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AHMET BARINDIRIR İLKOKULU
2026-2027 ACADEMIC YEAR DRAFT ANNUAL FRAMEWORK PLAN FOR YEAR 2 ENGLISH UNDER THE CENTURY OF TÜRKİYE EDUCATION MODEL
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DURATIONTHEME AND CONTENT FRAMELEARNING OUTCOMES INDICATORS FOR LEARNING (Assessment and Evaluation)INTERCURRICULAR COMPONENTSNATIONAL CELEBRATIONS AND IMPORTANT DAYSDIFFERENTIATIONSCHOOL-BASED PLANNING
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MONTHWEEK
CLASS HOUR		THEMECONTENT FRAMELEARNING OUTCOMESASSESSMENT AND EVALUATIONSOCIAL-EMOTIONAL LEARNING SKILLSVALUESLITERACY SKILLSNATIONAL CELEBRATIONS AND IMPORTANT DAYSDIFFERENTIATIONSCHOOL-BASED PLANNING
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SEPTEMBERWeek 1:
14-18 September		2ORIENTATION15 July,
Democracy and National Unity Day

Primary Education Week		School-based planning includes research and observation, social activities, project work, local studies, reading activities, and similar tasks that are decided to be carried out within the scope of the course by the subject teachers’ board. The time allocated for these activities is scheduled within the academic year and expressed in the annual plans.
The instructional activities to be carried out within the scope of these plans should support student participation, provide opportunities for learning by doing and experiencing, and serve the holistic development of the student.

*The school-based planning weeks indicated in this framework plan are presented as examples. The planning should be made in accordance with the decisions taken by the subject teachers’ board, taking into account the conditions of the school and the course.
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Week 2:
21-25 September		2THEME 1: SCHOOL LIFE Sub-themes: Greetings and introductions at school; people and places at school; days of the week; national and religious days and celebrations
Target Vocabulary in Use (with revisional vocabulary): People in the school: A teacher, a pupil (pupil), a headmaster/headmistress (principal-AmE.), a friend, a boy, a girl, a kid.
Places in the school: A classroom, a lunch hall (lunchroom), a canteen, a library, a sports hall, a garden, a playground, a teacher’s room.
Target Language Chunks in Use:
Language Chunks (“To be-present”): What’s/is it/this? It’s/is a/an…
Function: Asking what things and places are.
Language Chunks (“To be-present”): Who’s she/he? She’s Mr Aras. He’s my English teacher. This is Mr/Mrs/Miss Hopkins. She/He is a teacher/headmaster., etc.
Where is she? She is in the garden.
Function: Introductions and telling names.
Preposition: in.
Language Chunks (“To be-present”): What’s your name? I’m/ am… / My name is…
Function: Introductions, asking and telling names.
Language Chunks (Imperatives): Come here, please.
Function: Giving commands, making requests (polite or firm) and giving instructions or directions.
Language Chunks (“To be-present”): What day of the week is it? What day is it today? It’s/is Monday today.
Function: Asking and answering days of the week.
Personal Pronouns: I, he, she, it, we, you, they.
Function: Referring to the speaker as the subject.
Demonstrative pronoun: This.
Function: Referring to something specific that is close to the speaker in space, time, or context.
WH-question words: What, who, where.
Function: Asking what a thing is, who a person is.
Greetings:
Good morning! Hello!, Hi!..
How are you? I’m fine, thanks! And you?
Target Social Language in Use:
Excuse me!, Sorry!, That’s OK!, Sure! Goodbye!, Bye!, See you tomorrow!, Hurray!, Welcome!, Well done!,
Thank you!, Nice!, Really!, That’s great!, Let’s start!, Look!, Good morning everybody!, Can I sit here?, Nice
to meet ycou!
Target Phonological Sounds in Use:
a, b
Vowel a:
a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/)
Consonant: b
b: (/b/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.
ENG.2.1.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.L2. Pupils can bring information about the current content on “greetings and introductions
at school; people and places at school; days of the week; national days and celebrations”
together with key details and main components while listening/watching it.
ENG.2.1.L3. Pupils can make meaning of/derive meaning from the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through details by listening/watching it carefully.
ENG.2.1.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” in a very simple way.
ENG.2.1.P1. Pupils can select and use the target phonological elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, and naturally through spontaneous selection
and using it in an appropriate and effective way when communicating with others.
ENG.2.1.R1. Pupils can get ready for the reading-comprehension process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.R2. Pupils can bring information about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through
skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.1.R3. Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
ENG.2.1.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “greetings and introductions at school;
people and places at school; days of the week; national days and celebrations” for reflection
in relation to themselves or others, both individually and/or with others.
ENG.2.1.V1. Pupils can select and use the target vocabulary of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.1.G1. Pupils can select and use the language including target grammatical elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally
and use it appropriately and effectively when communicating with others.
ENG.2.1.W1. Pupils can get ready for the writing-expression process about the current content on “greetings
and introductions at school; people and places at school; days of the week; national days and celebrations” in an age- and level-appropriate way.
ENG.2.1.W2. Pupils can copy the model/example on the writing task about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided to practise for further writing activities.
ENG.2.1.W3. Pupils can organise and form a content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided.
ENG.2.1.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “greetings and introductions at school; people and places at school; days of the week;
national days and celebrations” to communicate with other people.
ENG.2.1.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others.
ENG.2.1.S1. Pupils can get ready for speaking-expression process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” with the help of supplementary audio-visual materials.
ENG.2.1.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.S3. Pupils can organise simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.2.1.S4. Pupils can form a simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through reconstruction
by speaking accurately, efficiently, and authentically.
ENG.2.1.S5. Pupils can reorganise and use information about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by reconstructing it to communicate with other people.
ENG.2.1.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others		EVALUATION FOR THE SKILLS AND THE CONTENT:
PERFORMANCE ASSIGNMENT: Pupils draw a school picture or make a cardboard model and stick the
pictures of models of some places and people in it. They copy the words that go with the pictures and do a
show-and-tell to introduce them to the class. This performance will be evaluated using rubrics.		SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-
Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,
SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility
Skill, SELS3.3. Responsible Decision-Making Skill		V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11.
Independence, V12. Patience, V14. Respect, V15. Love and Affection, V18.
Cleanliness, V19. Patriotism, V20. Benevolence		LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.
Cultural Literacy, LS6. Civic Literacy		26 September, Turkish Language DayExpansion
Objective: To practise the concept of “school” and develop reading skills by focusing on the target vocabulary
Activity 1: Limited Reading and Writing Practice
Pupils are given a worksheet with visuals related to the concept of “school”. The teacher asks them to write
the English equivalents of each visual underneath. The English words corresponding to the visuals are
not provided; pupils are required to write them from memory. They say the words aloud as a whole class
after finishing the writing session. Pupils reflect on their thoughts and feelings about the activity by using
emoticons.
Activity 2: Interactive Vocabulary Games
The teacher prepares an anagram game related to the school theme using a Web2.0 tool. The letters of the
English word corresponding to the visual are given in a scrambled form beneath the picture. Pupils are asked
to arrange the letters correctly. They say the words after they finish unscrambling. Pupils reflect on their
thoughts and feelings about the activity by using emoticons.
Supporting
Objective: To practise the concept of “school” and develop reading skills by focusing on the target vocabulary
Activity 1: Reading and Writing Practice
Pupils are given a worksheet containing visuals related to the concept of “school”, with each visual having
the English equivalent of the word written in dots underneath. Pupils connect the dots to form the word and
grasp the complete word. They say the words aloud as a whole class after they finish the writing session.
Pupils reflect on their thoughts and feelings about the activity by using emoticons.
Activity 2: Interactive Vocabulary Games
The teacher prepares a matching game with pictures and target words related to the concept of “school”
using a Web2.0 tool. Pupils match the visuals with their English equivalents. They say the words aloud as
the whole class after finishing the matching session. Pupils reflect on their thoughts and feelings about the
activity by using emoticons.
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Week 3: 28 September- 2 October 2THEME 1: SCHOOL LIFE Sub-themes: Greetings and introductions at school; people and places at school; days of the week; national and religious days and celebrations
Target Vocabulary in Use (with revisional vocabulary): People in the school: A teacher, a pupil (pupil), a headmaster/headmistress (principal-AmE.), a friend, a boy, a girl, a kid.
Places in the school: A classroom, a lunch hall (lunchroom), a canteen, a library, a sports hall, a garden, a playground, a teacher’s room.
Target Language Chunks in Use:
Language Chunks (“To be-present”): What’s/is it/this? It’s/is a/an…
Function: Asking what things and places are.
Language Chunks (“To be-present”): Who’s she/he? She’s Mr Aras. He’s my English teacher. This is Mr/Mrs/Miss Hopkins. She/He is a teacher/headmaster., etc.
Where is she? She is in the garden.
Function: Introductions and telling names.
Preposition: in.
Language Chunks (“To be-present”): What’s your name? I’m/ am… / My name is…
Function: Introductions, asking and telling names.
Language Chunks (Imperatives): Come here, please.
Function: Giving commands, making requests (polite or firm) and giving instructions or directions.
Language Chunks (“To be-present”): What day of the week is it? What day is it today? It’s/is Monday today.
Function: Asking and answering days of the week.
Personal Pronouns: I, he, she, it, we, you, they.
Function: Referring to the speaker as the subject.
Demonstrative pronoun: This.
Function: Referring to something specific that is close to the speaker in space, time, or context.
WH-question words: What, who, where.
Function: Asking what a thing is, who a person is.
Greetings:
Good morning! Hello!, Hi!..
How are you? I’m fine, thanks! And you?
Target Social Language in Use:
Excuse me!, Sorry!, That’s OK!, Sure! Goodbye!, Bye!, See you tomorrow!, Hurray!, Welcome!, Well done!,
Thank you!, Nice!, Really!, That’s great!, Let’s start!, Look!, Good morning everybody!, Can I sit here?, Nice
to meet ycou!
Target Phonological Sounds in Use:
a, b
Vowel a:
a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/)
Consonant: b
b: (/b/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.
ENG.2.1.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.L2. Pupils can bring information about the current content on “greetings and introductions
at school; people and places at school; days of the week; national days and celebrations”
together with key details and main components while listening/watching it.
ENG.2.1.L3. Pupils can make meaning of/derive meaning from the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through details by listening/watching it carefully.
ENG.2.1.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” in a very simple way.
ENG.2.1.P1. Pupils can select and use the target phonological elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, and naturally through spontaneous selection
and using it in an appropriate and effective way when communicating with others.
ENG.2.1.R1. Pupils can get ready for the reading-comprehension process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.R2. Pupils can bring information about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through
skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.1.R3. Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
ENG.2.1.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “greetings and introductions at school;
people and places at school; days of the week; national days and celebrations” for reflection
in relation to themselves or others, both individually and/or with others.
ENG.2.1.V1. Pupils can select and use the target vocabulary of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.1.G1. Pupils can select and use the language including target grammatical elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally
and use it appropriately and effectively when communicating with others.
ENG.2.1.W1. Pupils can get ready for the writing-expression process about the current content on “greetings
and introductions at school; people and places at school; days of the week; national days and celebrations” in an age- and level-appropriate way.
ENG.2.1.W2. Pupils can copy the model/example on the writing task about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided to practise for further writing activities.
ENG.2.1.W3. Pupils can organise and form a content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided.
ENG.2.1.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “greetings and introductions at school; people and places at school; days of the week;
national days and celebrations” to communicate with other people.
ENG.2.1.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others.
ENG.2.1.S1. Pupils can get ready for speaking-expression process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” with the help of supplementary audio-visual materials.
ENG.2.1.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.S3. Pupils can organise simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.2.1.S4. Pupils can form a simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through reconstruction
by speaking accurately, efficiently, and authentically.
ENG.2.1.S5. Pupils can reorganise and use information about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by reconstructing it to communicate with other people.
ENG.2.1.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others		EVALUATION FOR THE SKILLS AND THE CONTENT:
PERFORMANCE ASSIGNMENT: Pupils draw a school picture or make a cardboard model and stick the
pictures of models of some places and people in it. They copy the words that go with the pictures and do a
show-and-tell to introduce them to the class. This performance will be evaluated using rubrics.		SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-
Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,
SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility
Skill, SELS3.3. Responsible Decision-Making Skill		V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11.
Independence, V12. Patience, V14. Respect, V15. Love and Affection, V18.
Cleanliness, V19. Patriotism, V20. Benevolence		LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.
Cultural Literacy, LS6. Civic Literacy
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OCTOBERWeek 4: 5-9 October2THEME 1: SCHOOL LIFE Sub-themes: Greetings and introductions at school; people and places at school; days of the week; national and religious days and celebrations
Target Vocabulary in Use (with revisional vocabulary): People in the school: A teacher, a pupil (pupil), a headmaster/headmistress (principal-AmE.), a friend, a boy, a girl, a kid.
Places in the school: A classroom, a lunch hall (lunchroom), a canteen, a library, a sports hall, a garden, a playground, a teacher’s room.
Target Language Chunks in Use:
Language Chunks (“To be-present”): What’s/is it/this? It’s/is a/an…
Function: Asking what things and places are.
Language Chunks (“To be-present”): Who’s she/he? She’s Mr Aras. He’s my English teacher. This is Mr/Mrs/Miss Hopkins. She/He is a teacher/headmaster., etc.
Where is she? She is in the garden.
Function: Introductions and telling names.
Preposition: in.
Language Chunks (“To be-present”): What’s your name? I’m/ am… / My name is…
Function: Introductions, asking and telling names.
Language Chunks (Imperatives): Come here, please.
Function: Giving commands, making requests (polite or firm) and giving instructions or directions.
Language Chunks (“To be-present”): What day of the week is it? What day is it today? It’s/is Monday today.
Function: Asking and answering days of the week.
Personal Pronouns: I, he, she, it, we, you, they.
Function: Referring to the speaker as the subject.
Demonstrative pronoun: This.
Function: Referring to something specific that is close to the speaker in space, time, or context.
WH-question words: What, who, where.
Function: Asking what a thing is, who a person is.
Greetings:
Good morning! Hello!, Hi!..
How are you? I’m fine, thanks! And you?
Target Social Language in Use:
Excuse me!, Sorry!, That’s OK!, Sure! Goodbye!, Bye!, See you tomorrow!, Hurray!, Welcome!, Well done!,
Thank you!, Nice!, Really!, That’s great!, Let’s start!, Look!, Good morning everybody!, Can I sit here?, Nice
to meet ycou!
Target Phonological Sounds in Use:
a, b
Vowel a:
a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/)
Consonant: b
b: (/b/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.
ENG.2.1.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.L2. Pupils can bring information about the current content on “greetings and introductions
at school; people and places at school; days of the week; national days and celebrations”
together with key details and main components while listening/watching it.
ENG.2.1.L3. Pupils can make meaning of/derive meaning from the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through details by listening/watching it carefully.
ENG.2.1.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” in a very simple way.
ENG.2.1.P1. Pupils can select and use the target phonological elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, and naturally through spontaneous selection
and using it in an appropriate and effective way when communicating with others.
ENG.2.1.R1. Pupils can get ready for the reading-comprehension process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.R2. Pupils can bring information about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through
skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.1.R3. Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
ENG.2.1.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “greetings and introductions at school;
people and places at school; days of the week; national days and celebrations” for reflection
in relation to themselves or others, both individually and/or with others.
ENG.2.1.V1. Pupils can select and use the target vocabulary of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.1.G1. Pupils can select and use the language including target grammatical elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally
and use it appropriately and effectively when communicating with others.
ENG.2.1.W1. Pupils can get ready for the writing-expression process about the current content on “greetings
and introductions at school; people and places at school; days of the week; national days and celebrations” in an age- and level-appropriate way.
ENG.2.1.W2. Pupils can copy the model/example on the writing task about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided to practise for further writing activities.
ENG.2.1.W3. Pupils can organise and form a content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided.
ENG.2.1.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “greetings and introductions at school; people and places at school; days of the week;
national days and celebrations” to communicate with other people.
ENG.2.1.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others.
ENG.2.1.S1. Pupils can get ready for speaking-expression process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” with the help of supplementary audio-visual materials.
ENG.2.1.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.S3. Pupils can organise simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.2.1.S4. Pupils can form a simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through reconstruction
by speaking accurately, efficiently, and authentically.
ENG.2.1.S5. Pupils can reorganise and use information about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by reconstructing it to communicate with other people.
ENG.2.1.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others		EVALUATION FOR THE SKILLS AND THE CONTENT:
PERFORMANCE ASSIGNMENT: Pupils draw a school picture or make a cardboard model and stick the
pictures of models of some places and people in it. They copy the words that go with the pictures and do a
show-and-tell to introduce them to the class. This performance will be evaluated using rubrics.		SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-
Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,
SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility
Skill, SELS3.3. Responsible Decision-Making Skill		V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11.
Independence, V12. Patience, V14. Respect, V15. Love and Affection, V18.
Cleanliness, V19. Patriotism, V20. Benevolence		LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.
Cultural Literacy, LS6. Civic Literacy
8
Week 5: 12-16 October2THEME 1: SCHOOL LIFE Sub-themes: Greetings and introductions at school; people and places at school; days of the week; national and religious days and celebrations
Target Vocabulary in Use (with revisional vocabulary): People in the school: A teacher, a pupil (pupil), a headmaster/headmistress (principal-AmE.), a friend, a boy, a girl, a kid.
Places in the school: A classroom, a lunch hall (lunchroom), a canteen, a library, a sports hall, a garden, a playground, a teacher’s room.
Target Language Chunks in Use:
Language Chunks (“To be-present”): What’s/is it/this? It’s/is a/an…
Function: Asking what things and places are.
Language Chunks (“To be-present”): Who’s she/he? She’s Mr Aras. He’s my English teacher. This is Mr/Mrs/Miss Hopkins. She/He is a teacher/headmaster., etc.
Where is she? She is in the garden.
Function: Introductions and telling names.
Preposition: in.
Language Chunks (“To be-present”): What’s your name? I’m/ am… / My name is…
Function: Introductions, asking and telling names.
Language Chunks (Imperatives): Come here, please.
Function: Giving commands, making requests (polite or firm) and giving instructions or directions.
Language Chunks (“To be-present”): What day of the week is it? What day is it today? It’s/is Monday today.
Function: Asking and answering days of the week.
Personal Pronouns: I, he, she, it, we, you, they.
Function: Referring to the speaker as the subject.
Demonstrative pronoun: This.
Function: Referring to something specific that is close to the speaker in space, time, or context.
WH-question words: What, who, where.
Function: Asking what a thing is, who a person is.
Greetings:
Good morning! Hello!, Hi!..
How are you? I’m fine, thanks! And you?
Target Social Language in Use:
Excuse me!, Sorry!, That’s OK!, Sure! Goodbye!, Bye!, See you tomorrow!, Hurray!, Welcome!, Well done!,
Thank you!, Nice!, Really!, That’s great!, Let’s start!, Look!, Good morning everybody!, Can I sit here?, Nice
to meet ycou!
Target Phonological Sounds in Use:
a, b
Vowel a:
a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/)
Consonant: b
b: (/b/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.
ENG.2.1.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.L2. Pupils can bring information about the current content on “greetings and introductions
at school; people and places at school; days of the week; national days and celebrations”
together with key details and main components while listening/watching it.
ENG.2.1.L3. Pupils can make meaning of/derive meaning from the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through details by listening/watching it carefully.
ENG.2.1.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” in a very simple way.
ENG.2.1.P1. Pupils can select and use the target phonological elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, and naturally through spontaneous selection
and using it in an appropriate and effective way when communicating with others.
ENG.2.1.R1. Pupils can get ready for the reading-comprehension process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.R2. Pupils can bring information about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through
skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.1.R3. Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
ENG.2.1.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “greetings and introductions at school;
people and places at school; days of the week; national days and celebrations” for reflection
in relation to themselves or others, both individually and/or with others.
ENG.2.1.V1. Pupils can select and use the target vocabulary of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.1.G1. Pupils can select and use the language including target grammatical elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally
and use it appropriately and effectively when communicating with others.
ENG.2.1.W1. Pupils can get ready for the writing-expression process about the current content on “greetings
and introductions at school; people and places at school; days of the week; national days and celebrations” in an age- and level-appropriate way.
ENG.2.1.W2. Pupils can copy the model/example on the writing task about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided to practise for further writing activities.
ENG.2.1.W3. Pupils can organise and form a content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided.
ENG.2.1.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “greetings and introductions at school; people and places at school; days of the week;
national days and celebrations” to communicate with other people.
ENG.2.1.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others.
ENG.2.1.S1. Pupils can get ready for speaking-expression process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” with the help of supplementary audio-visual materials.
ENG.2.1.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.S3. Pupils can organise simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.2.1.S4. Pupils can form a simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through reconstruction
by speaking accurately, efficiently, and authentically.
ENG.2.1.S5. Pupils can reorganise and use information about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by reconstructing it to communicate with other people.
ENG.2.1.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others		EVALUATION FOR THE SKILLS AND THE CONTENT:
PERFORMANCE ASSIGNMENT: Pupils draw a school picture or make a cardboard model and stick the
pictures of models of some places and people in it. They copy the words that go with the pictures and do a
show-and-tell to introduce them to the class. This performance will be evaluated using rubrics.		SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-
Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,
SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility
Skill, SELS3.3. Responsible Decision-Making Skill		V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11.
Independence, V12. Patience, V14. Respect, V15. Love and Affection, V18.
Cleanliness, V19. Patriotism, V20. Benevolence		LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.
Cultural Literacy, LS6. Civic Literacy		Expansion
Objective: To practise the concept of “school” and develop reading skills by focusing on the target vocabulary
Activity 1: Limited Reading and Writing Practice
Pupils are given a worksheet with visuals related to the concept of “school”. The teacher asks them to write
the English equivalents of each visual underneath. The English words corresponding to the visuals are
not provided; pupils are required to write them from memory. They say the words aloud as a whole class
after finishing the writing session. Pupils reflect on their thoughts and feelings about the activity by using
emoticons.
Activity 2: Interactive Vocabulary Games
The teacher prepares an anagram game related to the school theme using a Web2.0 tool. The letters of the
English word corresponding to the visual are given in a scrambled form beneath the picture. Pupils are asked
to arrange the letters correctly. They say the words after they finish unscrambling. Pupils reflect on their
thoughts and feelings about the activity by using emoticons.
Supporting
Objective: To practise the concept of “school” and develop reading skills by focusing on the target vocabulary
Activity 1: Reading and Writing Practice
Pupils are given a worksheet containing visuals related to the concept of “school”, with each visual having
the English equivalent of the word written in dots underneath. Pupils connect the dots to form the word and
grasp the complete word. They say the words aloud as a whole class after they finish the writing session.
Pupils reflect on their thoughts and feelings about the activity by using emoticons.
Activity 2: Interactive Vocabulary Games
The teacher prepares a matching game with pictures and target words related to the concept of “school”
using a Web2.0 tool. Pupils match the visuals with their English equivalents. They say the words aloud as
the whole class after finishing the matching session. Pupils reflect on their thoughts and feelings about the
activity by using emoticons.
9
Week 6: 19-23 October2THEME 1: SCHOOL LIFE Sub-themes: Greetings and introductions at school; people and places at school; days of the week; national and religious days and celebrations
Target Vocabulary in Use (with revisional vocabulary): People in the school: A teacher, a pupil (pupil), a headmaster/headmistress (principal-AmE.), a friend, a boy, a girl, a kid.
Places in the school: A classroom, a lunch hall (lunchroom), a canteen, a library, a sports hall, a garden, a playground, a teacher’s room.
Target Language Chunks in Use:
Language Chunks (“To be-present”): What’s/is it/this? It’s/is a/an…
Function: Asking what things and places are.
Language Chunks (“To be-present”): Who’s she/he? She’s Mr Aras. He’s my English teacher. This is Mr/Mrs/Miss Hopkins. She/He is a teacher/headmaster., etc.
Where is she? She is in the garden.
Function: Introductions and telling names.
Preposition: in.
Language Chunks (“To be-present”): What’s your name? I’m/ am… / My name is…
Function: Introductions, asking and telling names.
Language Chunks (Imperatives): Come here, please.
Function: Giving commands, making requests (polite or firm) and giving instructions or directions.
Language Chunks (“To be-present”): What day of the week is it? What day is it today? It’s/is Monday today.
Function: Asking and answering days of the week.
Personal Pronouns: I, he, she, it, we, you, they.
Function: Referring to the speaker as the subject.
Demonstrative pronoun: This.
Function: Referring to something specific that is close to the speaker in space, time, or context.
WH-question words: What, who, where.
Function: Asking what a thing is, who a person is.
Greetings:
Good morning! Hello!, Hi!..
How are you? I’m fine, thanks! And you?
Target Social Language in Use:
Excuse me!, Sorry!, That’s OK!, Sure! Goodbye!, Bye!, See you tomorrow!, Hurray!, Welcome!, Well done!,
Thank you!, Nice!, Really!, That’s great!, Let’s start!, Look!, Good morning everybody!, Can I sit here?, Nice
to meet ycou!
Target Phonological Sounds in Use:
a, b
Vowel a:
a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/)
Consonant: b
b: (/b/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.
ENG.2.1.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.L2. Pupils can bring information about the current content on “greetings and introductions
at school; people and places at school; days of the week; national days and celebrations”
together with key details and main components while listening/watching it.
ENG.2.1.L3. Pupils can make meaning of/derive meaning from the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through details by listening/watching it carefully.
ENG.2.1.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” in a very simple way.
ENG.2.1.P1. Pupils can select and use the target phonological elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, and naturally through spontaneous selection
and using it in an appropriate and effective way when communicating with others.
ENG.2.1.R1. Pupils can get ready for the reading-comprehension process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.R2. Pupils can bring information about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through
skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.1.R3. Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
ENG.2.1.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “greetings and introductions at school;
people and places at school; days of the week; national days and celebrations” for reflection
in relation to themselves or others, both individually and/or with others.
ENG.2.1.V1. Pupils can select and use the target vocabulary of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.1.G1. Pupils can select and use the language including target grammatical elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally
and use it appropriately and effectively when communicating with others.
ENG.2.1.W1. Pupils can get ready for the writing-expression process about the current content on “greetings
and introductions at school; people and places at school; days of the week; national days and celebrations” in an age- and level-appropriate way.
ENG.2.1.W2. Pupils can copy the model/example on the writing task about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided to practise for further writing activities.
ENG.2.1.W3. Pupils can organise and form a content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided.
ENG.2.1.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “greetings and introductions at school; people and places at school; days of the week;
national days and celebrations” to communicate with other people.
ENG.2.1.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others.
ENG.2.1.S1. Pupils can get ready for speaking-expression process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” with the help of supplementary audio-visual materials.
ENG.2.1.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.S3. Pupils can organise simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.2.1.S4. Pupils can form a simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through reconstruction
by speaking accurately, efficiently, and authentically.
ENG.2.1.S5. Pupils can reorganise and use information about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by reconstructing it to communicate with other people.
ENG.2.1.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others		EVALUATION FOR THE SKILLS AND THE CONTENT:
PERFORMANCE ASSIGNMENT: Pupils draw a school picture or make a cardboard model and stick the
pictures of models of some places and people in it. They copy the words that go with the pictures and do a
show-and-tell to introduce them to the class. This performance will be evaluated using rubrics.		SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-
Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,
SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility
Skill, SELS3.3. Responsible Decision-Making Skill		V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11.
Independence, V12. Patience, V14. Respect, V15. Love and Affection, V18.
Cleanliness, V19. Patriotism, V20. Benevolence		LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.
Cultural Literacy, LS6. Civic Literacy
10
Week 7: 26-30 October2THEME 1: SCHOOL LIFE Sub-themes: Greetings and introductions at school; people and places at school; days of the week; national and religious days and celebrations
Target Vocabulary in Use (with revisional vocabulary): People in the school: A teacher, a pupil (pupil), a headmaster/headmistress (principal-AmE.), a friend, a boy, a girl, a kid.
Places in the school: A classroom, a lunch hall (lunchroom), a canteen, a library, a sports hall, a garden, a playground, a teacher’s room.
Target Language Chunks in Use:
Language Chunks (“To be-present”): What’s/is it/this? It’s/is a/an…
Function: Asking what things and places are.
Language Chunks (“To be-present”): Who’s she/he? She’s Mr Aras. He’s my English teacher. This is Mr/Mrs/Miss Hopkins. She/He is a teacher/headmaster., etc.
Where is she? She is in the garden.
Function: Introductions and telling names.
Preposition: in.
Language Chunks (“To be-present”): What’s your name? I’m/ am… / My name is…
Function: Introductions, asking and telling names.
Language Chunks (Imperatives): Come here, please.
Function: Giving commands, making requests (polite or firm) and giving instructions or directions.
Language Chunks (“To be-present”): What day of the week is it? What day is it today? It’s/is Monday today.
Function: Asking and answering days of the week.
Personal Pronouns: I, he, she, it, we, you, they.
Function: Referring to the speaker as the subject.
Demonstrative pronoun: This.
Function: Referring to something specific that is close to the speaker in space, time, or context.
WH-question words: What, who, where.
Function: Asking what a thing is, who a person is.
Greetings:
Good morning! Hello!, Hi!..
How are you? I’m fine, thanks! And you?
Target Social Language in Use:
Excuse me!, Sorry!, That’s OK!, Sure! Goodbye!, Bye!, See you tomorrow!, Hurray!, Welcome!, Well done!,
Thank you!, Nice!, Really!, That’s great!, Let’s start!, Look!, Good morning everybody!, Can I sit here?, Nice
to meet ycou!
Target Phonological Sounds in Use:
a, b
Vowel a:
a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/)
Consonant: b
b: (/b/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.
ENG.2.1.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.L2. Pupils can bring information about the current content on “greetings and introductions
at school; people and places at school; days of the week; national days and celebrations”
together with key details and main components while listening/watching it.
ENG.2.1.L3. Pupils can make meaning of/derive meaning from the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through details by listening/watching it carefully.
ENG.2.1.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” in a very simple way.
ENG.2.1.P1. Pupils can select and use the target phonological elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, and naturally through spontaneous selection
and using it in an appropriate and effective way when communicating with others.
ENG.2.1.R1. Pupils can get ready for the reading-comprehension process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.R2. Pupils can bring information about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through
skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.1.R3. Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
ENG.2.1.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “greetings and introductions at school;
people and places at school; days of the week; national days and celebrations” for reflection
in relation to themselves or others, both individually and/or with others.
ENG.2.1.V1. Pupils can select and use the target vocabulary of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.1.G1. Pupils can select and use the language including target grammatical elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally
and use it appropriately and effectively when communicating with others.
ENG.2.1.W1. Pupils can get ready for the writing-expression process about the current content on “greetings
and introductions at school; people and places at school; days of the week; national days and celebrations” in an age- and level-appropriate way.
ENG.2.1.W2. Pupils can copy the model/example on the writing task about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided to practise for further writing activities.
ENG.2.1.W3. Pupils can organise and form a content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided.
ENG.2.1.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “greetings and introductions at school; people and places at school; days of the week;
national days and celebrations” to communicate with other people.
ENG.2.1.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others.
ENG.2.1.S1. Pupils can get ready for speaking-expression process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” with the help of supplementary audio-visual materials.
ENG.2.1.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.S3. Pupils can organise simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.2.1.S4. Pupils can form a simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through reconstruction
by speaking accurately, efficiently, and authentically.
ENG.2.1.S5. Pupils can reorganise and use information about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by reconstructing it to communicate with other people.
ENG.2.1.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others		EVALUATION FOR THE SKILLS AND THE CONTENT:
PERFORMANCE ASSIGNMENT: Pupils draw a school picture or make a cardboard model and stick the
pictures of models of some places and people in it. They copy the words that go with the pictures and do a
show-and-tell to introduce them to the class. This performance will be evaluated using rubrics.		SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-
Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,
SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility
Skill, SELS3.3. Responsible Decision-Making Skill		V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11.
Independence, V12. Patience, V14. Respect, V15. Love and Affection, V18.
Cleanliness, V19. Patriotism, V20. Benevolence		LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.
Cultural Literacy, LS6. Civic Literacy		29 October,
Republic Day
11
NOVEMBERWeek 8: 2-6 NovemberSCHOOL BASED PLANNING (2-6 NOVEMBER)
12
Week 9:
9-13 November		2THEME 2: CLASSROOM LIFE Sub-themes: Classroom instructions and language; classroom furniture, devices and objects; colours.
Basic Classroom Instructions and classroom language (Not to teach as target language chunks with
structural rules but to be used constantly by the teacher as meta-language):
Come here, please!
Look at me! Look here!
Open/Close your book!
Open the door, please! Close the door, please!
Stand up, please! Sit down, please!
Listen! Be quiet, please!
Repeat, please!
Point to…, please!
Pass the pencil/rubber etc. please!
Put your pencils/rubbers etc. in the box/bag, please!
Colour it, please!
Draw it, please!
Say… please!
Look at the board, please!
Raise your hand, please!
Come to the board, please!
Show your picture, please!
Good job!
Are you ready?
Classroom language:
Good!
Well done!
(Can I go to the bathroom/toilet?) Yes, you can!
Here you are!
Thanks!
Hurry up!
It’s break time now!
Time’s up!
Do you need help?
Not yet!
Can I come in?
Can you pass the blue crayon, please?
I’m sorry, I’m late.
Target Vocabulary in Use (with revisional vocabulary):
Classroom furniture: A desk, a table, a Smart Board, a blackboard/whiteboard, a chair, a bookcase, a clock
(classroom features: a door, a window, a wall).
Classroom objects: A pencil, a coloured pencil, a rubber (an eraser-AmE.), a notebook, a book, a crayon, a
pencil case, a sharpener, a (piece of) chalk, a glue, scissors.
Classroom devices: A computer, a tablet, Smart Board.
Basic colours: Red, white, black, pink, blue, purple, yellow, brown, green, orange.
Numbers: 1-20
The alphabet (song):
*National and religious days, festivals, and celeberations: “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 for this section is provided in the introduction to the whole English Language Curriculum.
Target Language Chunks in Use:
“To be-present”: (What’s/is it? It’s/is a chair).
Function: Telling names, what things are, what colour things are.
“To be-present”: (What colour is it? It’s/is blue. What colour is the chair? The chair is blue. It’s blue).
Function: Telling the colours of things and objects.
“To be-present”: (How many chairs? Five chairs).
Function: Asking the number of things, objects, and people very simply.
Possessive adjectives: My, his, her, its, our, your, their.
Function: Modifying a noun to show ownership and describing the object.
Can for permission: (Can I go outside? Can I go to the bathroom, please? Yes, you can).
Function: Asking for and giving permission.
Target Social Language in Use:
What’s next?
Good luck!
Of course!
You’re right!
It’s her/my/his turn!
I see!
Target Phonological Sounds in Use:
Consonants: c, d
c: (/si/, /k/); d: (/d/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.2.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “classroom life with classroom instructions and language; classroom furniture devices and objects; colours”.
ENG.2.2.L2. Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” together with key details and main components while listening/watching it.
ENG.2.2.L3. Pupils can make meaning of/derive meaning from the current content on “classroom life with
classroom instructions and language; classroom furniture, devices and objects; colours”
through details by listening/watching it carefully.
ENG.2.2.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects;
colours” in a very simple way.
ENG.2.2.P1. Pupils can select and use the target phonological elements of the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
ENG.2.2.R1. Pupils can get ready for the reading-comprehension process about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”.
ENG.2.2.R2. Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.2.R3. Pupils can make meaning of/derive meaning from the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”
by reading it carefully.
ENG.2.2.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” for reflection in relation to themselves or others, both individually and/or with others.
ENG.2.2.V1. Pupils can select and use the target vocabulary of the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.2.G1. Pupils can select and use the language including target grammatical elements of the current content about “classroom life with classroom instructions and language; classroom furniture,
devices and objects; colours” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.2.W1. Pupils can get ready for the writing-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” in an age- and level-appropriate way.
ENG.2.2.W2. Pupils can copy the model/example on the writing task about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” based on the model/example provided to practise for further writing activities.
ENG.2.2.W3. Pupils can organise and form a content for the assigned writing task on the current content “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” based on the model/example provided.
ENG.2.2.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “classroom life with classroom instructions and language; classroom
furniture, devices and objects; colours”.
ENG.2.2.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about
the “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” to communicate with other people.
ENG.2.2.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “classroom life with classroom instructions
and language; classroom furniture, devices and objects; colours” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.2.2.S1. Pupils can get ready for speaking-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” with the help of supplementary audio-visual materials.
ENG.2.2.S2. Pupils can imitate the model/example for producing verbal content about the current theme
on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”.
ENG.2.2.S3. Pupils can organise simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” by speaking accurately,
efficiently, and authentically.
ENG.2.2.S4. Pupils can form a simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” through reconstruction by speaking accurately, efficiently, and authentically.
ENG.2.2.S5. Pupils can reorganise and use information about the current theme on “classroom life with
classroom instructions and language; classroom furniture, devices and objects; colours” by
reconstructing it to communicate with other people.
ENG.2.2.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “classroom life with classroom instructions
and language; classroom furniture, devices and objects; colours” very simply for reflection in
relation to themselves or others, both individually and/or with others.		EVALUATION FOR THE SKILLS AND THE CONTENT:
PERFORMANCE ASSIGNMENT: Pupils draw a classroom picture or make a cardboard model or a 3D digital
model and stick pictures of models of some furniture and objects in it. They copy the words that go with the
pictures and do a show-and-tell to introduce them to the class. This performance will be evaluated using
rubrics.		SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-
Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,
SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility
Skill, SELS3.3. Responsible Decision-Making Skill		V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11.
Independence, V12. Patience, V13. Healthy Living, V14. Respect, V15. Love and
Affection, V18. Cleanliness, V20. Benevolence		LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.
Cultural Literacy, LS6. Civic Literacy		10 November,
Atatürk Memorial Day		Expansion
Objective: To practise and improve knowledge and skills for talking about classroom, classroom furniture,
objects and instructions in English.
Activity 1: Interactive vocabulary game
One set of cards is made with pictures of objects in the classroom and another set with their names. Pupils
work in pairs to match the pictures with the correct words. An interactive word wall is set up where pictures
of basic classroom instructions can be drawn or target language chunks can be written under the picture
using basic classroom instructions, such as “Come here!, Look at me!, Look here!, Open the door!, Close the
door! etc…”. Then working in pairs, one pupil says the instruction correctly and the other pupil acts it out and
repeats the chunk. Then they do the action and say the chunk together. Pupils reflect on their thoughts and
feelings about the activity by using emoticons.
Activity 2: Bingo
Bingo cards are made with pictures of classroom objects and furniture in different colours. Colours are
called out, and pupils mark their cards that are only colours. After marking, they use the colour in a target
language chunk and say it. The first pupil to complete a row shouts “Bingo!” and then they repeat as a whole
class. Pupils reflect on their thoughts and feelings about the activity by using emoticons.
Activity 3: Hop and say
A number line is created on the floor with tape. A number is called out, and the pupils have to hop to that
number. When they hop, they have to say the number correctly. To increase the level of difficulty, basic
Maths problems are called out (e.g., “Hop to 5 + 3”). They repeat the numbers as a whole class. Pupils reflect
on their thoughts and feelings about the activity by using emoticons.
Activity 4: Song
A song consisting of the basic short classroom instructions (Stand up! /Sit down! /Listen! /Come here! / Be
quiet! /Open the door! /Close the door!) can be used as a consolidation activity. The pupils can repeat the
song after the tape to remember and revise the classroom instructions. Pupils choose a peer and sing a part
of the song at random and have her/his peer act it out. Pupils reflect on their thoughts and feelings about
the activity by using emoticons.
Supporting
Objective: To practise and improve knowledge and skills for talking about classroom, classroom furniture,
objects and instructions in English.
Activity 1: Interactive vocabulary game
One set of cards is made with pictures of objects in the classroom and another set with their names. Pupils
work in pairs to match the pictures with the correct words. An interactive word wall is set up where pictures
of basic classroom instructions can be drawn or target language chunks can be written under the picture
using basic classroom instructions, such as “Come here!, Look at me!, Look here!, Open the door!, Close the
door! etc…”. Then they repeat the words as a whole class. Pupils reflect on their thoughts and feelings about
the activity by using emoticons.
Activity 2: Bingo
Bingo cards are made with pictures of classroom objects and furniture in different colours. Colours are
called out, and pupils mark their cards that are only colours. After marking, they say the colour word. The
first pupil to complete a row shouts “Bingo!”. Then they repeat the words as a whole class. Pupils reflect on
their thoughts and feelings about the activity by using emoticons.
Activity 3: Hop and say
A number line is created on the floor with tape. A number is called out, and the pupils have to hop to that
number. When they hop, they have to say the number correctly. Then they repeat the number as a whole
class. Pupils reflect on their thoughts and feelings about the activity by using emoticons.
Activity 4: Song
A song consisting of the basic short classroom instructions (Stand up! /Sit down! /Listen! /Come here! / Be
quiet! /Open the door! /Close the door!) can be used as a consolidation activity. The pupils can repeat the
song after the tape to remember and revise the classroom instructions. They repeat the song as a whole
class. Pupils reflect on their thoughts and feelings about the activity by using emoticons.
13
MIDTERM BREAK (16-20 NOVEMBER)
14
Week 10: 23-27 November2THEME 2: CLASSROOM LIFE Sub-themes: Classroom instructions and language; classroom furniture, devices and objects; colours.
Basic Classroom Instructions and classroom language (Not to teach as target language chunks with
structural rules but to be used constantly by the teacher as meta-language):
Come here, please!
Look at me! Look here!
Open/Close your book!
Open the door, please! Close the door, please!
Stand up, please! Sit down, please!
Listen! Be quiet, please!
Repeat, please!
Point to…, please!
Pass the pencil/rubber etc. please!
Put your pencils/rubbers etc. in the box/bag, please!
Colour it, please!
Draw it, please!
Say… please!
Look at the board, please!
Raise your hand, please!
Come to the board, please!
Show your picture, please!
Good job!
Are you ready?
Classroom language:
Good!
Well done!
(Can I go to the bathroom/toilet?) Yes, you can!
Here you are!
Thanks!
Hurry up!
It’s break time now!
Time’s up!
Do you need help?
Not yet!
Can I come in?
Can you pass the blue crayon, please?
I’m sorry, I’m late.
Target Vocabulary in Use (with revisional vocabulary):
Classroom furniture: A desk, a table, a Smart Board, a blackboard/whiteboard, a chair, a bookcase, a clock
(classroom features: a door, a window, a wall).
Classroom objects: A pencil, a coloured pencil, a rubber (an eraser-AmE.), a notebook, a book, a crayon, a
pencil case, a sharpener, a (piece of) chalk, a glue, scissors.
Classroom devices: A computer, a tablet, Smart Board.
Basic colours: Red, white, black, pink, blue, purple, yellow, brown, green, orange.
Numbers: 1-20
The alphabet (song):
*National and religious days, festivals, and celeberations: “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 for this section is provided in the introduction to the whole English Language Curriculum.
Target Language Chunks in Use:
“To be-present”: (What’s/is it? It’s/is a chair).
Function: Telling names, what things are, what colour things are.
“To be-present”: (What colour is it? It’s/is blue. What colour is the chair? The chair is blue. It’s blue).
Function: Telling the colours of things and objects.
“To be-present”: (How many chairs? Five chairs).
Function: Asking the number of things, objects, and people very simply.
Possessive adjectives: My, his, her, its, our, your, their.
Function: Modifying a noun to show ownership and describing the object.
Can for permission: (Can I go outside? Can I go to the bathroom, please? Yes, you can).
Function: Asking for and giving permission.
Target Social Language in Use:
What’s next?
Good luck!
Of course!
You’re right!
It’s her/my/his turn!
I see!
Target Phonological Sounds in Use:
Consonants: c, d
c: (/si/, /k/); d: (/d/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.2.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “classroom life with classroom instructions and language; classroom furniture devices and objects; colours”.
ENG.2.2.L2. Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” together with key details and main components while listening/watching it.
ENG.2.2.L3. Pupils can make meaning of/derive meaning from the current content on “classroom life with
classroom instructions and language; classroom furniture, devices and objects; colours”
through details by listening/watching it carefully.
ENG.2.2.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects;
colours” in a very simple way.
ENG.2.2.P1. Pupils can select and use the target phonological elements of the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
ENG.2.2.R1. Pupils can get ready for the reading-comprehension process about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”.
ENG.2.2.R2. Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.2.R3. Pupils can make meaning of/derive meaning from the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”
by reading it carefully.
ENG.2.2.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” for reflection in relation to themselves or others, both individually and/or with others.
ENG.2.2.V1. Pupils can select and use the target vocabulary of the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.2.G1. Pupils can select and use the language including target grammatical elements of the current content about “classroom life with classroom instructions and language; classroom furniture,
devices and objects; colours” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.2.W1. Pupils can get ready for the writing-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” in an age- and level-appropriate way.
ENG.2.2.W2. Pupils can copy the model/example on the writing task about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” based on the model/example provided to practise for further writing activities.
ENG.2.2.W3. Pupils can organise and form a content for the assigned writing task on the current content “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” based on the model/example provided.
ENG.2.2.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “classroom life with classroom instructions and language; classroom
furniture, devices and objects; colours”.
ENG.2.2.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about
the “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” to communicate with other people.
ENG.2.2.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “classroom life with classroom instructions
and language; classroom furniture, devices and objects; colours” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.2.2.S1. Pupils can get ready for speaking-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” with the help of supplementary audio-visual materials.
ENG.2.2.S2. Pupils can imitate the model/example for producing verbal content about the current theme
on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”.
ENG.2.2.S3. Pupils can organise simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” by speaking accurately,
efficiently, and authentically.
ENG.2.2.S4. Pupils can form a simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” through reconstruction by speaking accurately, efficiently, and authentically.
ENG.2.2.S5. Pupils can reorganise and use information about the current theme on “classroom life with
classroom instructions and language; classroom furniture, devices and objects; colours” by
reconstructing it to communicate with other people.
ENG.2.2.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “classroom life with classroom instructions
and language; classroom furniture, devices and objects; colours” very simply for reflection in
relation to themselves or others, both individually and/or with others.		EVALUATION FOR THE SKILLS AND THE CONTENT:
PERFORMANCE ASSIGNMENT: Pupils draw a classroom picture or make a cardboard model or a 3D digital
model and stick pictures of models of some furniture and objects in it. They copy the words that go with the
pictures and do a show-and-tell to introduce them to the class. This performance will be evaluated using
rubrics.		SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-
Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,
SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility
Skill, SELS3.3. Responsible Decision-Making Skill		V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11.
Independence, V12. Patience, V13. Healthy Living, V14. Respect, V15. Love and
Affection, V18. Cleanliness, V20. Benevolence		LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.
Cultural Literacy, LS6. Civic Literacy		20 November,
Children’s Rights Day,


24 November,
Teachers' Day		Expansion
Objective: To practise and improve knowledge and skills for talking about classroom, classroom furniture,
objects and instructions in English.
Activity 1: Interactive vocabulary game
One set of cards is made with pictures of objects in the classroom and another set with their names. Pupils
work in pairs to match the pictures with the correct words. An interactive word wall is set up where pictures
of basic classroom instructions can be drawn or target language chunks can be written under the picture
using basic classroom instructions, such as “Come here!, Look at me!, Look here!, Open the door!, Close the
door! etc…”. Then working in pairs, one pupil says the instruction correctly and the other pupil acts it out and
repeats the chunk. Then they do the action and say the chunk together. Pupils reflect on their thoughts and
feelings about the activity by using emoticons.
Activity 2: Bingo
Bingo cards are made with pictures of classroom objects and furniture in different colours. Colours are
called out, and pupils mark their cards that are only colours. After marking, they use the colour in a target
language chunk and say it. The first pupil to complete a row shouts “Bingo!” and then they repeat as a whole
class. Pupils reflect on their thoughts and feelings about the activity by using emoticons.
Activity 3: Hop and say
A number line is created on the floor with tape. A number is called out, and the pupils have to hop to that
number. When they hop, they have to say the number correctly. To increase the level of difficulty, basic
Maths problems are called out (e.g., “Hop to 5 + 3”). They repeat the numbers as a whole class. Pupils reflect
on their thoughts and feelings about the activity by using emoticons.
Activity 4: Song
A song consisting of the basic short classroom instructions (Stand up! /Sit down! /Listen! /Come here! / Be
quiet! /Open the door! /Close the door!) can be used as a consolidation activity. The pupils can repeat the
song after the tape to remember and revise the classroom instructions. Pupils choose a peer and sing a part
of the song at random and have her/his peer act it out. Pupils reflect on their thoughts and feelings about
the activity by using emoticons.
Supporting
Objective: To practise and improve knowledge and skills for talking about classroom, classroom furniture,
objects and instructions in English.
Activity 1: Interactive vocabulary game
One set of cards is made with pictures of objects in the classroom and another set with their names. Pupils
work in pairs to match the pictures with the correct words. An interactive word wall is set up where pictures
of basic classroom instructions can be drawn or target language chunks can be written under the picture
using basic classroom instructions, such as “Come here!, Look at me!, Look here!, Open the door!, Close the
door! etc…”. Then they repeat the words as a whole class. Pupils reflect on their thoughts and feelings about
the activity by using emoticons.
Activity 2: Bingo
Bingo cards are made with pictures of classroom objects and furniture in different colours. Colours are
called out, and pupils mark their cards that are only colours. After marking, they say the colour word. The
first pupil to complete a row shouts “Bingo!”. Then they repeat the words as a whole class. Pupils reflect on
their thoughts and feelings about the activity by using emoticons.
Activity 3: Hop and say
A number line is created on the floor with tape. A number is called out, and the pupils have to hop to that
number. When they hop, they have to say the number correctly. Then they repeat the number as a whole
class. Pupils reflect on their thoughts and feelings about the activity by using emoticons.
Activity 4: Song
A song consisting of the basic short classroom instructions (Stand up! /Sit down! /Listen! /Come here! / Be
quiet! /Open the door! /Close the door!) can be used as a consolidation activity. The pupils can repeat the
song after the tape to remember and revise the classroom instructions. They repeat the song as a whole
class. Pupils reflect on their thoughts and feelings about the activity by using emoticons.
15
DECEMBERWeek 11:
30 November- 4 December		2THEME 2: CLASSROOM LIFE 3 December,
International Day of Persons with Disabilities
16
Week 12: 7-11 December2THEME 2: CLASSROOM LIFE
17
Week 13:
14-18 December		2THEME 2: CLASSROOM LIFE
18
Week 14: 21-25 December2THEME 3: PERSONAL LIFEPERSONAL LIFE:
Sub-themes: Parts of the body and physical features; clothes; days of the week, ages and birthdays; weather
conditions
Target Vocabulary in Use (with revisional vocabulary):
Parts of the body: A body, a leg(s), a hand(s), an arm(s) a head, a face, an ear(s), an eye(s), a nose, a mouth,
hair.
Adjectives: Big, short, long, small, tall, blond, dark.
Clothes: Tops: A shirt, a T-shirt, Bottoms: trousers (pants-AmE.), Dresses: a dress, Outwear: a coat,
Footwear: shoes, Accessories: a hat, a scarf, glasses, gloves, an umbrella.
Ages: I’m seven.
A gift, a birthday.
Days of the week for birthdays: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.
Weather: Cold, hot, it’s raining (rainy-AmE.), it’s snowing (snowy-AmE.)
*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 for this section is provided in the introduction to the whole English Language Curriculum.
Target Language Chunks in Use:
Language Chunks (“To be-present): (+), (-), (?):
How old are you? I’m/am 7.
Is it your birthday today? Yes, it is.
What’s/is it? / It/This is a nose/ a shirt.
What colour is it? (pointing to the nose) It’s/is pink.
Is she tall? Yes, she is. No, she isn’t/is not. What day is it today? It’s/is Monday today.
How’s the weather? It’s cold.
Functions: Asking and answering about ages of people, their birthdays, parts of their body, physical features,
days of the week, describing weather conditions.
Have got/ Has got: (+) (-) (?):
What have you got? I’ve got a nose. How many ears have you got? I’ve got two ears. What have you got? I’ve
got blue trousers. I’ve got a purple shirt.
Function: Talking about possession, body parts and clothes.
Articles: a/an
Function: It is taught without its logic; automatic use is expected.
Preposition: on
Function: It is used for describing where things are.
Target Social Language in Use:
Wow!
Great!
That looks great!
Nice eyes/ hair! etc.
Cheer up, everybody!
Not now!
I’m OK!
You are welcome!
Let’s play together!
It’s late.
Time to sleep!
I see!
Time for school!
See you after school!
That sounds great!
It’s break time!
It’s your turn!
Target Phonological Sounds in Use:
Vowels: e, i
Consonants: f, g, h, j
Vowels: e: (/e/; /i:/, /ə/); i: (/aı/, /ı/, /i:/)
Consonants: f: (/f/), g: (/g/, /dʒ/), h: (/h/), j: (/dʒeɪ/, /dʒ/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.3.L1. Pupils can get ready for the listening/watching-comprehension process for the current
content on “personal life with basic parts of the human body, physical features, clothes, days
of the week, ages, and birthdays; weather conditions”.
ENG.2.3.L2. Pupils can bring information about the current content on “personal life with basic parts of
the human body, physical features, clothes, days of the week, ages, and birthdays; weather
conditions” together with key details and main components while listening/watching it.
ENG.2.3.L3. Pupils can make meaning of/derive meaning from the current content on “personal life
with basic parts of the human body, physical features, clothes, days of the week, ages, and
birthdays; weather conditions” through details by listening/watching it carefully.
ENG.2.3.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole
listening/watching-comprehension process in relation to the current content on “personal life
with basic parts of the human body, physical features, clothes, days of the week, ages, and
birthdays; weather conditions” in a very simple way.
ENG.2.3.P1. Pupils can select and use the target phonological elements of the current content about
“personal life with basic parts of the human body, physical features, clothes, days of the week,
ages, and birthdays; weather conditions” accurately, authentically, and naturally through
spontaneous selection and using it in an appropriate and effective way when communicating
with others.
ENG.2.3.R1. Pupils can get ready for the reading-comprehension process about the current content on
“personal life with basic parts of the human body, physical features, clothes, days of the week,
ages, and birthdays; weather conditions”.
ENG.2.3.R2. Pupils can bring information about the current content on “personal life with basic parts of
the human body, physical features, clothes, days of the week, ages, and birthdays; weather
conditions” through skimming (looking quickly at) the audio-visual elements and reading the
content very quickly.
ENG.2.3.R3. Pupils can make meaning of/derive meaning from the current content about “personal life
with basic parts of the human body, physical features, clothes, days of the week, ages, and
birthdays; weather conditions” by reading it carefully.
ENG.2.3.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the
reading-comprehension process about the current content, “personal life with basic parts of
the human body, physical features, clothes, days of the week, ages, and birthdays; weather
conditions” for reflection in relation to themselves or others, both individually and/or with
others.
ENG.2.3.V1. Pupils can select and use the target vocabulary of the current content about “personal life
with basic parts of the human body, physical features, clothes, days of the week, ages, and
birthdays; weather conditions”accurately, authentically, spontaneously, and naturally and use
it appropriately and effectively when communicating with others.
ENG.2.3.G1. Pupils can select and use the language including target grammatical elements of the
current content about “personal life with basic parts of the human body, physical features,
clothes, days of the week, ages, and birthdays; weather conditions”accurately, authentically,
spontaneously, and naturally and use it appropriately and effectively when communicating
with others.
ENG.2.3.W1. Pupils can get ready for the writing-expression process about the current content on “personal
life with basic parts of the human body, physical features, clothes, days of the week, ages, and
birthdays; weather conditions”in an age- and level-appropriate way.
ENG.2.3.W2. Pupils can copy the model/example on the writing task about the current content on “personal
life with basic parts of the human body, physical features, clothes, days of the week, ages,
and birthdays; weather conditions”based on the model/example provided to practise for
further writing activities.
ENG.2.3.W3. Pupils can organise and form a content for the assigned writing task on the current content
“personal life with basic parts of the human body, physical features, clothes, days of the week,
ages, and birthdays; weather conditions”based on the model/example provided.
ENG.2.3.W4. Pupils can practise writing by constructing content for the assigned writing task on the
current content “personal life with basic parts of the human body, physical features, clothes,
days of the week, ages, and birthdays”.
ENG.2.3.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about
the “personal life with basic parts of the human body, physical features, clothes, days of the
week, ages, and birthdays; weather conditions”to communicate with other people.
ENG.2.3.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the
writing-expression process about the current content, “personal life with basic parts of
the human body, physical features, clothes, days of the week, ages, and birthdays; weather
conditions”very simply for reflection in relation to themselves or others, both individually
and/or with others.
ENG.2.3.S1. Pupils can get ready for speaking-expression process about the current content on “personal
life with basic parts of the human body, physical features, clothes, days of the week, ages, and
birthdays; weather conditions”with the help of supplementary audio-visual materials.
ENG.2.3.S2. Pupils can imitate the model/example for producing verbal content about the current theme
on “personal life with basic parts of the human body, physical features, clothes, days of the
week, ages, and birthdays; weather conditions”.
ENG.2.3.S3. Pupils can organise simple new verbal content on “personal life with basic parts of the human
body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”
by speaking accurately, efficiently, and authentically.
ENG.2.3.S4. Pupils can form a simple new verbal content on “personal life with basic parts of the human
body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”
through reconstruction by speaking accurately, efficiently, and authentically.
ENG.2.3.S5. Pupils can reorganise and use information about the current theme on “personal life with basic
parts of the human body, physical features, clothes, days of the week, ages, and birthdays;
weather conditions” by reconstructing it to communicate with other people.
ENG.2.3.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “personal life with basic parts of the human
body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”
very simply for reflection in relation to themselves or others, both individually and/or with
others.		EVALUATION FOR THE SKILLS AND THE CONTENT:
PERFORMANCE ASSIGNMENT: Pupils draw a body picture or make a cardboard model of a sweet monster
or a fancy character sticking the pictures the parts of body on it. (A digital 3D model can also be made).
They copy the words that go with the pictures and do a show-and-tell to introduce them to the class. This
performance will be evaluated using rubrics.		SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-
Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,
SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility
Skill, SELS3.3. Responsible Decision-Making Skill		V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11.
Independence, V12. Patience, V14. Respect, V15. Love and Affection, V18.
Cleanliness, V20. Benevolence		LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.
Cultural Literacy		Expansion
Activity: “My Funny Puppet”
Objective: To consolidate and improve pupils’ knowledge and skills about parts of the body in English.
Activity 1: Flashcard game
The teacher uses pictures and flashcards to introduce body parts (head, arms, legs, eyes, ears, etc.). Pupils
repeat these words together, and the teacher shows and points to each part. Pupils reflect on their thoughts
and feelings about the activity by using emoticons.
Activity 2: Puppet game
Pupils are introduced to the “My Funny Puppet” activity. Each pupil will draw a funny puppet from their
imagination and label its body parts. Pupils are asked to draw their own puppet and label the body parts.
In addition to the drawing, pupils are asked to make their puppet talk by using self-introduction phrases
learned in the first theme along with body parts (e.g., “My name is … I have a pink nose; I have two yellow
ears”). For presentation and sharing, the puppets are shown to the classmates, and the puppets with labelled
body parts are displayed on the class bulletin board. Pupils reflect on their thoughts and feelings about the
activity by using emoticons.
Activity 3: Dialogue game
A flashcard is shown, the word is said, and it is repeated by the pupils. Then, the pupils are asked to point to
the corresponding body part on themselves. Additionally, high achiever pupils are asked to use the word in a
sentence describing the body part and its colour. They are also encouraged to create a short dialogue with a
peer. Pupils reflect on their thoughts and feelings about the activity by using emoticons.
Supporting
Objective: To consolidate and improve pupils’ knowledge and skills on talking about parts of the body in
English.
Activity 1: Flashcard game
The teachers show a flashcard, say the word and have the pupils repeat it. Then, the pupils are asked to point
to the corresponding part of their body. Pupils reflect on their thoughts and feelings about the activity by
using emoticons.
Activity 2: Puppet game
A simple puppet template is given to the pupils. The positions of the body parts (e.g., head, arms, legs, eyes)
are shown on the template. The template is coloured by the pupils, and the names of the body parts are
written with the help of the teacher. The template is then cut out and the puppet is made. They repeat the
words as a whole class. Pupils reflect on their thoughts and feelings about the activity by using emoticons.
19
Week 15: 28 December -1 January2THEME 3: PERSONAL LIFE 1 January, New Year
20
JANUARYWeek 16: 4-8 January2THEME 3: PERSONAL LIFE
21
Week 17: 11-15 January2THEME 3: PERSONAL LIFE
22
Week 18: 18-22 January2THEME 3: PERSONAL LIFE
23
SEMESTER HOLIDAY (25 JANUARY- 05 FEBRUARY 2027)
24
25
FEBRUARYWeek 19: 8-12 February2THEME 4: FAMILY LIFE FAMILY LIFE:
Sub-theme: Family members and family members’ physical appearances and physical features
Target Vocabulary in Use (with revisional vocabulary):
Family members: A family, a father, a mother, a sister, a brother, a grandfather, a grandmother, a baby, a son,
a daughter, a friend, mum, dad.
Physical appearances (Descriptive adjectives): Nice, beautiful, blond, tall, short, handsome.
*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 for this section is provided in the introduction to the whole English Language Curriculum.
Target Language Chunks:
- “To be-present (+), (-), (?)”:
Language Chunks: Who is he? Who is she? He’s/is my father. She’s/is my mother.
Function: Asking and identifying people
-Have/has got:
Chunks: What colour eyes has your mother got? My mother’s/has got blue eyes. She’s/has got blue eyes
(Description with eye colour is used to describe family members but the question form as “What colour eyes
has she got? is NOT taught at this stage).
Function: Describing physical features
Target Social Language in Use:
I’m sorry!
I’m sorry, Mum! Dad! Grandma! Grandpa!
That’s fine!
It’s/That’s all right! All right!
What about me?
You look great!
It’s very lovely!
Look!
Over there!
It’s lunchtime!
I’m hungry!
Target Phonological Sounds in Use:
I’m sorry!
I’m sorry, Mum! Dad! Grandma! Grandpa!
That’s fine!
It’s/That’s all right! All right!
What about me?
You look great!
It’s very lovely!
Look!
Over there!
It’s lunchtime!
I’m hungry!
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/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.4.L1. Pupils can get ready for the listening/watching-comprehension process for the current
content on “family life with family members and family members’ physical appearances and
physical features”.
ENG.2.4.L2. Pupils can bring information about the current content on “family life with family members and
family members’ physical appearances and physical features” together with key details and
main components while listening/watching it.
ENG.2.4.L3. Pupils can make meaning of/derive meaning from the current content on “family life with
family members and family members’ physical appearances and physical features” through
details by listening/watching it carefully.
ENG.2.4.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole
listening/watching-comprehension process in relation to the current content on “family life
with family members and family members’ physical appearances and physical features” in a
very simple way.
ENG.2.4.P1. Pupils can select and use the target phonological elements of the current content about
“family life with family members and family members’ physical appearances and physical
features” accurately, authentically, and naturally through spontaneous selection and using it
in an appropriate and effective way when communicating with others.
ENG.2.4.R1. Pupils can get ready for the reading-comprehension process about the current content on
“family life with family members and family members’ physical appearances and physical
features”.
ENG.2.4.R2. Pupils can bring information about the current content on “family life with family members
and family members’ physical appearances and physical features” through skimming (looking
quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.4.R3. Pupils can make meaning of/derive meaning from the current content about “family life with
family members and family members’ physical appearances and physical features” by reading
it carefully.
ENG.2.4.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the
reading-comprehension process about the current content, “family life with family members
and family members’ physical appearances and physical features” for reflection in relation to
themselves or others, both individually and/or with others.
ENG.2.4.V1. Pupils can select and use the target vocabulary of the current content about “family life with
family members and family members’ physical appearances and physical features” accurately,
authentically, spontaneously, and naturally and use it appropriately and effectively when
communicating with others.
ENG.2.4.G1. Pupils can select and use the language including target grammatical elements of the current
content about “family life with family members and family members’ physical appearances
and physical features” accurately, authentically, spontaneously, and naturally and use it
appropriately and effectively when communicating with others.
ENG.2.4.W1. Pupils can get ready for the writing-expression process about the current content on “family
life with family members and family members’ physical appearances and physical features” in
an age- and level-appropriate way.
ENG.2.4.W2. Pupils can copy the model/example on the writing task about the current content on “family
life with family members and family members’ physical appearances and physical features”
based on the model/example provided to practise for further writing activities.
ENG.2.4.W3. Pupils can organise and form a content for the assigned writing task on the current content
“family life with family members and family members’ physical appearances and physical
features” based on the model/example provided.
ENG.2.4.W4. Pupils can practise writing by constructing content for the assigned writing task on the
current content “family life with family members and family members’ physical appearances
and physical features”.
ENG.2.4.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about
the “family life with family members and family members’ physical appearances and physical
features” to communicate with other people.
ENG.2.4.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “family life with family members and family
members’ physical appearances and physical features” very simply for reflection in relation
to themselves or others, both individually and/or with others.
ENG.2.4.S1. Pupils can get ready for the speaking-expression process about the current content on “family
life with family members and family members’ physical appearances and physical features”
with the help of supplementary audio-visual materials.
ENG.2.4.S2. Pupils can imitate the model/example for producing verbal content about the current theme
on “family life with family members and family members’ physical appearances and physical
features”.
ENG.2.4.S3. Pupils can organise simple new verbal content on “family life with family members and family
members’ physical appearances and physical features” by speaking accurately, efficiently,
and authentically.
ENG.2.4.S4. Pupils can form a simple new verbal content on “family life with family members and family
members’ physical appearances and physical features” through reconstruction by speaking
accurately, efficiently, and authentically.
ENG.2.4.S5. Pupils can reorganise and use information about the current theme on “family life with family
members and family members’ physical appearances and physical features” by reconstructing
it to communicate with other people.
ENG.2.4.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “family life with family members and family
members’ physical appearances and physical features” very simply for reflection in relation to
themselves or others, both individually and/or with others.		EVALUATION FOR THE SKILLS AND THE CONTENT:
PERFORMANCE ASSIGNMENT: Pupils are asked to make self-recordings (visual, audio) at school/ about
their family members and their physical features such as the colour of their eyes or hair, or saying whether
their noses or ears are big or small or whether their legs are short or long etc. They can present their work
to the class by using Fact Files and avatars that they have made. They can use both digital resources and
papers/cardboard. Then they can give feedback to each other using emoticons.		SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-
Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,
SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility
Skill, SELS3.3. Responsible Decision-Making Skill		V2. Family Integrity, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics,
V8. Privacy, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V15.
Love and Affection, V20. Benevolence		LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.
Cultural Literacy, LS6. Civic Literacy		Expansion
Objective: To consolidate and improve their knowledge and skills about their family members in English.
Activity 1: Family Tree
The teacher explains to the pupils that they are going to make a “Family Tree”. Flashcards with pictures and
words (e.g., “mother” with a picture of a mother) are provided for vocabulary practice and/or each pupil will
draw or bring pictures of their family members. A template of a family tree with labels for each family member
is provided with the pupils. The names of family members such as father, mother etc… are provided as a list
on the blackboard / whiteboard / Smart Board screen. Pupils look at the family tree and paste the cut-out
pictures on the right branches of the tree and also copy the names of family members by copying from the
board. They write complete chunks next to the pictures. Pupils reflect on their thoughts and feelings about
the activity by using emoticons.
Supporting
Objective: To help and support pupils practise and improve their knowledge and skills about using the
related to their family members and their physical traits in English.
Activity 1: Family Album
The teacher explains to the pupils that they are going to make a “Family Album”. Each pupil will draw or bring
pictures of their family members and put them in an album. The teacher provides the pupils with a blank
album template. Each page is dedicated to one family member. Pupils colour and paste in the pictures of
family members (mother, father, sister, brother) provided or bring photos of their own family members to
paste in the album template. With the help of the teacher, the pupils copy the names of their family members under each picture (e.g., “This is my mother”) from the models. Pupils reflect on their thoughts and feelings
about the activity by using emoticons.
26
27
28
29
Week 20: 15-19 February2
THEME 4: FAMILY LIFE
30
Week 21: 22-26 February2
THEME 4: FAMILY LIFE
31
MARCHWeek 22: 1-5 March2
THEME 4: FAMILY LIFE
32
MIDTERM BREAK (8-12 MARCH)
33
 EID AL-FITR (9-11 MARCH)
34
Week 23: 15-19 March2
THEME 4: FAMILY LIFE
FAMILY LIFE:
Sub-theme: Family members and family members’ physical appearances and physical features
Target Vocabulary in Use (with revisional vocabulary):
Family members: A family, a father, a mother, a sister, a brother, a grandfather, a grandmother, a baby, a son,
a daughter, a friend, mum, dad.
Physical appearances (Descriptive adjectives): Nice, beautiful, blond, tall, short, handsome.
*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 for this section is provided in the introduction to the whole English Language Curriculum.
Target Language Chunks:
- “To be-present (+), (-), (?)”:
Language Chunks: Who is he? Who is she? He’s/is my father. She’s/is my mother.
Function: Asking and identifying people
-Have/has got:
Chunks: What colour eyes has your mother got? My mother’s/has got blue eyes. She’s/has got blue eyes
(Description with eye colour is used to describe family members but the question form as “What colour eyes
has she got? is NOT taught at this stage).
Function: Describing physical features
Target Social Language in Use:
I’m sorry!
I’m sorry, Mum! Dad! Grandma! Grandpa!
That’s fine!
It’s/That’s all right! All right!
What about me?
You look great!
It’s very lovely!
Look!
Over there!
It’s lunchtime!
I’m hungry!
Target Phonological Sounds in Use:
I’m sorry!
I’m sorry, Mum! Dad! Grandma! Grandpa!
That’s fine!
It’s/That’s all right! All right!
What about me?
You look great!
It’s very lovely!
Look!
Over there!
It’s lunchtime!
I’m hungry!
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/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.4.L1. Pupils can get ready for the listening/watching-comprehension process for the current
content on “family life with family members and family members’ physical appearances and
physical features”.
ENG.2.4.L2. Pupils can bring information about the current content on “family life with family members and
family members’ physical appearances and physical features” together with key details and
main components while listening/watching it.
ENG.2.4.L3. Pupils can make meaning of/derive meaning from the current content on “family life with
family members and family members’ physical appearances and physical features” through
details by listening/watching it carefully.
ENG.2.4.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole
listening/watching-comprehension process in relation to the current content on “family life
with family members and family members’ physical appearances and physical features” in a
very simple way.
ENG.2.4.P1. Pupils can select and use the target phonological elements of the current content about
“family life with family members and family members’ physical appearances and physical
features” accurately, authentically, and naturally through spontaneous selection and using it
in an appropriate and effective way when communicating with others.
ENG.2.4.R1. Pupils can get ready for the reading-comprehension process about the current content on
“family life with family members and family members’ physical appearances and physical
features”.
ENG.2.4.R2. Pupils can bring information about the current content on “family life with family members
and family members’ physical appearances and physical features” through skimming (looking
quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.4.R3. Pupils can make meaning of/derive meaning from the current content about “family life with
family members and family members’ physical appearances and physical features” by reading
it carefully.
ENG.2.4.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the
reading-comprehension process about the current content, “family life with family members
and family members’ physical appearances and physical features” for reflection in relation to
themselves or others, both individually and/or with others.
ENG.2.4.V1. Pupils can select and use the target vocabulary of the current content about “family life with
family members and family members’ physical appearances and physical features” accurately,
authentically, spontaneously, and naturally and use it appropriately and effectively when
communicating with others.
ENG.2.4.G1. Pupils can select and use the language including target grammatical elements of the current
content about “family life with family members and family members’ physical appearances
and physical features” accurately, authentically, spontaneously, and naturally and use it
appropriately and effectively when communicating with others.
ENG.2.4.W1. Pupils can get ready for the writing-expression process about the current content on “family
life with family members and family members’ physical appearances and physical features” in
an age- and level-appropriate way.
ENG.2.4.W2. Pupils can copy the model/example on the writing task about the current content on “family
life with family members and family members’ physical appearances and physical features”
based on the model/example provided to practise for further writing activities.
ENG.2.4.W3. Pupils can organise and form a content for the assigned writing task on the current content
“family life with family members and family members’ physical appearances and physical
features” based on the model/example provided.
ENG.2.4.W4. Pupils can practise writing by constructing content for the assigned writing task on the
current content “family life with family members and family members’ physical appearances
and physical features”.
ENG.2.4.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about
the “family life with family members and family members’ physical appearances and physical
features” to communicate with other people.
ENG.2.4.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “family life with family members and family
members’ physical appearances and physical features” very simply for reflection in relation
to themselves or others, both individually and/or with others.
ENG.2.4.S1. Pupils can get ready for the speaking-expression process about the current content on “family
life with family members and family members’ physical appearances and physical features”
with the help of supplementary audio-visual materials.
ENG.2.4.S2. Pupils can imitate the model/example for producing verbal content about the current theme
on “family life with family members and family members’ physical appearances and physical
features”.
ENG.2.4.S3. Pupils can organise simple new verbal content on “family life with family members and family
members’ physical appearances and physical features” by speaking accurately, efficiently,
and authentically.
ENG.2.4.S4. Pupils can form a simple new verbal content on “family life with family members and family
members’ physical appearances and physical features” through reconstruction by speaking
accurately, efficiently, and authentically.
ENG.2.4.S5. Pupils can reorganise and use information about the current theme on “family life with family
members and family members’ physical appearances and physical features” by reconstructing
it to communicate with other people.
ENG.2.4.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “family life with family members and family
members’ physical appearances and physical features” very simply for reflection in relation to
themselves or others, both individually and/or with others.		EVALUATION FOR THE SKILLS AND THE CONTENT:
PERFORMANCE ASSIGNMENT: Pupils are asked to make self-recordings (visual, audio) at school/ about
their family members and their physical features such as the colour of their eyes or hair, or saying whether
their noses or ears are big or small or whether their legs are short or long etc. They can present their work
to the class by using Fact Files and avatars that they have made. They can use both digital resources and
papers/cardboard. Then they can give feedback to each other using emoticons.		SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-
Reflection Skill, SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,
SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility
Skill, SELS3.3. Responsible Decision-Making Skill		V2. Family Integrity, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics,
V8. Privacy, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V15.
Love and Affection, V20. Benevolence		LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.
Cultural Literacy, LS6. Civic Literacy		12 March,
The Adoption of the Turkish National Anthem and Commemoration Day of Mehmet Akif Ersoy


18 March,
Çanakkale Victory and Martyrs' Day

16-22 March,
Turkic World and Communities Week 		Expansion
Objective: To consolidate and improve their knowledge and skills about their family members in English.
Activity 1: Family Tree
The teacher explains to the pupils that they are going to make a “Family Tree”. Flashcards with pictures and
words (e.g., “mother” with a picture of a mother) are provided for vocabulary practice and/or each pupil will
draw or bring pictures of their family members. A template of a family tree with labels for each family member
is provided with the pupils. The names of family members such as father, mother etc… are provided as a list
on the blackboard / whiteboard / Smart Board screen. Pupils look at the family tree and paste the cut-out
pictures on the right branches of the tree and also copy the names of family members by copying from the
board. They write complete chunks next to the pictures. Pupils reflect on their thoughts and feelings about
the activity by using emoticons.
Supporting
Objective: To help and support pupils practise and improve their knowledge and skills about using the
related to their family members and their physical traits in English.
Activity 1: Family Album
The teacher explains to the pupils that they are going to make a “Family Album”. Each pupil will draw or bring
pictures of their family members and put them in an album. The teacher provides the pupils with a blank
album template. Each page is dedicated to one family member. Pupils colour and paste in the pictures of
family members (mother, father, sister, brother) provided or bring photos of their own family members to
paste in the album template. With the help of the teacher, the pupils copy the names of their family members
under each picture (e.g., “This is my mother”) from the models. Pupils reflect on their thoughts and feelings
about the activity by using emoticons.
35
Week 24: 22-26 March2
THEME 4: FAMILY LIFE
36
Week 25: 29 March-2 April 2THEME 5: HOMES & HOUSES & NEIGHBOURHOODSHOMES & HOUSES & NEIGHBOURHOODS
Sub-themes: Parts, rooms and furniture in the house; pets in the house
Target Vocabulary in Use (with revisional vocabulary):
Parts of the house: A bedroom, a bathroom, sitting-room (living room-AmE.), a kitchen, a garden, a dining
room, a balcony, a doorbell, a dollhouse.
House furniture: A bed, a sofa, a coffee table.
Pets in the house: A pet, a dog, a cat, a rabbit, a bird, a (gold)fish.
Parts of the body of a pet: A tail, whiskers, a claw, a paw, a beak.
Preposition of a place: In, on.
Verbs: to dance.
*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 for this section is provided in the introduction to the whole English Language Curriculum.
Target Language Chunks:
“Have got/has got”: (We’ve/have got a house. We’ve got two pets).
Function: Expressing possession or ownership of objects.
“To be” - present: (Where’s/is the bed? The bed is in the bedroom. Where’s/is the cat? The cat is in the kitchen).
Function: Describing the location of objects.
“There is/there are”: (There are five cats in the sitting room).
Function: Describing the existence or presence of objects.
Target Social Language in Use:
Here’s a…!
Come and see!
Let’s look at…!
Come on!
Hold on.
Really?
That looks great!
Look around!
Listen to music!
Target Phonological Sounds in Use:
q, r, s, t, v, w
Consonants: q: (/kjuː/); r: (/ɑː/(Br), /r/ (AmE.)); s: (/s/, /ɛs/, /z/); t: (/tiː/, /t/); v: (/viː/, /v/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.5.L1. Pupils can get ready for the listening/watching-comprehension process for the current
content on “homes, houses and neighbourhoods with parts, rooms and furniture in the house;
pets in the house”.
ENG.2.5.L2. Pupils can bring information about the current content on “homes, houses and neighbourhoods
with parts, rooms and furniture in the house; pets in the house” together with key details and
main components while listening/watching it.
ENG.2.5.L3. Pupils can make meaning of/derive meaning from the current content on “homes, houses
and neighbourhoods with parts, rooms and furniture in the house; pets in the house” through
details by listening/watching it carefully.
ENG.2.5.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole
listening/watching-comprehension process in relation to the current content on “homes,
houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house”
in a very simple way.
ENG.2.5.P1. Pupils can select and use the target phonological elements of the current content about
“homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the
house” accurately, authentically, and naturally through spontaneous selection and using it in
an appropriate and effective way when communicating with others.
ENG.2.5.R1. Pupils can get ready for the reading-comprehension process about the current content on
“homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the
house”.
ENG.2.5.R2. Pupils can bring information about the current content on “homes, houses and neighbourhoods
with parts, rooms and furniture in the house; pets in the house” through skimming (looking
quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.5.R3. Pupils can make meaning of/derive meaning from the current content about “homes, houses
and neighbourhoods with parts, rooms and furniture in the house; pets in the house” by
reading it carefully.
ENG.2.5.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “homes, houses and neighbourhoods
with parts, rooms and furniture in the house; pets in the house” for reflection in relation to
themselves or others, both individually and/or with others.
ENG.2.5.V1. Pupils can select and use the target vocabulary of the current content about “homes,
houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house”
accurately, authentically, spontaneously, and naturally and use it appropriately and effectively
when communicating with others.
ENG.2.5.G1. Pupils can select and use the language including target grammatical elements of the current
content about “homes, houses and neighbourhoods with parts, rooms and furniture in the
house; pets in the house” accurately, authentically, spontaneously, and naturally and use it
appropriately and effectively when communicating with others.
ENG.2.5.W1. Pupils can get ready for the writing-expression process about the current content on “homes,
houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house”
in an age- and level-appropriate way.
ENG.2.5.W2. Pupils can copy the model/example on the writing task about the current content on “homes,
houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house”
based on the model/example provided to practise for further writing activities.
ENG.2.5.W3. Pupils can organise and form a content for the assigned writing task on the current content
“homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the
house” based on the model/example provided.
ENG.2.5.W4. Pupils can practise writing by constructing content for the assigned writing task on the
current content “homes, houses and neighbourhoods with parts, rooms and furniture in the
house; pets in the house”.
ENG.2.5.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about
the “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets
in the house” to communicate with other people.
ENG.2.5.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the
writing-expression process about the current content, “homes, houses and neighbourhoods
with parts, rooms and furniture in the house; pets in the house” very simply for reflection in
relation to themselves or others, both individually and/or with others.
ENG.2.5.S1. Pupils can get ready for speaking-expression process about the current content on “homes,
houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house”
with the help of supplementary audio-visual materials.
ENG.2.5.S2. Pupils can imitate the model/example for producing verbal content about the current theme
on “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in
the house”.
ENG.2.5.S3. Pupils can organise simple new verbal content on “homes, houses and neighbourhoods with
parts, rooms and furniture in the house; pets in the house” by speaking accurately, efficiently,
and authentically.
ENG.2.5.S4. Pupils can form a simple new verbal content on “homes, houses and neighbourhoods with
parts, rooms and furniture in the house; pets in the house” through reconstruction by speaking
accurately, efficiently, and authentically.
ENG.2.5.S5. Pupils can reorganise and use information about the current theme on “homes, houses
and neighbourhoods with parts, rooms and furniture in the house; pets in the house” by
reconstructing it to communicate with other people.
ENG.2.5.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “homes, houses and neighbourhoods with
parts, rooms and furniture in the house; pets in the house” very simply for reflection in relation
to themselves or others, both individually and/or with others.

EVALUATION FOR THE SKILLS AND THE CONTENT:
PERFORMANCE ASSIGNMENT: Pupils make self-recordings (visual, audio) at school/ at home of their house,
their rooms, the furniture in their houses, and their pets by presenting the models that they can make by
cardboard or Web 2.0 programmes. This performance will be evaluated using rubrics.		SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-
Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,
SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility
Skill, SELS3.3. Responsible Decision-Making Skill		V3. Diligence, V4. Friendship, V5. Sensitivity, V6. Honesty, V7. Aesthetics, V9.
Compassion, V10. Modesty, V11. Independence, V12. Patience, V14. Respect,
V15. Love and Affection, V20. Benevolence		LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.
Cultural Literacy, LS6. Civic Literacy		Library WeekExpansion
Objective: To consolidate and improve their knowledge and skills about the language for the vocabulary of a
house, its parts and pets living in it in English.
Activity 1: Acting out and guessing
A guessing-acting out game could be played. Pupils are paired up and take turns to act out the target words
of the theme while their peers guess and describe the actions in detail. They repeat the words and chunks
when they have finished guessing. A time limit for acting out and describing can be added to increase
difficulty. Pupils reflect on their thoughts and feelings about the activity by using emoticons.
Activity 2: Pelmanism
The Pelmanism game could be made more challenging by using a larger set of flashcards with the vocabulary
of the target theme and adding a time limit. Pupils can also create their own flashcards to include in the
game. Pupils reflect on their thoughts and feelings about the activity by using emoticons.
Activity 3: King’s game
They could play the King’s Game with more flashcards with additional details, and pupils can be asked
to describe the missing cards. Pupils reflect on their thoughts and feelings about the activity by using
emoticons.
Activity 4: Categorising
A list of categories or themes (e.g., different rooms in a house or pets) could be given by the teacher, but
no specific words are provided. The vocabulary related to these themes/categories are selected by the
pupils and written in their picture dictionaries. As well as drawing or finding pictures, the pupils should write
relevant language chunks using the target words. For instance, for a target word such as “garden”, a target
language chunk such as “The rabbit is in the garden” could be written. Pupils reflect on their thoughts and
feelings about the activity by using emoticons.
Activity 5: Interactive Map
A digital tool could be used by pupils to create an interactive map of a house. Pupils write target language
chunks about what they have learned from this theme are written by the pupils after they have completed
their maps. They can then present their maps to the class. Pupils reflect on their thoughts and feelings
about the activity by using emoticons.
Activity 6: Digital game
To make the learning processes of pupils more enjoyable for the pupils, various digital games can be played
on a Web 2.0 for differentiated learning activities. Teachers can create this digital content themselves
following the coursebook or use pre-existing digital content that is aligned with the coursebook.
How to play the Word Soup Game on a Web 2.0 tool?
Create a word pool: First, choose words related to the theme and appropriate for the pupils’ age and level.
Write these words in a mixed order to create the word soup.
Prepare the game: Create a ‘Word Soup’ game via a Web 2.0 tool. Add the selected words to the game in a
mixed order.
Set the rules: Explain to the pupils that they have to use the mixed words to form meaningful and correct
language chunks that they have learnt in the theme. Give a specific number of points for each correct
language chunk. The pupil or the group that forms the most correct sentences wins the game.
Play the game: Give the pupils a set amount of time. At the end of the time, check the sentences formed by
each pupil or group. Give points for correct and meaningful sentences. Pupils reflect on their thoughts and
feelings about the activity by using emoticons.
Supporting
Objective: To consolidate and improve their knowledge and skills about the language for the vocabulary of a
house, its parts and pets living in it according to their own pace in English.
Activity 1: Pelmanism
The Pelmanism game could be adapted by using a smaller set of flashcards with target vocabulary related to
the house and including pictures to help with recognition. Pupils could work in pairs, with one turning over
the cards and the other calling out the names, and the teacher could provide clues or gestures to help with
recall. Pupils reflect on their thoughts and feelings about the activity by using emoticons. Activity 2: King’s game
King’s Game could also be adapted with fewer flashcards to be used with extended viewing time. Pupils
reflect on their thoughts and feelings about the activity by using emoticons.
Activity 3: Picture dictionary
The teacher gives the pupils a list of target words and corresponding pictures. The pupils copy the words
and paste or draw pictures next to each word in their picture dictionaries. A template with blank spaces for words and pictures is used to guide pupils on where to place each element. Pupils reflect on their thoughts and feelings about the activity by using emoticons.
Activity 4: Digital game
Pupils use a digital tool with pre-defined house templates where the rooms are already outlined. Pupils drag
and drop images associated with parts of the house into the correct places on the map. They can then present their maps to the class. Pupils reflect on their thoughts and feelings about the activity by using
emoticons.
Activity 5: Digital game
To make the learning process of pupils more enjoyable for the pupils, digital games are used for differentiated
learning activities. Teachers can create this digital content themselves, following the coursebook, or use pre-existing digital content that matches the coursebook. They can play the matching game on a Web 2.0 tool, where they have to match the item displayed on the screen with its English equivalent. Pupils reflect on
their thoughts and feelings about the activity by using emoticons.
37
APRILWeek 26: 5-9 April2THEME 5: HOMES & HOUSES & NEIGHBOURHOODS
38
Week 27: 12-16 April2THEME 5: HOMES & HOUSES & NEIGHBOURHOODS
39
Week 28: 19-23 April 2THEME 5: HOMES & HOUSES & NEIGHBOURHOODS23 April,
National Sovereignty and Children's Day
40
Week 29: 26-30 April2THEME 5: HOMES & HOUSES & NEIGHBOURHOODS29 April,
Kût'ül Amâre Victory

1 May, Labour Day
41
MAYWeek 30: 3-7 May2THEME 6: LIFE IN THE CITY & THE WORLDLIFE IN THE CITY & THE WORLD
Sub-themes: Basic food types, items, and meals
Target Vocabulary in Use (with revisional vocabulary):
Liquids: Water, milk, ayran, tea, coffee.
Fruits: Tomatoes, bananas, apples, oranges, pears, strawberries, grapes, cherries.
Vegetables: Potatoes, carrots, beans, peppers, lettuce, cucumbers, spinach, broccoli, garlic, cauliflower,
courgette.
Basic food: Chicken, fish, bread, meat, eggs.
Quantifiers: Some (to be used naturally and automatically with all food items, without explaining its
grammatical function, with language chunks “I’ve/have got some beans. She’s/has got some bread”.
*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 for this section is provided in the introduction to the whole English Language Curriculum.
Target Language Chunks in Use:
Structures will be introduced and used through language chunks rather than explicit rule teaching (no rules
will be taught).
“The Simple Present Tense”:
Do you like bread? Yes, I do.
Do you like beans? No, I don’t.
Function: Telling preferences for food.
“There is/ There are” (with only countable nouns):
(Is there a banana in the kitchen?) Yes, there is. No, there isn’t).
(Are there any bananas in the kitchen? Yes, there are. No there aren’t).
Function: Talking about the existence of food.
Can for possibility: Can I have bread? Yes, you can. No, you can’t.
Function: Making polite requests.
Target Social Language in Use:
I’m hungry!
I’m thirsty!
Yummy!
It’s delicious!
Time for breakfast/lunch/dinner!
Thanks for breakfast/lunch/dinner!
Enjoy your meal!
Let’s go and meet them!
Target Phonological Sounds in Use:
Vowels: u
Consonants: w, x, y, z
Vowel: u: (/juː/, /ʌ/, /juː/)
w: (/w/); x: (/ɛks/, /ks/, /gz/); y: (/waɪ/, /j/, /ɪ/, /iː/); z: / (zed/ (Br), /ziː/ (AmE.), /z/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.6.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.L2. Pupils can bring information about the current content on “life in the city and the world with basic food types, items, and meals” together with key details and main components while listening/watching it.
ENG.2.6.L3. Pupils can make meaning of/derive meaning from the current content on “life in the city and the world with basic food types, items, and meals” through details by listening/watching it
carefully.
ENG.2.6.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “life in the city and the world with basic food types, items, and meals” in a very simple way.
ENG.2.6.P1. Pupils can select and use the target phonological elements of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when
communicating with others.
ENG.2.6.R1. Pupils can get ready for the reading-comprehension process about the current content on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.R2. Pupils can bring information about the current content on “life in the city and the world with basic food types, items, and meals” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.6.R3. Pupils can make meaning of/derive meaning from the current content about “life in the city
and the world with basic food types, items, and meals” by reading it carefully.
ENG.2.6.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the city and the world with basic food types, items, and meals” for reflection in relation to themselves or others, both individually and/or with others.
ENG.2.6.V1. Pupils can select and use the target vocabulary of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, spontaneously,
and naturally and use it appropriately and effectively when communicating with others.
ENG.2.6.G1. Pupils can select and use the language including target grammatical elements of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.6.W1. Pupils can get ready for the writing-expression process about the current content on “life in the city and the world with basic food types, items, and meals” in an age- and level-appropriate
way.
ENG.2.6.W2. Pupils can copy the model/example on the writing task about the current content on “life in the city and the world with basic food types, items, and meals” based on the model/example provided to practise for further writing activities.
ENG.2.6.W3. Pupils can organise and form a content for the assigned writing task on the current content “life in the city and the world with basic food types, items, and meals” based on the model/ example provided.
ENG.2.6.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “life in the city and the world with basic food types, items, and meals” to communicate
with other people.
ENG.2.6.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “life in the city and the world with basic food
types, items, and meals” very simply for reflection in relation to themselves or others, both
individually and/or with others.
ENG.2.6.S1. Pupils can get ready for the speaking-expression process about the current content on “life in
the city and the world with basic food types, items, and meals” with the help of supplementary
audio-visual materials.
ENG.2.6.S2. Pupils can imitate the model/example for producing verbal content about the current theme
on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.S3. Pupils can organise simple new verbal content on “life in the city and the world with basic food types, items, and meals” by speaking accurately, efficiently, and authentically.
ENG.2.6.S4. Pupils can form a simple new verbal content on “life in the city and the world with basic food types, items, and meals” through reconstruction by speaking accurately, efficiently, and authentically.
ENG.2.6.S5. Pupils can reorganise and use information about the current theme on “life in the city and the
world with basic food types, items, and meals” by reconstructing it to communicate with other
people.
ENG.2.6.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “life in the city and the world with basic food
types, items, and meals” very simply for reflection in relation to themselves or others, both
individually and/or with others.
EVALUATION FOR THE SKILLS AND THE CONTENT:
PERFORMANCE ASSIGNMENT: Pupils work on self-recordings (visual, audio) at school/ at home presenting
an interview with a classmate/friend/family member about their preferences for food with pictures and/or
realia. The assignment is evaluated using rubrics.		SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-
Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,
SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility
Skill, SELS3.3. Responsible Decision-Making Skill		V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11.
Independence, V12. Patience, V13. Healthy Living, V14. Respect, V15. Love and
Affection, V17. Thriftiness, V20. Benevolence		LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.
Cultural Literacy, LS6. Civic Literacy		Expansion
Objective: To form a creative menu in English by using target vocabulary.
Activity 1: Creating a menu
Pupils work in pairs or small groups to create a menu for an imaginative restaurant. Different food items
and drinks are written down, using the vocabulary and language chunks that have been learnt. The menus
are then presented to the class. Pupils reflect on their thoughts and feelings about the activity by using
emoticons.
Activity 2: Foodie Adventure Game
The teacher creates a large poster or a printable game board with a winding path. Food cards with pictures
and names (water, milk, bread, chicken, fish, eggs, tomatoes, bananas, apples, potatoes, carrots, beans)
and preference cards with language chunks like “Do you like [food item]?” and “Yes, I do.” / “No, I don’t.” are
provided. The game board is designed with a start and finish, and a winding path with spaces is drawn by
the teacher. Food cards and preference cards are placed in separate piles. Spaces on the board are marked
where players must draw a card from the food or preference pile. Players take turns rolling the cube and
moving their token along the path. If they land on a space with a food symbol, they draw a food card, and
use the vocabulary in a sentence, e.g., “I’ve got some beans”. When landing on a space with a preference
symbol, a preference card is drawn, and the question is answered, e.g., “Do you like chicken?” with “Yes, I do”
or “No, I don’t”. Social language expressions like “I’m hungry!” or “It’s delicious!” are used when a card with
these language chunks are drawn. Pupils reflect on their thoughts and feelings about the activity by using
emoticons.
Activity 3: Drama – Role Play
A market stall is set up by pupils. Pupils work in pairs. One pupil from the expansion group can be the seller
and the other pupils can be the customer. They can have a dialogue like the one given below.
CUSTOMER: Hello!
SELLER: Hi, welcome!
CUSTOMER: What is your name?
SELLER: My name is ……
CUSTOMER: I am ……. I am thirsty.
SELLER: Milk? Do you like milk?
CUSTOMER: No, I don’t like milk.
SELLER: Do you like water?
CUSTOMER: Yes, I like water.
SELLER: Here you are!
CUSTOMER: Thank you!
SELLER: Do you like apples?
CUSTOMER: Red apples?
SELLER: No, green apples.
CUSTOMER: No! I don’t like green apples.
Pupils reflect on their thoughts and feelings about the activity by using emoticons.
Activity 4: Introducing yourself
Pupils are asked to prepare a video. In this video, one of the animals they have previously learnt about will be
the main character. They can use a toy or a picture of the animal they have chosen. They can introduce the
animal by animating it (to introduce itself) talking about its colour and body parts. Immediately afterward,
they should also show and introduce food/drink in the video and say whether the animal likes them or not.
Pupils reflect on their thoughts and feelings about the activity by using emoticons.
Supporting
Objective: To help pupils talk about food, basic food items, and their preferences for food in English by using
target vocabulary.
Activity 1: Foodie Adventure Game
The game board is simplified with fewer spaces and the focus is placed on basic language use. Turns are
made by rolling the cube and moving tokens along the path. If they land on a space with a food symbol, a food
item card is drawn, and the vocabulary is used in a simple sentence, e.g., “I’ve got some milk”. When landing
on a space with a preference symbol, a preference card is drawn, and the question is answered with a simple
response, e.g., “Do you like chicken?” with “Yes, I do” or “No, I don’t”. Social language expressions such as
“Yummy!” or “I’m thirsty!” are used when prompted by the cards. Pupils reflect on their thoughts and feelings
about the activity by using emoticons.
Activity 2: Matching
Pupils are told that there will be an activity related to the food they learnt in the theme and they are asked to
bring food or drink (milk etc.) from home that matches the words they have learnt. A table is placed in front
of the board. Each pupil stands up and introduces the food/drink they have brought and says whether they
like it or not. Then they put the food or drink on the table. At the end of the activity, a market stall will have
been created.
e.g.: This is a banana. I like bananas.
Low achievers (pupils) can make a video where they show foods/drinks and say whether they like it or not.
Pupils reflect on their thoughts and feelings about the activity by using emoticons.
42
Week 31: 10-14 May2THEME 6: LIFE IN THE CITY & THE WORLD
43
EID AL-ADHA (16-19 MAY)
44
Week 32: 17-21 May2THEME 6: LIFE IN THE CITY & THE WORLDLIFE IN THE CITY & THE WORLD
Sub-themes: Basic food types, items, and meals
Target Vocabulary in Use (with revisional vocabulary):
Liquids: Water, milk, ayran, tea, coffee.
Fruits: Tomatoes, bananas, apples, oranges, pears, strawberries, grapes, cherries.
Vegetables: Potatoes, carrots, beans, peppers, lettuce, cucumbers, spinach, broccoli, garlic, cauliflower,
courgette.
Basic food: Chicken, fish, bread, meat, eggs.
Quantifiers: Some (to be used naturally and automatically with all food items, without explaining its
grammatical function, with language chunks “I’ve/have got some beans. She’s/has got some bread”.
*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 for this section is provided in the introduction to the whole English Language Curriculum.
Target Language Chunks in Use:
Structures will be introduced and used through language chunks rather than explicit rule teaching (no rules
will be taught).
“The Simple Present Tense”:
Do you like bread? Yes, I do.
Do you like beans? No, I don’t.
Function: Telling preferences for food.
“There is/ There are” (with only countable nouns):
(Is there a banana in the kitchen?) Yes, there is. No, there isn’t).
(Are there any bananas in the kitchen? Yes, there are. No there aren’t).
Function: Talking about the existence of food.
Can for possibility: Can I have bread? Yes, you can. No, you can’t.
Function: Making polite requests.
Target Social Language in Use:
I’m hungry!
I’m thirsty!
Yummy!
It’s delicious!
Time for breakfast/lunch/dinner!
Thanks for breakfast/lunch/dinner!
Enjoy your meal!
Let’s go and meet them!
Target Phonological Sounds in Use: Vowels: u
Consonants: w, x, y, z
Vowel: u: (/juː/, /ʌ/, /juː/)
w: (/w/); x: (/ɛks/, /ks/, /gz/); y: (/waɪ/, /j/, /ɪ/, /iː/); z: / (zed/ (Br), /ziː/ (AmE.), /z/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.6.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.L2. Pupils can bring information about the current content on “life in the city and the world with basic food types, items, and meals” together with key details and main components while listening/watching it.
ENG.2.6.L3. Pupils can make meaning of/derive meaning from the current content on “life in the city and the world with basic food types, items, and meals” through details by listening/watching it
carefully.
ENG.2.6.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “life in the city and the world with basic food types, items, and meals” in a very simple way.
ENG.2.6.P1. Pupils can select and use the target phonological elements of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when
communicating with others.
ENG.2.6.R1. Pupils can get ready for the reading-comprehension process about the current content on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.R2. Pupils can bring information about the current content on “life in the city and the world with basic food types, items, and meals” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.6.R3. Pupils can make meaning of/derive meaning from the current content about “life in the city
and the world with basic food types, items, and meals” by reading it carefully.
ENG.2.6.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the city and the world with basic food types, items, and meals” for reflection in relation to themselves or others, both individually and/or with others.
ENG.2.6.V1. Pupils can select and use the target vocabulary of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, spontaneously,
and naturally and use it appropriately and effectively when communicating with others.
ENG.2.6.G1. Pupils can select and use the language including target grammatical elements of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.6.W1. Pupils can get ready for the writing-expression process about the current content on “life in the city and the world with basic food types, items, and meals” in an age- and level-appropriate
way.
ENG.2.6.W2. Pupils can copy the model/example on the writing task about the current content on “life in the city and the world with basic food types, items, and meals” based on the model/example provided to practise for further writing activities.
ENG.2.6.W3. Pupils can organise and form a content for the assigned writing task on the current content “life in the city and the world with basic food types, items, and meals” based on the model/ example provided.
ENG.2.6.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “life in the city and the world with basic food types, items, and meals” to communicate
with other people.
ENG.2.6.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “life in the city and the world with basic food
types, items, and meals” very simply for reflection in relation to themselves or others, both
individually and/or with others.
ENG.2.6.S1. Pupils can get ready for the speaking-expression process about the current content on “life in
the city and the world with basic food types, items, and meals” with the help of supplementary
audio-visual materials.
ENG.2.6.S2. Pupils can imitate the model/example for producing verbal content about the current theme
on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.S3. Pupils can organise simple new verbal content on “life in the city and the world with basic food types, items, and meals” by speaking accurately, efficiently, and authentically.
ENG.2.6.S4. Pupils can form a simple new verbal content on “life in the city and the world with basic food types, items, and meals” through reconstruction by speaking accurately, efficiently, and authentically.
ENG.2.6.S5. Pupils can reorganise and use information about the current theme on “life in the city and the
world with basic food types, items, and meals” by reconstructing it to communicate with other
people.
ENG.2.6.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “life in the city and the world with basic food
types, items, and meals” very simply for reflection in relation to themselves or others, both
individually and/or with others.
EVALUATION FOR THE SKILLS AND THE CONTENT:
PERFORMANCE ASSIGNMENT: Pupils work on self-recordings (visual, audio) at school/ at home presenting
an interview with a classmate/friend/family member about their preferences for food with pictures and/or
realia. The assignment is evaluated using rubrics.		SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-
Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,
SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility
Skill, SELS3.3. Responsible Decision-Making Skill		V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11.
Independence, V12. Patience, V13. Healthy Living, V14. Respect, V15. Love and
Affection, V17. Thriftiness, V20. Benevolence		LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.
Cultural Literacy, LS6. Civic Literacy		19 May,
The Commemoration of Atatürk, Youth and Sports Day		Expansion
Objective: To form a creative menu in English by using target vocabulary.
Activity 1: Creating a menu
Pupils work in pairs or small groups to create a menu for an imaginative restaurant. Different food items
and drinks are written down, using the vocabulary and language chunks that have been learnt. The menus
are then presented to the class. Pupils reflect on their thoughts and feelings about the activity by using
emoticons.
Activity 2: Foodie Adventure Game
The teacher creates a large poster or a printable game board with a winding path. Food cards with pictures
and names (water, milk, bread, chicken, fish, eggs, tomatoes, bananas, apples, potatoes, carrots, beans)
and preference cards with language chunks like “Do you like [food item]?” and “Yes, I do.” / “No, I don’t.” are
provided. The game board is designed with a start and finish, and a winding path with spaces is drawn by
the teacher. Food cards and preference cards are placed in separate piles. Spaces on the board are marked
where players must draw a card from the food or preference pile. Players take turns rolling the cube and
moving their token along the path. If they land on a space with a food symbol, they draw a food card, and
use the vocabulary in a sentence, e.g., “I’ve got some beans”. When landing on a space with a preference
symbol, a preference card is drawn, and the question is answered, e.g., “Do you like chicken?” with “Yes, I do”
or “No, I don’t”. Social language expressions like “I’m hungry!” or “It’s delicious!” are used when a card with
these language chunks are drawn. Pupils reflect on their thoughts and feelings about the activity by using
emoticons.
Activity 3: Drama – Role Play
A market stall is set up by pupils. Pupils work in pairs. One pupil from the expansion group can be the seller
and the other pupils can be the customer. They can have a dialogue like the one given below.
CUSTOMER: Hello!
SELLER: Hi, welcome!
CUSTOMER: What is your name?
SELLER: My name is ……
CUSTOMER: I am ……. I am thirsty.
SELLER: Milk? Do you like milk?
CUSTOMER: No, I don’t like milk.
SELLER: Do you like water?
CUSTOMER: Yes, I like water.
SELLER: Here you are!
CUSTOMER: Thank you!
SELLER: Do you like apples?
CUSTOMER: Red apples?
SELLER: No, green apples.
CUSTOMER: No! I don’t like green apples.
Pupils reflect on their thoughts and feelings about the activity by using emoticons.
Activity 4: Introducing yourself
Pupils are asked to prepare a video. In this video, one of the animals they have previously learnt about will be
the main character. They can use a toy or a picture of the animal they have chosen. They can introduce the
animal by animating it (to introduce itself) talking about its colour and body parts. Immediately afterward,
they should also show and introduce food/drink in the video and say whether the animal likes them or not.
Pupils reflect on their thoughts and feelings about the activity by using emoticons.
Supporting
Objective: To help pupils talk about food, basic food items, and their preferences for food in English by using
target vocabulary.
Activity 1: Foodie Adventure Game
The game board is simplified with fewer spaces and the focus is placed on basic language use. Turns are
made by rolling the cube and moving tokens along the path. If they land on a space with a food symbol, a food
item card is drawn, and the vocabulary is used in a simple sentence, e.g., “I’ve got some milk”. When landing
on a space with a preference symbol, a preference card is drawn, and the question is answered with a simple
response, e.g., “Do you like chicken?” with “Yes, I do” or “No, I don’t”. Social language expressions such as
“Yummy!” or “I’m thirsty!” are used when prompted by the cards. Pupils reflect on their thoughts and feelings
about the activity by using emoticons.
Activity 2: Matching
Pupils are told that there will be an activity related to the food they learnt in the theme and they are asked to
bring food or drink (milk etc.) from home that matches the words they have learnt. A table is placed in front
of the board. Each pupil stands up and introduces the food/drink they have brought and says whether they
like it or not. Then they put the food or drink on the table. At the end of the activity, a market stall will have
been created.
e.g.: This is a banana. I like bananas.
Low achievers (pupils) can make a video where they show foods/drinks and say whether they like it or not.
Pupils reflect on their thoughts and feelings about the activity by using emoticons.
45
Week 33: 24-28 MaySCHOOL BASED PLANNING29 May,
Conquest of İstanbul
46
JUNEWeek 34: 31 May-4 June2THEME 6: LIFE IN THE CITY & THE WORLDLIFE IN THE CITY & THE WORLD
Sub-themes: Basic food types, items, and meals
Target Vocabulary in Use (with revisional vocabulary):
Liquids: Water, milk, ayran, tea, coffee.
Fruits: Tomatoes, bananas, apples, oranges, pears, strawberries, grapes, cherries.
Vegetables: Potatoes, carrots, beans, peppers, lettuce, cucumbers, spinach, broccoli, garlic, cauliflower,
courgette.
Basic food: Chicken, fish, bread, meat, eggs.
Quantifiers: Some (to be used naturally and automatically with all food items, without explaining its
grammatical function, with language chunks “I’ve/have got some beans. She’s/has got some bread”.
*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 for this section is provided in the introduction to the whole English Language Curriculum.
Target Language Chunks in Use:
Structures will be introduced and used through language chunks rather than explicit rule teaching (no rules
will be taught).
“The Simple Present Tense”:
Do you like bread? Yes, I do.
Do you like beans? No, I don’t.
Function: Telling preferences for food.
“There is/ There are” (with only countable nouns):
(Is there a banana in the kitchen?) Yes, there is. No, there isn’t).
(Are there any bananas in the kitchen? Yes, there are. No there aren’t).
Function: Talking about the existence of food.
Can for possibility: Can I have bread? Yes, you can. No, you can’t.
Function: Making polite requests.
Target Social Language in Use:
I’m hungry!
I’m thirsty!
Yummy!
It’s delicious!
Time for breakfast/lunch/dinner!
Thanks for breakfast/lunch/dinner!
Enjoy your meal!
Let’s go and meet them!
Target Phonological Sounds in Use: Vowels: u
Consonants: w, x, y, z
Vowel: u: (/juː/, /ʌ/, /juː/)
w: (/w/); x: (/ɛks/, /ks/, /gz/); y: (/waɪ/, /j/, /ɪ/, /iː/); z: / (zed/ (Br), /ziː/ (AmE.), /z/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.6.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.L2. Pupils can bring information about the current content on “life in the city and the world with basic food types, items, and meals” together with key details and main components while listening/watching it.
ENG.2.6.L3. Pupils can make meaning of/derive meaning from the current content on “life in the city and the world with basic food types, items, and meals” through details by listening/watching it
carefully.
ENG.2.6.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “life in the city and the world with basic food types, items, and meals” in a very simple way.
ENG.2.6.P1. Pupils can select and use the target phonological elements of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when
communicating with others.
ENG.2.6.R1. Pupils can get ready for the reading-comprehension process about the current content on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.R2. Pupils can bring information about the current content on “life in the city and the world with basic food types, items, and meals” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.6.R3. Pupils can make meaning of/derive meaning from the current content about “life in the city
and the world with basic food types, items, and meals” by reading it carefully.
ENG.2.6.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the city and the world with basic food types, items, and meals” for reflection in relation to themselves or others, both individually and/or with others.
ENG.2.6.V1. Pupils can select and use the target vocabulary of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, spontaneously,
and naturally and use it appropriately and effectively when communicating with others.
ENG.2.6.G1. Pupils can select and use the language including target grammatical elements of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.6.W1. Pupils can get ready for the writing-expression process about the current content on “life in the city and the world with basic food types, items, and meals” in an age- and level-appropriate
way.
ENG.2.6.W2. Pupils can copy the model/example on the writing task about the current content on “life in the city and the world with basic food types, items, and meals” based on the model/example provided to practise for further writing activities.
ENG.2.6.W3. Pupils can organise and form a content for the assigned writing task on the current content “life in the city and the world with basic food types, items, and meals” based on the model/ example provided.
ENG.2.6.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “life in the city and the world with basic food types, items, and meals” to communicate
with other people.
ENG.2.6.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “life in the city and the world with basic food
types, items, and meals” very simply for reflection in relation to themselves or others, both
individually and/or with others.
ENG.2.6.S1. Pupils can get ready for the speaking-expression process about the current content on “life in
the city and the world with basic food types, items, and meals” with the help of supplementary
audio-visual materials.
ENG.2.6.S2. Pupils can imitate the model/example for producing verbal content about the current theme
on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.S3. Pupils can organise simple new verbal content on “life in the city and the world with basic food types, items, and meals” by speaking accurately, efficiently, and authentically.
ENG.2.6.S4. Pupils can form a simple new verbal content on “life in the city and the world with basic food types, items, and meals” through reconstruction by speaking accurately, efficiently, and authentically.
ENG.2.6.S5. Pupils can reorganise and use information about the current theme on “life in the city and the
world with basic food types, items, and meals” by reconstructing it to communicate with other
people.
ENG.2.6.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “life in the city and the world with basic food
types, items, and meals” very simply for reflection in relation to themselves or others, both
individually and/or with others.
EVALUATION FOR THE SKILLS AND THE CONTENT:
PERFORMANCE ASSIGNMENT: Pupils work on self-recordings (visual, audio) at school/ at home presenting
an interview with a classmate/friend/family member about their preferences for food with pictures and/or
realia. The assignment is evaluated using rubrics.		SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self-
Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill,
SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility
Skill, SELS3.3. Responsible Decision-Making Skill		V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11.
Independence, V12. Patience, V13. Healthy Living, V14. Respect, V15. Love and
Affection, V17. Thriftiness, V20. Benevolence		LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5.
Cultural Literacy, LS6. Civic Literacy		Expansion
Objective: To form a creative menu in English by using target vocabulary.
Activity 1: Creating a menu
Pupils work in pairs or small groups to create a menu for an imaginative restaurant. Different food items
and drinks are written down, using the vocabulary and language chunks that have been learnt. The menus
are then presented to the class. Pupils reflect on their thoughts and feelings about the activity by using
emoticons.
Activity 2: Foodie Adventure Game
The teacher creates a large poster or a printable game board with a winding path. Food cards with pictures
and names (water, milk, bread, chicken, fish, eggs, tomatoes, bananas, apples, potatoes, carrots, beans)
and preference cards with language chunks like “Do you like [food item]?” and “Yes, I do.” / “No, I don’t.” are
provided. The game board is designed with a start and finish, and a winding path with spaces is drawn by
the teacher. Food cards and preference cards are placed in separate piles. Spaces on the board are marked
where players must draw a card from the food or preference pile. Players take turns rolling the cube and
moving their token along the path. If they land on a space with a food symbol, they draw a food card, and
use the vocabulary in a sentence, e.g., “I’ve got some beans”. When landing on a space with a preference
symbol, a preference card is drawn, and the question is answered, e.g., “Do you like chicken?” with “Yes, I do”
or “No, I don’t”. Social language expressions like “I’m hungry!” or “It’s delicious!” are used when a card with
these language chunks are drawn. Pupils reflect on their thoughts and feelings about the activity by using
emoticons.
Activity 3: Drama – Role Play
A market stall is set up by pupils. Pupils work in pairs. One pupil from the expansion group can be the seller
and the other pupils can be the customer. They can have a dialogue like the one given below.
CUSTOMER: Hello!
SELLER: Hi, welcome!
CUSTOMER: What is your name?
SELLER: My name is ……
CUSTOMER: I am ……. I am thirsty.
SELLER: Milk? Do you like milk?
CUSTOMER: No, I don’t like milk.
SELLER: Do you like water?
CUSTOMER: Yes, I like water.
SELLER: Here you are!
CUSTOMER: Thank you!
SELLER: Do you like apples?
CUSTOMER: Red apples?
SELLER: No, green apples.
CUSTOMER: No! I don’t like green apples.
Pupils reflect on their thoughts and feelings about the activity by using emoticons.
Activity 4: Introducing yourself
Pupils are asked to prepare a video. In this video, one of the animals they have previously learnt about will be
the main character. They can use a toy or a picture of the animal they have chosen. They can introduce the
animal by animating it (to introduce itself) talking about its colour and body parts. Immediately afterward,
they should also show and introduce food/drink in the video and say whether the animal likes them or not.
Pupils reflect on their thoughts and feelings about the activity by using emoticons.
Supporting
Objective: To help pupils talk about food, basic food items, and their preferences for food in English by using
target vocabulary.
Activity 1: Foodie Adventure Game
The game board is simplified with fewer spaces and the focus is placed on basic language use. Turns are
made by rolling the cube and moving tokens along the path. If they land on a space with a food symbol, a food
item card is drawn, and the vocabulary is used in a simple sentence, e.g., “I’ve got some milk”. When landing
on a space with a preference symbol, a preference card is drawn, and the question is answered with a simple
response, e.g., “Do you like chicken?” with “Yes, I do” or “No, I don’t”. Social language expressions such as
“Yummy!” or “I’m thirsty!” are used when prompted by the cards. Pupils reflect on their thoughts and feelings
about the activity by using emoticons.
Activity 2: Matching
Pupils are told that there will be an activity related to the food they learnt in the theme and they are asked to
bring food or drink (milk etc.) from home that matches the words they have learnt. A table is placed in front
of the board. Each pupil stands up and introduces the food/drink they have brought and says whether they
like it or not. Then they put the food or drink on the table. At the end of the activity, a market stall will have
been created.
e.g.: This is a banana. I like bananas.
Low achievers (pupils) can make a video where they show foods/drinks and say whether they like it or not.
Pupils reflect on their thoughts and feelings about the activity by using emoticons.
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Week 35: 7-11 June2THEME 6: LIFE IN THE CITY & THE WORLD
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Week 36: 14-18 June2THEME 6: LIFE IN THE CITY & THE WORLD
49
Week 37:
21-25 June 		2SOCIAL ACTIVITES
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Bu yıllık plan; 19.09.2022 tarih ve 58168473 sayılı "Millî Eğitim Bakanlığı Eğitim Öğretim Çalışmalarının Planlı Yürütülmesine İlişkin Yönerge", 2104 sayılı Tebliğler Dergisi “İlköğretim ve Ortaöğretim Kurumlarında Atatürk İnkılap ve İlkelerinin Öğretim Esasları Yönergesi “,'' Talim ve Terbiye Kurulu’nun 26.05.2025 tarih ve 13 sayılı Kurul Kararı eki "Türkiye Yüzyılı Maarif Modeli Öğretim Programları Ortak Metni,Talim ve Terbiye Kurulu'nun 24.07.2025 tarih ve 45 sayılı Kurul Kararı eki İngilizce Dersi, (2-3-4-5-6-7-8. Sınıflar) Öğretim Programı", "MEB 2026-2027 Eğitim ve Öğretim Yılı Çalışma Takvimi Genelgesi" ile Talim ve Terbiye Kurulu’nun 09.05.2025 tarih ve 04 sayılı Kurul Kararı eki "İlköğretim Kurumları (İlkokul ve Ortaokul) Haftalık Ders Çizelgesi " esas alınarak hazırlanmıştır.
*Zümre Öğretmenler Kurulu tarafından ders kapsamında yapılması kararlaştırılan; okul dışı öğrenme etkinlikleri, araştırma ve gözlem, sosyal etkinlikler, proje çalışmaları, yerel çalışmalar, okuma çalışmaları vb. çalışmalar için ayrılan süredir. Çalışmalar için ayrılan süre eğitim öğretim yılı içinde planlanır ve yıllık planlarda ifade edilir.
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