content for the assigned writing task on the current content “personal life with body parts, physical appearance and clothes; personality and character”.

Students can make meaning of/ derive meaning from the current content about “personal life with body parts, physical appearance and clothes; personality and character” by reading it carefully.

Students can make meaning of/derive meaning from the current content on “personal life with body parts, physical appearance and clothes; personality and character” through significant details by listening/watching it carefully.

Students can organise a content for the assigned writing task on the current content “personal life with body parts, physical appearance and clothes; personality and character” based on the model/example provided.

Students can organise a new verbal content on “personal life with body parts, physical appearance and clothes; personality and character” by speaking accurately, efficiently, and authentically.

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, physical appearance and clothes; personality and character” in relation to themselves or others, both individually and/or with others.

Students can reorganise(reconstruct) and use information about the “personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people.

Students can reorganise(reconstruct) and use information in the new written tasks about the“personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people.

Students can select and use the target grammatical elements of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can select and use the target vocabulary of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can understand the model/example for the writing task about the current content on “personal life with body parts, physical appearance and clothes; personality and character”.

Students can use the model/example for producing verbal content about the current content on “personal life with body parts, physical appearance and clothes; personality and character”.

Students can bring information about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Students can bring information about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” together through significant details and main components while listening/watching it.

Students can construct spoken content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by speaking accurately, efficiently, and authentically.

Students can construct spoken materials on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by speaking accurately, efficiently, and authentically.

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, working places, and job routines; different types of family homes and houses” in relation to themselves or others, both individually and/or with others.

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, working places, and job routines; different types of family homes and houses” to communicate with other people in relation to themselves or others, both individually and/or with others.

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, working places, and job routines; different types of family homes and houses”.

Students can get ready for speaking-expression process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”.

Students can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” carefully.

Students can get ready for the reading-comprehension process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”.

Students can get ready for the writing-expression process about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”.

Students can individually construct/form content for the assigned writing task on the current content “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”.

Students can make meaning of/ derive meaning from the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” by reading it carefully.

Students can make meaning of/derive meaning from the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” through significant details by listening/watching it carefully.

Students can organise a content for the assigned writing task on the current content “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” based on the model/example provided.

Students can recognise and use the model/example for producing verbal content about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”.

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, working places, and job routines; different types of family homes and houses” in relation to themselves or others, both individually and/or with others.

Students can reorganise(reconstruct) and use information about the “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people.

Students can reorganise(reconstruct) and use information in the new written tasks about the “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” to communicate with other people.

Students can select and use the target grammatical elements of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can select and use the target vocabulary of the current content about “family life with family members’ jobs, working places, and job routines; different types of family homes and houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can understand the model/example for the writing task about the current content on “family life with family members’ jobs, working places, and job routines; different types of family homes and houses”.

Students can bring information about the current content on “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” together through significant details and main components while listening/watching it.

Students can construct a new verbal content on “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”.

Students can get ready for speaking-expression process about the current content on “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”.

Students can get ready for the listening/watching-comprehension process for the current content on “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” carefully.

Students can get ready for the reading-comprehension process about the current content on “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”.

Students can get ready for the writing-expression process about the current content on “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”.

Students can individually construct/form content for the assigned writing task on the current content “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”.

Students can make meaning of/ derive meaning from the current content about “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by reading it carefully.

Students can make meaning of/derive meaning from the current content on “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” through significant details by listening/watching it carefully.

Students can organise a content for the assigned writing task on the current content “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” based on the model/example provided.

Students can organise a new verbal content on “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” by speaking accurately, efficiently, and authentically.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” in relation to themselves or others, both individually and/ or with others.

Students can reorganise(reconstruct) and use information about the “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people.

Students can reorganise(reconstruct) and use information in the new written tasks about the “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” to communicate with other people.

Students can select and use the target grammatical elements of the current content about “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can select and use the target phonological elements of the current content about “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

Students can select and use the target vocabulary of the current content about “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can understand the model/example for the writing task about the current content on “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”.

Students can use the model/example for producing verbal content about the current content on “life in the neighbourhood and the city with festivals and events(sports, music, arts) in the neighbourhood and city; transportation in the neighbourhood and the city”.

Students can bring information about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Students can bring information about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” together through significant details and main components while listening/ watching it.

Students can construct a new verbal content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by speaking accurately, efficiently, and authentically.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” to communicate with other people in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”.

Students can get ready for speaking-expression process about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”.

Students can get ready for the listening/watching-comprehension process for the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” carefully.

Students can get ready for the reading-comprehension process about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”.

Students can individually construct/form content for the assigned writing task on the current content “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”.

Students can make meaning of/ derive meaning from the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by reading it carefully.

Students can organise a content for the assigned writing task on the current content “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” based on the model/example provided.

Students can organise a new verbal content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” by speaking accurately, efficiently, and authentically.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” in relation to themselves or others, both individually and/or with others.

Students can reorganise(reconstruct) and use information about the “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” to communicate with other people.

Students can reorganise(reconstruct) and use information in the new written tasks about the “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” to communicate with other people.

Students can select and use the target grammatical elements of the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can select and use the target vocabulary of the current content about “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can understand the model/example for the writing task about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”.

Students can use the model/example for producing verbal content about the current content on “life in the world and culture with countries, nationalities, and languages in the world; food types and events from different parts of the world”.

Students can bring information about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

Students can bring information about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” together through significant details and main components while listening/watching it.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in nature and global problems with activities in nature; environmental problems in the world and solutions” in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”.

Students can get ready for the listening/watching-comprehension process for the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” carefully.

Students can get ready for the reading-comprehension process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”.

Students can get ready for the writing-expression process about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”.

Students can individually construct/form content for the assigned writing task on the current content “life in nature and global problems with activities in nature; environmental problems in the world and solutions”.

Students can make meaning of/derive meaning from the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions” through significant details by listening/watching it carefully.

Students can organise a content for the assigned writing task on the current content “life in nature and global problems with activities in nature; environmental problems in the world and solutions” based on the model/example provided.

Students can reorganise(reconstruct) and use information in the new written tasks about the “life in nature and global problems with activities in nature; environmental problems in the world and solutions” to communicate with other people.

Students can select and use the target grammatical elements of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can select and use the target phonological elements of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

Students can select and use the target vocabulary of the current content about “life in nature and global problems with activities in nature; environmental problems in the world and solutions” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can understand the model/example for the writing task about the current content on “life in nature and global problems with activities in nature; environmental problems in the world and solutions”.

Biçim Bilgisi

Bilgilendirici metinde anahtar kelimeleri belirlemeye yönelik çözümleme yapabilme

Bilim ve kültür dili olarak Türkçe, anlatım gücü, söz varlığı. Türkçenin tarihî gelişimi. Türkü, tekerleme, bilmece, ninni, atasözleri ve deyimler.

Cümlede Anlam

Dinlediğinden/izlediğinden hareketle söz varlığını geliştirmeye yönelik çözümleme yapabilme

Dinlediğinin/izlediğinin yüzey anlamını belirleyebilme

Dinlemede/izlemede strateji ve yöntem seçimlerini yönetebilme

Dinleme/izleme sürecine yönelik öz yansıtma yapabilme/kendini uyarlayabilme

Edat-Bağlaç-Ünlem

İsimler ve İsim Tamlamaları

Konuşmasında amaç ve içeriğe yönelik seçimlerini yönetebilme

Konuşmasında sesini uygun şekilde kullanabilme

Konuşmasını zenginleştirecek biçimde söz varlığını kullanabilme

Konuşma sürecini yönetebilme

Konuşma yöntem ve tekniklerine yönelik seçimlerini yönetebilme

Parçada Anlam

Sıfatlar ve Sıfat Tamlamaları

Sözcükte Anlam

Yazım Kuralları

Yazım kuralları ve noktalama işaretlerini uygulayabilme

Yazısında içerik ve yapıya yönelik seçimlerini yönetebilme

Yazısını zenginleştirecek biçimde söz varlığını kullanabilme

Yazma strateji, yöntem ve tekniklerine yönelik seçimlerini yönetebilme

Yazma sürecine yönelik öz yansıtma yapabilme/kendini uyarlayabilme

Yazma sürecini yönetebilme

Zamir (Adıl)

Dinlediğindeki/izlediğindeki unsurları sınıflandırabilme

Dinlediğini/izlediğini kendi içinde karşılaştırabilme

Dinlediğinin/izlediğinin derin anlamını belirlemeye yönelik basit çıkarımlar yapabilme

Dinlediğinin/izlediğinin derin anlamını belirlemeye yönelik üst düzey çıkarımlar yapabilme

Dinlemede/izlemede strateji ve yöntem seçimlerini yönetebilme

Dinleme/izleme sürecine yönelik öz yansıtma yapabilme/kendini uyarlayabilme

Dinleyeceğinin/izleyeceğinin içeriğine yönelik tahminde bulunabilme

Hazırlıksız konuşma yapabilme

Konuşmasında beden dilini ve mekânı etkili kullanabilme

Konuşmasında karşılaştırma yapabilme

Konuşmasında ön bilgilerinden yararlanabilme

Konuşmasında uygun tepki verebilme

Konuşma sürecine yönelik öz yansıtma yapabilme/kendini uyarlayabilme

Konuşma sürecini yönetebilme

Metin Türleri ve Söz Sanatları

Noktalama İşaretleri

Parçada Anlam Giriş, Gelişme, Sonuç

Parçada Anlam Hikaye Unsurları (Anlatıcı)

Parçada Anlam, Metnin Dil ve Anlatım Özellikleri

Parçada Anlam, Parça Oluşturma

Parçada Anlam, Parça Tamamlama

Söz Gruplarında Anlam

Sözlü olarak özetleyebilme

Yaratıcı konuşma yapabilme

Yazılı etkileşiminde uygun tepki verebilme

Yazılı üretim ve yazılı etkileşimde ön bilgilerinden yararlanabilme

Yazısında içerik ve yapıya yönelik seçimlerini yönetebilme

Yazma sürecine yönelik öz yansıtma yapabilme/kendini uyarlayabilme

Yazma sürecini yönetebilme

Yorumunu yazılı olarak ifade edebilme

Bilgilendirici metinde düşünceyi geliştirme yollarını belirlemeye yönelik çözümleme yapabilme

Çoklu ortam ögelerine yönelik çözümleme yapabilme

Dinlediğini/izlediğini kendi içinde karşılaştırabilme

Dinlediğini/izlediğini özetleyebilme

Dinlediğinin/izlediğinin derin anlamını belirlemeye yönelik üst düzey çıkarımlar yapabilme

Dinledikleri/izledikleri arasında karşılaştırma yapabilme

Görselle iletilen anlamı belirleyebilme

Konuşmasında çoklu ortam ögeleriyle içerik oluşturabilme

Konuşmasında sınıflandırma yapabilme

Kültürler arası ilişkiler, kültür ve gönül coğrafyamızda yer alan devletler. Mutfak Kültürü, Tören ve Kutlamalar, Giyim, Halk Dansları, Beden Dili, Görgü Kuralları, Mimari, El Sanatları.

Metnin bölümlerini belirlemeye yönelik çözümleme yapabilme

Sözlü olarak tartışmaya katılabilme

Yaratıcı yazı yazabilme

Yazısında düşünceyi geliştirme yollarını kullanabilme

Yazısında karşılaştırma yapabilme

Yazısında sınıflandırma yapabilme

Bilgilendirici metinlerde metin yapılarından hareketle önemli bilgileri belirlemeye yönelik çözümleme yapabilme

Çoklu ortam ögelerine yönelik çözümleme yapabilme

Dinlediğini/izlediğini yorumlayabilme

Dinlemede/izlemede strateji ve yöntem seçimlerini yönetebilme

Etkili iletişim, iletişim becerileri, iletişimin önündeki engeller, iletişimde saygı ve nezaket, etkin dinleyici olmak, akranlarla iletişim, akran zorbalığı. Kitle iletişim araçları, çevrim içi ortamlarda iletişim.

Hazırlıklı konuşmasını yapılandırabilme

Konuşmasında düşünceyi geliştirme yollarını kullanabilme

Metni yorumlayabilme

Uygun geçiş ve bağlantı ifadelerini kullanabilme

Yazılı olarak özetleyebilme

Yazısında çoklu ortam ögeleriyle içerik oluşturabilme

Dinlediğindeki/izlediğindeki söz sanatlarını belirlemeye yönelik çözümleme yapabilme

Dinlemede/izlemede strateji ve yöntem seçimlerini yönetebilme

Konuşmasında açık ve örtük ifadeleri kullanabilme

Konuşmasında tahminlerinden yararlanabilme

Merak duygusu, bilim ve teknolojiye yön veren bilim insanları, teknolojinin insan hayatındaki yeri. Bilim ve gelecek, yapay zekâ kavramı, yapay zekânın diğer disiplinlerle ilişkisi.

Metindeki söz sanatlarını belirlemeye yönelik çözümleme yapabilme

Metnin bölümlerini belirlemeye yönelik çözümleme yapabilme

Öyküleyici metinlerdeki hikâye unsurlarını belirlemeye yönelik çözümleme yapabilme

Sözlü sunum yapabilme

Uygun geçiş ve bağlantı ifadelerini kullanabilme

Yazılı üretiminde ve yazılı etkileşiminde tartışabilme

Yazılı üretim ve yazılı etkileşiminde tahminlerinden yararlanabilme

Yazısında açık ve örtük ifade etmeye yönelik yapıları kullanabilme

Başarılı Türk sporcuları, bilim insanları, edebiyatçıları ve sanatçıları, girişimcileri. Girişimcilik, finansal okuryazarlık, zaman yönetimi, planlama. Meslekler, meslek ahlakı. Yaratıcılık, yaratıcı düşünme teknikleri, yenilikçilik, Türk icatları.

Değerlendirmesini sözlü olarak ifade edebilme

Değerlendirmesini yazılı olarak ifade edebilme

Dinlediğindeki/izlediğindeki probleme çözüm üretebilme

Dinlediğini/izlediğini değerlendirebilme

Dinlediğini/izlediğini eleştirebilme

Eleştirisini sözlü olarak ifade edebilme

Eleştirisini yazılı olarak ifade edebilme

Metindeki probleme çözüm üretebilme

Okuduğunu değerlendirebilme

Problem çözümüne yönelik konuşma yapabilme

Problem çözümüne yönelik yazabilme