<section class="invoice"> <div class="row"> <div class="col-12 text-center" style="font-weight: bold; text-align: center; margin-bottom: 20px; font-size:12pt;"> <p class="plan-title"> 2025-2026 EĞİTİM-ÖĞRETİM YILI .......................................................................... <br> 2. SINIF İNGILIZCE (MEB) DERSİ ÜNİTELENDİRİLMİ YILLIK PLANI </p> <p class="text-right mb-0 mt-0 maarif-model-text">Türkiye Yüzyılı Maarif Modeli</p> </div> <div class="col-12 table-responsive plan-table-container"> <table width="100%" class="plan-table"> <thead> <tr style="height: 30px;"> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="3">SÜRE</th> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="2">ÜNİTE/TEMA/ÖĞRENME ALANI - İÇERİK ÇERÇEVESİ</th> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="2">ÖĞRENME ÇIKTILARI VE SÜREÇ BİLEŞENLERİ</th> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="3">PROGRAMLAR ARASI BİLEŞENLER</th> <th style="text-align:center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="1">BELİRLİ GÜN VE HAFTALAR</th> </tr> <tr > <th style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" >AY</th> <th style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" >HAFTA</th> <th style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" >SAAT</th> <th style=" text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ÜNİTE/TEMA/ÖĞRENME ALANI</th> <th style="text-align:center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">KONU (İÇERİK ÇERÇEVES)</th> <th style="text-align:center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ÖĞRENME ÇIKTILARI </th> <th style="text-align:center; vertical-align:top; width:30%!important;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SÜREÇ BİLEŞENLERİ</th> <th style="text-align:center; vertical-align:top; border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SOSYAL - DUYGUSAL ÖĞRENME BECERİLERİ</th> <th style="text-align:center; vertical-align:top; border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">DEĞERLER</th> <th style="text-align:center; vertical-align:top; border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">OKURYAZARLIK BECERİLERİ</th> <th style="text-align:center; vertical-align:top; border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">BELİRL GÜN VE HAFTALAR</th> </tr> </thead> <tbody> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EYLÜL </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 1. Hafta: </div> <div> 08-12 Eylül </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ORIENTATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ORIENTATION </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ORIENTATION</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">ORIENTATION</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > ORIENTATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ORIENTATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> ORIENTATION </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Uluslararası Temiz Hava Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EYLÜL </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 2. Hafta: </div> <div> 15-19 Eylül </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 1 SCHOOL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 you! 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils activate their pre-existing knowledge and experiences related to the current theme and content, by recalling it in her/his own language in their minds. b) Pupils recognise concrete and simple relationships between the previous knowledge and experience and the clues to the current content, by responding to simple questions with physical actions without speaking Turkish or without having a translation. c) Pupils make simple predictions about the current content, by using pre-existing knowledge and experience based on the realia, pictures, and context. a) Pupils make simple predictions about the current content based on the surrounding audio/ visual elements scattered around the classroom in relation to the current theme. b) Pupils comprehend the topic of the current content by listening (to)/watching it as a whole without having intervals. c) Pupils recognise concrete/simple/basic details and components within the whole introductory content by watching and listening to it by noticing the basic components. a) Pupils check all initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals about the concept. b) Pupils locate the components of the current content within the whole by listening and watching it. c) Pupils make simple and basic classifications of the current content when necessary by grouping components, words, and other aspects with the help of visuals. d) Pupils make very simple comparisons of the current content when necessary to be aware of the differences between components, words, and other aspects with the help of visuals. e) Pupils recognise very concrete/simple/basic horizontal and vertical relationships within the current content by being aware that some vocabulary relates to one set of components while another set relates to other components. f) Pupils internalise the current content personally in an age- and level-appropriate manner, recognising that it is about her/his present life at school. a) Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content in a very simple way. b) Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content by sharing them with others in a very simple way. a) Pupils listen to/watch the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Pupils reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Pupils recognise the target phonological elements of the current content when they are heard in different contexts. d) Pupils recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Pupils use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> İlköğretim Haftası, Mevlid-i Nebî Haftası, Öğrenciler Günü, Gaziler Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EYLÜL </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 3. Hafta: </div> <div> 22-26 Eylül </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 1 SCHOOL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 you! 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 and 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content. b) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences, and clues to the current content. c) Pupils make simple preliminary predictions about the current content based on recognised relationships. a) Pupils make simple predictions about the topic of the current content by exploring the audiovisual clues surrounding it. b) Pupils grasp the topic of the current content generally by looking at the surrounding audio/ visual materials quickly through skimming. c) Pupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning. a) Pupils check the current content in detail for the accuracy of initial predictions that are made earlier. b) Pupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way. c) Pupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way. d) Pupils recognise basic horizontal/vertical relationships within the current content that contribute to the perception of it in a simple and meaningful way. e) Pupils make simple, basic, and meaningful inferences from the information in the current content by examining it. f) Pupils internalise the information in the current content in an individualised and appropriate way according to their age and language level. a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process very simply. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process by sharing them with others very simply. a) Pupils hear/view target vocabulary in the current content as a whole in context. b) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class. c) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept. d) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind. e) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group, and individual repetition. f) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind). g) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKİM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 4. Hafta: </div> <div> 29 Eylül- 03 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 1 SCHOOL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 you! 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils become familiar with the current content by listening, viewing, and reading it several times. b) Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it. c) Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition. d) Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition. e) Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically and by pointing. f) Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules. g) Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules. h) Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules. i) Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Disleksi Haftası, Dünya Disleksi Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKİM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 5. Hafta: </div> <div> 06-10 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 1 SCHOOL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 you! 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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”.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils use materials, structural features, discourse forms, and punctuation appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task. b) Pupils select and use target words, language chunks, and social language expressions appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task related to the theme. c) Pupils express simple messages clearly for a prepared and/or unprepared writing task related to the current theme. a) Pupils use similar information from the current content in different contexts by simply, meaningfully, and individually reorganising it. b) Pupils engage in simple written communication by sharing reconstructed meaningful information related to the current theme with others. a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process very simply. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others very simply. a) Pupils become familiar with model/example content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listening/watching/reading and associating it with the current content. a) Pupils become familiar with the model/sample content through repetition and imitation in context while and after listening (to)/watching it with the help of audio-visual aids.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Ahilik Kültürü Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKİM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 6. Hafta: </div> <div> 13-17 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 1 SCHOOL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 you! 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils design simple new verbal content by imitating model/sample content for prepared and/ or unprepared speaking situations based on the model/sample that was listened (to)/watched earlier. b) Pupils organise simple new verbal content by imitating model/sample content for prepared/ unprepared speaking situations, appropriate to the model/sample, context, age, and language level. a) Pupils select and use accurate pronunciation, discourse forms, target words and language chunks for prepared and/or unprepared speaking situations, by imitating model/example content, appropriate to age and language level. b) Pupils select simple and contextually appropriate content/information quickly for impromptu speaking situations and present it in a natural and authentic way with appropriate and accurate materials and appropriate to the model/sample, age, language level, and context (questionanswer, pointing and saying, selecting and saying, etc.) within the given (thinking) time. c) Pupils organise simple and contextually appropriate content for prepared speaking situations with accurate and appropriate materials and present it in a natural and authentic way (short monologues, dialogues, show and tell, pantomime drama, etc.). d) Pupils express messages in a concrete, simple, and clear way for the listener in prepared and/ or unprepared speaking situations together with mimics, gestures, and body language. a) Pupils use the presented information in different contexts in a simple, natural, accurate and necessary way by reorganising it individually and verbally. b) Pupils engage in verbal communication by sharing the reconstructed meaningful information with others. a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process in a very simple way. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others in a very simple way.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKİM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 7. Hafta: </div> <div> 20-24 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 2 CLASSROOM LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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): </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> OKUL TEMELLİ PLANLAMA* 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils activate their pre-existing knowledge and experiences related to the current theme and content, by recalling it in her/his own language in their minds. b) Pupils recognise concrete and simple relationships between the previous knowledge and experience and the clues to the current content, by responding to simple questions with physical actions without speaking Turkish or without having a translation. c) Pupils make simple predictions about the current content, by using pre-existing knowledge and experience based on the realia, pictures, and context. a) Pupils make simple predictions about the current content based on the surrounding audio/ visual elements scattered around the classroom in relation to the current theme. b) Pupils comprehend the topic of the current content by listening (to)/watching it as a whole without having intervals. c) Pupils recognise concrete/simple/basic details and components within the whole introductory content by watching and listening to it by noticing the basic components. a) Pupils check all initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals about the concept. b) Pupils locate the components of the current content within the whole by listening and watching it. c) Pupils make simple and basic classifications of the current content when necessary by grouping components, words, and other aspects with the help of visuals. d) Pupils make very simple comparisons of the current content when necessary to be aware of the differences between components, words, and other aspects with the help of visuals. e) Pupils recognise very concrete/simple/basic horizontal and vertical relationships within the current content by being aware that some vocabulary relates to one set of components while another set relates to other components. f) Pupils internalise the current content personally in an age- and level-appropriate manner, recognising that it is about her/his present life at school. a) Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content in a very simple way. b) Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content by sharing them with others in a very simple way.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> EKİM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 8. Hafta: </div> <div> 27-31 Ekim </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 2 CLASSROOM LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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”.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils listen to/watch the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Pupils reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Pupils recognise the target phonological elements of the current content when they are heard in different contexts. d) Pupils recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Pupils use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others. a) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content. b) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Pupils make simple preliminary predictions about the current content based on recognised relationships.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Cumhuriyet Bayramı </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> KASIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 9. Hafta: </div> <div> 03-07 Kasım </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 2 CLASSROOM LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 ords including them will be practised through pronunciation activities in the theme. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils make simple predictions about the topic of the current content by exploring the audiovisual clues surrounding it. b) Pupils grasp the topic of the current content generally by looking at the surrounding audio/ visual materials quickly through skimming. c) Pupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning. a) Pupils check the current content in detail for the accuracy of initial predictions that are made earlier. b) Pupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way. c) Pupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way. d) Pupils recognise basic horizontal/vertical relationships within the current content that contribute to the perception of it in a simple and meaningful way. e) Pupils make simple, basic, and meaningful inferences from the information in the current content by examining it. f) Pupils internalise the information in the current content in an individualised and appropriate way according to their age and language level. a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process very simply. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process by sharing them with others very simply. a) Pupils hear/view target vocabulary in the current content as a whole in context. b) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class. c) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept. d) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind. e) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition. f) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind). g) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences. a) Pupils become familiar with the current content by listening, viewing, and reading it several times. b) Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it. c) Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition. d) Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition. e) Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically and by pointing. f) Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules. g) Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules. h) Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules. i) Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kızılay Haftası, Organ Bağışı ve Nakli Haftası, Lösemili Çocuklar Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> KASIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 10. Hafta: </div> <div> 10-14 Kasım </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">FIRST MIDTERM BREAK: November 10 - 14</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> FIRST MIDTERM BREAK: November 10 - 14 </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> FIRST MIDTERM BREAK: November 10 - 14</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">FIRST MIDTERM BREAK: November 10 - 14</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > FIRST MIDTERM BREAK: November 10 - 14 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> FIRST MIDTERM BREAK: November 10 - 14 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> FIRST MIDTERM BREAK: November 10 - 14 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Atatürk Haftası, Afet Eğitimi Hazırlık Günü, Dünya Diyabet Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> KASIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 11. Hafta: </div> <div> 17-21 Kasım </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 2 CLASSROOM LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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! </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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”.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way. b) Pupils understand correctly what the current writing task is as guided and assigned. a) Pupils rewrite model/example content and some similar content by imitating it in order to gain familiarity with the content to be produced and to develop manual copying skills. a) Pupils organise a very simple, short, and meaningful content for a prepared and/or unprepared writing task related to the current theme with suitable materials appropriate to the assigned writing type, age, and language level. a) Pupils use materials, structural features, discourse forms, and punctuation appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task. b) Pupils select and use target words, language chunks, and social language expressions appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task related to the theme. c) Pupils express simple messages clearly for a prepared and/or unprepared writing task related to the current theme.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Dünya Felsefe Günü, Dünya Çocuk Hakları Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> KASIM </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 12. Hafta: </div> <div> 24-28 Kasım </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 2 CLASSROOM LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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): 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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”.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils use similar information from the current content in different contexts by simply, meaningfully, and individually reorganising it. b) Pupils engage in simple written communication by sharing reconstructed meaningful information related to the current theme with others. a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process very simply. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others very simply. a) Pupils become familiar with model/example content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listening/watching/reading and associating it with the current content. a) Pupils become familiar with the model/sample content through repetition and imitation in context while and after listening (to)/watching it with the help of audio-visual aids.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 13. Hafta: </div> <div> 01-05 Aralk </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 2 CLASSROOM LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 ords including them will be practised through pronunciation activities in the theme. Generalisations/Principles/Key Concepts Generalisations This theme is based on the pupils’ knowledge of the classroom, the furniture and objects in it and colours of objects. Primary school pupils in Year 2 can know what a classroom is, what furniture and objects are in it and what are colours in Turkish. Pupils will know these and be able to express such situations in their own language but will not know how to say these things in a foreign language if this has not yet been covered in their curriculum. The knowledge of the concept of “classroom” that they have in their own language would prepare them to identify the same concepts later in their foreign language, English, in which they are assumed to be zero beginners. Principles A classroom is introduced as a place where there are certain furniture and objects that function as important components of it. A classroom is an important context where initial social interactions of social communication such as classroom instructions, are practised naturally and authentically in EFL. 70 Key Concepts: Instructions, language, classroom, classroom instructions, classroom language, objects, devices, furniture, classroom objects, classroom devices, classroom furniture, conditions, colours. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils design simple new verbal content by imitating model/sample content for prepared and/ or unprepared speaking situations based on the model/sample that was listened (to)/watched earlier. b) Pupils organise simple new verbal content by imitating model/sample content for prepared/ unprepared speaking situations, appropriate to the model/sample, context, age, and language level. a) Pupils select and use accurate pronunciation, discourse forms, target words and language chunks for prepared and/or unprepared speaking situations, by imitating model/example content, appropriate to age and language level. b) Pupils select simple and contextually appropriate content/information quickly for impromptu speaking situations and present it in a natural and authentic way with appropriate and accurate materials and appropriate to the model/sample, age, language level, and context (questionanswer, pointing and saying, selecting and saying, etc.) within the given (thinking) time. c) Pupils organise simple and contextually appropriate content for prepared speaking situations with accurate and appropriate materials and present it in a natural and authentic way (short monologues, dialogues, show and tell, pantomime drama, etc.). d) Pupils express messages in a concrete, simple, and clear way for the listener in prepared and/ or unprepared speaking situations together with mimics, gestures, and body language. a) Pupils use the presented information in different contexts in a simple, natural, accurate and necessary way by reorganising it individually and verbally. b) Pupils engage in verbal communication by sharing the reconstructed meaningful information with others. a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process in a very simple way. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others in a very simple way.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 14. Hafta: </div> <div> 08-12 Aralk </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 3 PERSONAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.) 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! </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils activate their pre-existing knowledge and experiences related to the current theme and content, by recalling it in her/his own language in their minds. b) Pupils recognise concrete and simple relationships between the previous knowledge and experience and the clues to the current content, by responding to simple questions with physical actions without speaking Turkish or without having a translation. c) Pupils make simple predictions about the current content, by using pre-existing knowledge and experience based on the realia, pictures, and context. a) Pupils make simple predictions about the current content based on the surrounding audio/ visual elements scattered around the classroom in relation to the current theme. b) Pupils comprehend the topic of the current content by listening (to)/watching it as a whole without having intervals. c) Pupils recognise concrete/simple/basic details and components within the whole introductory content by watching and listening to it by noticing the basic components. a) Pupils check all initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals about the concept. b) Pupils locate the components of the current content within the whole by listening and watching it. c) Pupils make simple and basic classifications of the current content when necessary by grouping components, words, and other aspects with the help of visuals. d) Pupils make very simple comparisons of the current content when necessary to be aware of the differences between components, words, and other aspects with the help of visuals. e) Pupils recognise very concrete/simple/basic horizontal and vertical relationships within the current content by being aware that some vocabulary relates to one set of components while another set relates to other components. f) Pupils internalise the current content personally in an age- and level-appropriate manner, recognising that it is about her/his present life at school.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V15. Love and Affection, V18. Cleanliness, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Mevlana Haftası, İnsan Hakları ve Demokrasi Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 15. Hafta: </div> <div> 15-19 Aralk </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 3 PERSONAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content in a very simple way. b) Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content by sharing them with others in a very simple way. a) Pupils listen to/watch the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Pupils reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Pupils recognise the target phonological elements of the current content when they are heard in different contexts. d) Pupils recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Pupils use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others. a) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content. b) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences, and clues to the current content. c) Pupils make simple preliminary predictions about the current content based on recognised relationships. a) Pupils make simple predictions about the topic of the current content by exploring the audiovisual clues surrounding it. b) Pupils grasp the topic of the current content generally by looking at the surrounding audio/ visual materials quickly through skimming. c) Pupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning. a) Pupils check the current content in detail for the accuracy of initial predictions that are made earlier. b) Pupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way. c) Pupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way. d) Pupils recognise basic horizontal/vertical relationships within the current content that contribute to the perception of it in a simple and meaningful way. e) Pupils make simple, basic, and meaningful inferences from the information in the current content by examining it. f) Pupils internalise the information in the current content in an individualised and appropriate way according to their age and language level.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V15. Love and Affection, V18. Cleanliness, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Tutum, Yatırım ve Türk Malları Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 16. Hafta: </div> <div> 22-26 Aralk </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 3 PERSONAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.) 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! </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> OKUL TEMELLİ PLANLAMA* 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process very simply. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process by sharing them with others very simply. a) Pupils hear/view target vocabulary in the current content as a whole in context. b) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class. c) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept. d) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind. e) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition. f) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic, and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind). g) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family, and other people outside the school by being aware of their differences. a) Pupils become familiar with the current content by listening, viewing, and reading it several times. b) Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it. c) Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition. d) Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition. e) Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically, and by pointing. f) Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules. g) Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules. h) Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules. i) Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V15. Love and Affection, V18. Cleanliness, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Mehmet Akif Ersoy'u Anma Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 17. Hafta: </div> <div> 29 Aralk- 02 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 3 PERSONAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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”.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way. b) Pupils understand correctly what the current writing task is as guided and assigned. a) Pupils rewrite model/example content and some similar content by imitating it in order to gain familiarity with the content to be produced and to develop manual copying skills. a) Pupils organise a very simple, short, and meaningful content for a prepared and/or unprepared writing task related to the current theme with suitable materials appropriate to the assigned writing type, age, and language level. a) Pupils use materials, structural features, discourse forms, and punctuation appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task. b) Pupils select and use target words, language chunks, and social language expressions appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task related to the theme. c) Pupils express simple messages clearly for a prepared and/or unprepared writing task related to the current theme.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V15. Love and Affection, V18. Cleanliness, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 18. Hafta: </div> <div> 05-09 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 3 PERSONAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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”.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils use similar information from the current content in different contexts by simply, meaningfully, and individually reorganising it. b) Pupils engage in simple written communication by sharing reconstructed meaningful information related to the current theme with others. a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process very simply. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others very simply. a) Pupils become familiar with model/example content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listening/watching/reading and associating it with the current content. a) Pupils become familiar with the model/sample content through repetition and imitation in context while and after listening (to)/watching it with the help of audio-visual aids.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V15. Love and Affection, V18. Cleanliness, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Enerji Tasarrufu Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ARALIK </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 19. Hafta: </div> <div> 12-16 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 3 PERSONAL LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Yarıyıl Tatili </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils design simple new verbal content by imitating model/sample content for prepared and/ or unprepared speaking situations based on the model/sample that was listened (to)/watched earlier. b) Pupils organise simple new verbal content by imitating model/sample content for prepared/ unprepared speaking situations, appropriate to the model/sample, context, age, and language level. a) Pupils select and use accurate pronunciation, discourse forms, target words and language chunks for prepared and/or unprepared speaking situations, by imitating model/example content, appropriate to age and language level. b) Pupils select simple and contextually appropriate content/information quickly for impromptu speaking situations and present it in a natural and authentic way with appropriate and accurate materials and appropriate to the model/sample, age, language level, and context (questionanswer, pointing and saying, selecting and saying, etc.) within the given (thinking) time. c) Pupils organise simple and contextually appropriate content for prepared speaking situations with accurate and appropriate materials and present it in a natural and authentic way (shortmonologues, dialogues, show and tell, pantomime drama, etc.). d) Pupils express messages in a concrete, simple, and clear way for the listener in prepared and/ or unprepared speaking situations together with mimics, gestures, and body language. a) Pupils use the presented information in different contexts in a simple, natural, accurate, and necessary way by reorganising it individually and verbally. b) Pupils engage in verbal communication by sharing the reconstructed meaningful information with others. a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process in a very simple way. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others in a very simple way.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V15. Love and Affection, V18. Cleanliness, V20. Benevolence </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 20. Hafta: </div> <div> 19-23 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SEMESTER HOLIDAY: JANUARY 19 - 30</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER HOLIDAY: JANUARY 19 - 30 </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER HOLIDAY: JANUARY 19 - 30</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SEMESTER HOLIDAY: JANUARY 19 - 30</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SEMESTER HOLIDAY: JANUARY 19 - 30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER HOLIDAY: JANUARY 19 - 30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER HOLIDAY: JANUARY 19 - 30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 21. Hafta: </div> <div> 26-30 Ocak </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SEMESTER HOLIDAY: JANUARY 19 - 30</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER HOLIDAY: JANUARY 19 - 30 </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER HOLIDAY: JANUARY 19 - 30</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SEMESTER HOLIDAY: JANUARY 19 - 30</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SEMESTER HOLIDAY: JANUARY 19 - 30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER HOLIDAY: JANUARY 19 - 30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SEMESTER HOLIDAY: JANUARY 19 - 30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 22. Hafta: </div> <div> 02-06 Şubat </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 4 FAMILY LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.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: 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils activate their pre-existing knowledge and experiences related to the current theme and content, by recalling it in her/his own language in their minds. b) Pupils recognise concrete and simple relationships between the previous knowledge and experience and the clues to the current content, by responding to simple questions with physical actions without speaking Turkish or without having a translation. c) Pupils make simple predictions about the current content, by using pre-existing knowledge and experience based on the realia, pictures and context. a) Pupils make simple predictions about the current content based on the surrounding audio/ visual elements scattered around the classroom in relation to the current theme. b) Pupils comprehend the topic of the current content by listening (to)/watching it as a whole without having intervals. c) Pupils recognise concrete/simple/basic details and components within the whole introductory content by watching and listening to it by noticing the basic components. a) Pupils check all initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals about the concept. b) Pupils locate the components of the current content within the whole by listening and watching it. c) Pupils make simple and basic classifications of the current content when necessary by grouping components, words, and other aspects with the help of visuals. d) Pupils make very simple comparisons of the current content when necessary to be aware of the differences between components, words, and other aspects with the help of visuals. e) Pupils recognise very concrete/simple/basic horizontal and vertical relationships within the current content by being aware that some vocabulary relates to one set of components while another set relates to other components. f) Pupils internalise the current content personally in an age- and level-appropriate manner, recognising that it is about her/his present life at school. a) Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content in a very simple way. b) Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content by sharing them with others in a very simple way.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 23. Hafta: </div> <div> 09-13 Şubat </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 4 FAMILY LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.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: 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils listen to/watch the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Pupils reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Pupils recognise the target phonological elements of the current content when they are heard in different contexts. d) Pupils recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Pupils use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others. a) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content. b) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences, and clues to the current content. c) Pupils make simple preliminary predictions about the current content based on recognised relationships. a) Pupils make simple predictions about the topic of the current content by exploring the audiovisual clues surrounding it. b) Pupils grasp the topic of the current content generally by looking at the surrounding audio/ visual materials quickly through skimming. c) Pupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning. a) Pupils check the current content in detail for the accuracy of initial predictions that are made earlier. b) Pupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way. c) Pupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way. d) Pupils recognise basic horizontal/vertical relationships within the current content that contribute to the perception of it in a simple and meaningful way. e) Pupils make simple, basic, and meaningful inferences from the information in the current content by examining it. f) Pupils internalise the information in the current content in an individualised and appropriate way according to their age and language level.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 24. Hafta: </div> <div> 16-20 Şubat </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 4 FAMILY LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.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: 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 tothemselves 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process very simply. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process by sharing them with others very simply. a) Pupils hear/view target vocabulary in the current content as a whole in context. b) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class. c) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept. d) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind. e) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group, and individual repetition. f) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind). g) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences. a) Pupils become familiar with the current content by listening, viewing, and reading it several times. b) Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it. c) Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition. d) Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition. e) Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically and by pointing. f) Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules.g) Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules. h) Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules. i) Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> ŞUBAT </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 25. Hafta: </div> <div> 23-27 Şubat </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 4 FAMILY LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.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: 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils become familiar with the current content by listening, viewing, and reading it several times. b) Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it. c) Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition. d) Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition. e) Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically and by pointing. f) Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules.g) Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules. h) Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules. i) Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules. a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way. b) Pupils understand correctly what the current writing task is as guided and assigned. a) Pupils rewrite model/example content and some similar content by imitating it in order to gain familiarity with the content to be produced and to develop manual copying skills. a) Pupils organise very simple, short, and meaningful content for a prepared and/or unprepared writing task related to the current theme with suitable materials appropriate to the assigned writing type, age, and language level.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Vergi Haftası, Yeşilay Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 26. Hafta: </div> <div> 02-06 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 4 FAMILY LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.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: 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils use materials, structural features, discourse forms, and punctuation appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task. b) Pupils select and use target words, language chunks, and social language expressions appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task related to the theme. c) Pupils express simple messages clearly for a prepared and/or unprepared writing task related to the current theme. a) Pupils use similar information from the current content in different contexts by simply, meaningfully and individually reorganising it. b) Pupils engage in simple written communication by sharing reconstructed meaningful information related to the current theme with others. a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process very simply. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others very simply. a) Pupils become familiar with model/example content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listening/watching/reading and associating it with the current content.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Girişimcilik Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 27. Hafta: </div> <div> 09-13 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 4 FAMILY LIFE</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.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: 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils become familiar with the model/sample content through repetition and imitation in context while and after listening (to)/watching it with the help of audio-visual aids. a) Pupils design simple new verbal content by imitating model/sample content for prepared and/ or unprepared speaking situations based on the model/sample that was listened (to)/watched earlier. b) Pupils organise simple new verbal content by imitating model/sample content for prepared/ unprepared speaking situations, appropriate to the model/sample, context, age, and language level. a) Pupils select and use accurate pronunciation, discourse forms, target words and language chunks for prepared and/or unprepared speaking situations, by imitating model/example content, appropriate to age and language level. b) Pupils select simple and contextually appropriate content/information quickly for impromptu speaking situations and present it in a natural and authentic way with appropriate and accurate materials and appropriate to the model/sample, age, language level, and context (questionanswer, pointing and saying, selecting and saying, etc.) within the given (thinking) time. c) Pupils organise simple and contextually appropriate content for prepared speaking situations with accurate and appropriate materials and present it in a natural and authentic way (short monologues, dialogues, show and tell, pantomime drama, etc.). d) Pupils express messages in a concrete, simple and clear way for the listener in prepared and/ or unprepared speaking situations together with mimics, gestures, and body language. a) Pupils use the presented information in different contexts in a simple, natural, accurate, and necessary way by reorganising it individually and verbally. b) Pupils engage in verbal communication by sharing the reconstructed meaningful information with others. a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process in a very simple way. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others in a very simple way.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Bilim ve Teknoloji Haftası, İstiklâl Marşı'nın Kabulü ve Mehmet Akif Ersoy'u Anma Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 28. Hafta: </div> <div> 16-20 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SECOND MIDTERM BREAK: MARCH 16 - 20</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SECOND MIDTERM BREAK: MARCH 16 - 20 </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SECOND MIDTERM BREAK: MARCH 16 - 20</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SECOND MIDTERM BREAK: MARCH 16 - 20</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SECOND MIDTERM BREAK: MARCH 16 - 20 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SECOND MIDTERM BREAK: MARCH 16 - 20 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SECOND MIDTERM BREAK: MARCH 16 - 20 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Tüketiciyi Koruma Haftası, Türk Dünyası ve Toplulukları Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MART </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 29. Hafta: </div> <div> 23-27 Mart </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EID-AL FITR (MARCH 19-20-21-22 ) THEME 5 HOMES & HOUSES & NEIGHBOURHOODS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EID-AL FITR (MARCH 19-20-21-22 ) 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.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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EID-AL FITR (MARCH 19-20-21-22 ) OKUL TEMELLİ PLANLAMA* 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EID-AL FITR (MARCH 19-20-21-22 ) a) Pupils activate their pre-existing knowledge and experiences related to the current theme and content, by recalling it in her/his own language in their minds. b) Pupils recognise concrete and simple relationships between the previous knowledge and experience and the clues to the current content, by responding to simple questions with physical actions without speaking Turkish or without having a translation. c) Pupils make simple predictions about the current content, by using pre-existing knowledge and experience based on the realia, pictures and context. a) Pupils make simple predictions about the current content based on the surrounding audio/ visual elements scattered around the classroom in relation to the current theme. b) Pupils comprehend the topic of the current content by listening (to)/watching it as a whole without having intervals. c) Pupils recognise concrete/simple/basic details and components within the whole introductory content by watching and listening to it by noticing the basic components. a) Pupils check all initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals about the concept. b) Pupils locate the components of the current content within the whole by listening and watching it. c) Pupils make simple and basic classifications of the current content when necessary bygrouping components, words, and other aspects with the help of visuals. d) Pupils make very simple comparisons of the current content when necessary to be aware of the differences between components, words, and other aspects with the help of visuals. e) Pupils recognise very concrete/simple/basic horizontal and vertical relationships within the current content by being aware that some vocabulary relates to one set of components while another set relates to other components. f) Pupils internalise the current content personally in an age and level-appropriate manner, recognising that it is about her/his present life at school.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > EID-AL FITR (MARCH 19-20-21-22 ) Social-Emotional Learning Skills 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 SkillI </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EID-AL FITR (MARCH 19-20-21-22 ) Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EID-AL FITR (MARCH 19-20-21-22 ) Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Orman Haftası, Dünya Tiyatrolar Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NİSAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 30. Hafta: </div> <div> 30 Mart- 03 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 5 HOMES & HOUSES & NEIGHBOURHOODS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content in a very simple way. b) Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content by sharing them with others in a very simple way. a) Pupils listen to/watch the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Pupils reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually. c) Pupils recognise the target phonological elements of the current content when they are heard in different contexts. d) Pupils recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Pupils use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others. a) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content. b) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content. c) Pupils make simple preliminary predictions about the current content based on recognised relationships. a) Pupils make simple predictions about the topic of the current content by exploring the audiovisual clues surrounding it. b) Pupils grasp the topic of the current content generally by looking at the surrounding audio/ visual materials quickly through skimming. c) Pupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 SkillI </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kütüphaneler Haftası, Kanser Haftası, Dünya Otizm Farkındalık Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NİSAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 31. Hafta: </div> <div> 06-10 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 5 HOMES & HOUSES & NEIGHBOURHOODS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils make simple predictions about the topic of the current content by exploring the audiovisual clues surrounding it. b) Pupils grasp the topic of the current content generally by looking at the surrounding audio/ visual materials quickly through skimming. c) Pupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning. a) Pupils check the current content in detail for the accuracy of initial predictions that are made earlier. b) Pupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way. c) Pupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way. d) Pupils recognise basic horizontal/vertical relationships within the current content that contribute to the perception of it in a simple and meaningful way. e) Pupils make simple, basic, and meaningful inferences from the information in the current content by examining it. f) Pupils internalise the information in the current content in an individualised and appropriate way according to their age and language level. a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process very simply. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process by sharing them with others very simply.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 SkillI </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kanser Haftası, Dünya Sağlık Günün/Dünya Sağlık Haftası, Kişisel Verileri Koruma Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NİSAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 32. Hafta: </div> <div> 13-17 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 5 HOMES & HOUSES & NEIGHBOURHOODS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils hear/view target vocabulary in the current content as a whole in context. b) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class. c) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept. d) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind. e) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group, and individual repetition. f) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind). g) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences. a) Pupils become familiar with the current content by listening, viewing, and reading it several times. b) Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it. c) Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition. d) Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition. e) Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically and by pointing. f) Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules. g) Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules. h) Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules. i) Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 SkillI </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Turizm Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NİSAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 33. Hafta: </div> <div> 20-24 Nisan </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 5 HOMES & HOUSES & NEIGHBOURHOODS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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”.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way. b) Pupils understand correctly what the current writing task is as guided and assigned. a) Pupils rewrite model/example content and some similar content by imitating it in order to gain familiarity with the content to be produced and to develop manual copying skills. a) Pupils organise a very simple, short, and meaningful content for a prepared and/or unprepared writing task related to the current theme with suitable materials appropriate to the assigned writing type, age, and language level. a) Pupils use materials, structural features, discourse forms, and punctuation appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task. b) Pupils select and use target words, language chunks, and social language expressions appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task related to the theme. c) Pupils express simple messages clearly for a prepared and/or unprepared writing task related to the current theme.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 SkillI </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Ulusal Egemenlik ve Çocuk Bayramı </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> NİSAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 34. Hafta: </div> <div> 27 Nisan- 01 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 5 HOMES & HOUSES & NEIGHBOURHOODS</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils use similar information from the current content in different contexts by simply, meaningfully, and individually reorganising it. b) Pupils engage in simple written communication by sharing reconstructed meaningful information related to the current theme with others. a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process very simply. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others very simply. a) Pupils become familiar with model/example content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listening/watching/reading and associating it with the current content. a) Pupils become familiar with the model/sample content through repetition and imitation in context while and after listening (to)/watching it with the help of audio-visual aids. a) Pupils design simple new verbal content by imitating model/sample content for prepared and/ or unprepared speaking situations based on the model/sample that was listened (to)/watched earlier. b) Pupils organise simple new verbal content by imitating model/sample content for prepared/ unprepared speaking situations, appropriate to the model/sample, context, age, and language level. a) Pupils select and use accurate pronunciation, discourse forms, target words and language chunks for prepared and/or unprepared speaking situations, by imitating model/example content, appropriate to age and language level. b) Pupils select simple and contextually appropriate content/information quickly for impromptu speaking situations and present it in a natural and authentic way with appropriate and accurate materials and appropriate to the model/sample, age, language level, and context (questionanswer, pointing and saying, selecting and saying, etc.) within the given (thinking) time. c) Pupils organise simple and contextually appropriate content for prepared speaking situations with accurate and appropriate materials and present it in a natural and authentic way (short monologues, dialogues, show and tell, pantomime drama, etc.). d) Pupils express messages in a concrete, simple and clear way for the listener in prepared and/ or unprepared speaking situations together with mimics, gestures, and body language. a) Pupils use the presented information in different contexts in a simple, natural, accurate, and necessary way by reorganising it individually and verbally. b) Pupils engage in verbal communication by sharing the reconstructed meaningful information with others. a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process in a very simple way. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others in a very simple way.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 SkillI </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Values 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Kût'ül Amâre Zaferi </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 35. Hafta: </div> <div> 04-08 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 6 LIFE IN THE CITY & THE WORLD</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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”. 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils activate their pre-existing knowledge and experiences related to the current theme and content, by recalling it in her/his own language in their minds. b) Pupils recognise concrete and simple relationships between the previous knowledge and experience and the clues to the current content, by responding to simple questions with physical actions without speaking Turkish or without having a translation. c) Pupils make simple predictions about the current content, by using pre-existing knowledge and experience based on the realia, pictures, and context. a) Pupils make simple predictions about the current content based on the surrounding audio/ visual elements scattered around the classroom in relation to the current theme. b) Pupils comprehend the topic of the current content by listening (to)/watching it as a whole without having intervals. c) Pupils recognise concrete/simple/basic details and components within the whole introductory content by watching and listening to it by noticing the basic components. a) Pupils check all initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals about the concept. b) Pupils locate the components of the current content within the whole by listening and watching it. c) Pupils make simple and basic classifications of the current content when necessary by grouping components, words, and other aspects with the help of visuals. d) Pupils make very simple comparisons of the current content when necessary to be aware of the differences between components, words, and other aspects with the help of visuals. e) Pupils recognise very concrete/simple/basic horizontal and vertical relationships within the current content by being aware that some vocabulary relates to one set of components while another set relates to other components. f) Pupils internalise the current content personally in an age- and level-appropriate manner, recognising that it is about her/his present life at school.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Bilişim Haftası, Trafik ve İlkyardım Haftası, İş Sağlığı ve Güvenliği Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 36. Hafta: </div> <div> 11-15 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 6 LIFE IN THE CITY & THE WORLD</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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”. 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content in a very simple way. b) Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content by sharing them with others in a very simple way. a) Pupils listen to/watch the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b) Pupils reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c) Pupils recognise the target phonological elements of the current content when they are heard in different contexts. d) Pupils recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e) Pupils use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others. a) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content. b) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences, and clues to the current content. c) Pupils make simple preliminary predictions about the current content based on recognised relationships. a) Pupils make simple predictions about the topic of the current content by exploring the audiovisual clues surrounding it. b) Pupils grasp the topic of the current content generally by looking at the surrounding audio/ visual materials quickly through skimming. c) Pupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Engelliler Haftası, Vakıflar Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 37. Hafta: </div> <div> 18-22 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 6 LIFE IN THE CITY & THE WORLD</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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”. 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. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils check the current content in detail for the accuracy of initial predictions that are made earlier. b) Pupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way. c) Pupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way. d) Pupils recognise basic horizontal/vertical relationships within the current content that contribute to the perception of it in a simple and meaningful way. e) Pupils make simple, basic, and meaningful inferences from the information in the current content by examining it. f) Pupils internalise the information in the current content in an individualised and appropriate way according to their age and language level. a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process very simply. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process by sharing them with others very simply. a) Pupils hear/view target vocabulary in the current content as a whole in context. b) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class. c) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept. d) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind. e) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition. f) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind). g) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Müzeler Haftası, Atatürk'ü Anma ve Gençlik ve Spor Bayramı </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> MAYIS </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 38. Hafta: </div> <div> 25-29 Mayıs </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EID-AL ADHA: MAY 26-27-28-29 -30</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EID-AL ADHA: MAY 26-27-28-29 -30 </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EID-AL ADHA: MAY 26-27-28-29 -30</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">EID-AL ADHA: MAY 26-27-28-29 -30</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > EID-AL ADHA: MAY 26-27-28-29 -30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EID-AL ADHA: MAY 26-27-28-29 -30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> EID-AL ADHA: MAY 26-27-28-29 -30 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü, İstanbul'un Fethi </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZİRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 39. Hafta: </div> <div> 01-05 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 6 LIFE IN THE CITY & THE WORLD</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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”. 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. Generalisations/Principles/Key Concepts Generalisations The concept of “food” is present in all languages because it is one of the most basic human needs and all people in different parts of the world eat some kind of food. People who start to learn a new language bring with them their pre-existing knowledge and transfer it to their new language learning. So, Year 2 Primary school pupils will know what food means as a concept but will not know its equivalents in another language. However, this existing knowledge in their own language will help them recognise, understand, and learn it more easily in a foreign language, English in this case. Principles Basic food items are presented as a topic where certain categories, items, and related actions function as important components. Basic food items serve as an essential context where foundational social interactions of expressing preferences, asking for items, and making polite requests are practiced naturally and authentically in EFL. Key Concepts: Items, food, basic food, basic food items, food types, meals. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> OKUL TEMELLİ PLANLAMA* 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils become familiar with the current content by listening, viewing, and reading it several times. b) Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it. c) Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition. d) Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition. e) Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically and by pointing. f) Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules. g) Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules. h) Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules. i) Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules. a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way. b) Pupils understand correctly what the current writing task is as guided and assigned. a) Pupils rewrite model/example content and some similar content by imitating it in order to gain familiarity with the content to be produced and to develop manual copying skills.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü, Hayat Boyu Öğrenme Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZİRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 40. Hafta: </div> <div> 08-12 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 6 LIFE IN THE CITY & THE WORLD</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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”. 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. Generalisations/Principles/Key Concepts Generalisations The concept of “food” is present in all languages because it is one of the most basic human needs and all people in different parts of the world eat some kind of food. People who start to learn a new language bring with them their pre-existing knowledge and transfer it to their new language learning. So, Year 2 Primary school pupils will know what food means as a concept but will not know its equivalents in another language. However, this existing knowledge in their own language will help them recognise, understand, and learn it more easily in a foreign language, English in this case. Principles Basic food items are presented as a topic where certain categories, items, and related actions function as important components. Basic food items serve as an essential context where foundational social interactions of expressing preferences, asking for items, and making polite requests are practiced naturally and authentically in EFL. Key Concepts: Items, food, basic food, basic food items, food types, meals. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils organise a very simple, short, and meaningful content for a prepared and/or unprepared writing task related to the current theme with suitable materials appropriate to the assigned writing type, age, and language level. a) Pupils use materials, structural features, discourse forms, and punctuation appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task. b) Pupils select and use target words, language chunks, and social language expressions appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task related to the theme. c) Pupils express simple messages clearly for a prepared and/or unprepared writing task related to the current theme. a) Pupils use similar information from the current content in different contexts by simply, meaningfully, and individually reorganising it. b) Pupils engage in simple written communication by sharing reconstructed meaningful information related to the current theme with others. a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process very simply. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others very simply. a) Pupils become familiar with model/example content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listening/watching/reading and associating it with the current content.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü, Çevre ve İklim Değişikliği Haftası </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZİRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 41. Hafta: </div> <div> 15-19 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">THEME 6 LIFE IN THE CITY & THE WORLD</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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”. 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. Generalisations/Principles/Key Concepts Generalisations The concept of “food” is present in all languages because it is one of the most basic human needs and all people in different parts of the world eat some kind of food. People who start to learn a new language bring with them their pre-existing knowledge and transfer it to their new language learning. So, Year 2 Primary school pupils will know what food means as a concept but will not know its equivalents in another language. However, this existing knowledge in their own language will help them recognise, understand, and learn it more easily in a foreign language, English in this case. Principles Basic food items are presented as a topic where certain categories, items, and related actions function as important components. Basic food items serve as an essential context where foundational social interactions of expressing preferences, asking for items, and making polite requests are practiced naturally and authentically in EFL. Key Concepts: Items, food, basic food, basic food items, food types, meals. </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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.</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">a) Pupils become familiar with the model/sample content through repetition and imitation in context while and after listening (to)/watching it with the help of audio-visual aids. a) Pupils design simple new verbal content by imitating model/sample content for prepared and/ or unprepared speaking situations based on the model/sample that was listened (to)/watched earlier. b) Pupils organise simple new verbal content by imitating model/sample content for prepared/ unprepared speaking situations, appropriate to the model/sample, context, age, and language level. a) Pupils select and use accurate pronunciation, discourse forms, target words and language chunks for prepared and/or unprepared speaking situations, by imitating model/example content, appropriate to age and language level. b) Pupils select simple and contextually appropriate content/information quickly for impromptu speaking situations and present it in a natural and authentic way with appropriate and accurate materials and appropriate to the model/sample, age, language level, and context (questionanswer, pointing and saying, selecting and saying, etc.) within the given (thinking) time. c) Pupils organise simple and contextually appropriate content for prepared speaking situations with accurate and appropriate materials and present it in a natural and authentic way (short monologues, dialogues, show and tell, pantomime drama, etc.). d) Pupils express messages in a concrete, simple and clear way for the listener in prepared and/ or unprepared speaking situations together with mimics, gestures, and body language. a) Pupils use the presented information in different contexts in a simple, natural, accurate, and necessary way by reorganising it individually and verbally. b) Pupils engage in verbal communication by sharing the reconstructed meaningful information with others. a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process in a very simple way. b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others in a very simple way.</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > Social-Emotional Learning Skills 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> 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 </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü </td> </tr> <tr> <td style=" text-align: center; vertical-align:top;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; "> HAZİRAN </td> <td style=" text-align: center; vertical-align:middle;writing-mode: vertical-rl;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; font-size:9pt;"> <div style="margin-bottom: 5px;"> 42. Hafta: </div> <div> 22-26 Haziran </div> </td> <td style=" text-align: center; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">2</td> <td style="text-align: center; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SOCIAL ACTIVITIES</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SOCIAL ACTIVITIES </td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SOCIAL ACTIVITIES</td> <td style="text-align:left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;">SOCIAL ACTIVITIES</td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" > SOCIAL ACTIVITIES </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SOCIAL ACTIVITIES </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> SOCIAL ACTIVITIES </td> <td style="text-align: left; vertical-align:top;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;"> Etik Günü </td> </tr> <tr> <td style="text-align: left; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="11"><b>ÖLÇME DEĞERLENDİRME :</b>ORIENTATION</td> </tr> <tr> <td style="text-align: left; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="11"><b>FARKLILAŞTIRMA :</b>ORIENTATION</td> </tr> <tr> <td style="text-align: left; vertical-align:middle;border: 1px solid rgb(238, 225, 225);border-collapse: collapse;" colspan="11"><b>OKUL TEMELLİ PLANLAMA : </b>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.</td> </tr> </tbody> </table> <p class="text-left"> <ul> <li>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 Kurumlarnda Atatürk İnkılap ve İlkelerinin Öğretim Esasları Yönergesi, Talim ve Terbiye Kurulu'nun 23.05.2024 tarih ve 20 sayılı Kurul Kararı eki, Türkiye Yüzyılı Maarif Modeli Öğretim Programları Ortak Metni, "M.E.B. 2024-2025 Eğitim ve Öğretim Yılı Çalışma Takvimi Genelgesi" ile Talim ve Terbiye Kurulu'nun 24.08.2023 tarih ve 43 sayılı Kurul Kararı eki esas alınarak hazırlanmıştır.</li> <li>Atatürkçülük konuları ile ilgili olarak Talim ve Terbiye Kurulu Başkanlığının 2104 ve 2488 sayılı Tebliler Dergisinden yararlanılmıtır.</li> </ul> </p> </div> <div class="col-12" style="text-align: center; font-size:11pt; margin-top:50px!important;"> <table style="width:100%; border: 1px solid rgb(227, 212, 212); border-collapse: collapse;"> <tbody> <tr> <td style="width:25%;border: 1px solid rgb(238, 225, 225);border-collapse: collapse; text-align:center;"> <p style="text-align:center;"> ....................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse; text-align:center;"> <p style="text-align:center;">...................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse; text-align:center;"> <p style="text-align:center;">...................................... <br> Ders Öğretmeni</p> </td> <td style="width:25%;border: 1px solid rgb(238, 225, 225); border-collapse: collapse; text-align:center;"> <p style="text-align:center;">...................................... <br> Ders Öğretmeni</p> </td> </tr> </tbody> </table> </div> <div class="col-12 mudur-imza-container" style="text-align: center; font-size:11pt; margin-top:50px!important;"> <table width="100%" class="mudur-imza-table" style="border: 1px solid rgb(227, 212, 212); border-collapse: collapse;"> <tbody> <tr> <td style="width:100%; border: 1px solid rgb(238, 225, 225); border-collapse: collapse; text-align: center; vertical-align: middle; padding: 10px;"> <p class="mudur-tarih">..../..../2025 <br> UYGUNDUR</p> <p class="mudur-imza"> ...................................... <br> Okul Müdürü </p> </td> </tr> </tbody> </table> </div> </div> </div> </section>