{"_id":"6950f09ab25c7531f79d5597","outcome_id":"3709","created_at":"2025-12-28T08:55:54.136Z","updated_at":"2025-12-28T09:51:08.744Z","weeks":[{"content":"2. Hafta|08-14 Eylül|ORIENTATION ","unit":"ORIENTATION ","subject":"ORIENTATION ","description":"ORIENTATION "},{"content":"3. Hafta|15-21 Eylül|LISTENING\nENG.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.\nREADING\nENG.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.\nWRITING\nENG.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.\nSPEAKING\nENG.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.","unit":"SCHOOL LIFE","subject":"Sub-themes: Greetings and introductions at school; people and places at school; days of the week; national and religious days and celebrations\nTarget 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.\nPlaces in the school: A classroom, a lunch hall (lunchroom), a canteen, a library, a sports hall, a garden, a playground, a teacher’s room.\nTarget Language Chunks in Use:\nLanguage Chunks (“To be-present”): What’s/is it/this? It’s/is a/an…","description":"Pupils activate their pre-existing knowledge and experiences related to the current theme and content by recalling it in herhis own language in their minds.\nPupils 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.\nPupils make simple predictions about the current content by using pre-existing knowledge and experience based on the realia pictures and context.\nPupils activate their pre-existing knowledge and past experiences related to the current theme and content.\nPupils recognise simple and basic relationships between their pre-existing knowledge past experiences and clues to the current content.\nPupils make simple preliminary predictions about the current content based on recognised relationships.\nPupils activate their pre-existing knowledge and experiences used in the initial processes of listeningviewing andor reading and associate it with the current content in a simple way.\nPupils understand correctly what the current writing task is as guided and assigned.\nPupils 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."},{"content":"4. Hafta|22-28 Eylül|LISTENING\nENG.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.\nREADING\nENG.2.1.R2 P upils 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.\nWRITING\nENG.2.1.W2 P upils 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.\nSPEAKING\nENG.2.1.S2 P upils 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.","unit":"SCHOOL LIFE","subject":"Function: Asking what things and places are.\nLanguage 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.\nWhere is she? She is in the garden.\nFunction: Introductions and telling names.\nPreposition: in.\nLanguage Chunks (“To be-present”): What’s your name? I’m/ am… / My name is…","description":"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.\nPupils comprehend the topic of the current content by listening to watching it as a whole without having intervals.\nPupils recognise concrete simple basic details and components within the whole introductory content by watching and listening to it by noticing the basic components.\nPupils make simple predictions about the topic of the current content by exploring the audio-visual clues surrounding it.\nPupils grasp the topic of the current content generally by looking at the surrounding audio visual materials quickly through skimming.\nPupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning.\nPupils 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.\nPupils 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."},{"content":"1. Hafta|29 Eylül-05 Ekim|LISTENING\nENG.2.1.L3 P upils can make meaning ofderive 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.\nREADING\nENG.2.1.R3 P upils can make meaning ofderive 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.\nWRITING\nENG.2.1.W3 P upils 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.\nSPEAKING\nENG.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.\nLISTENING\nENG.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.","unit":"SCHOOL LIFE","subject":"Function: Introductions, asking and telling names.\nLanguage Chunks (Imperatives): Come here, please.\nFunction: Giving commands, making requests (polite or firm) and giving instructions or directions.\nLanguage Chunks (“To be-present”): What day of the week is it? What day is it today? It’s/is Monday today.","description":"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.\nPupils locate the components of the current content within the whole by listening and watching it.\nPupils make simple and basic classifications of the current content when necessary by grouping components words and other aspects with the help of visuals.\nPupils 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.\nPupils 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.\nPupils internalise the current content personally in an age- and level-appropriate manner recognising that it is about herhis present life at school.\nPupils check the current content in detail for the accuracy of initial predictions that are made earlier.\nPupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way.\nPupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way.\nPupils recognise basic horizontal vertical relationships within the current content that contribute to the perception of it in a simple and meaningful way.\nPupils make simple basic and meaningful inferences from the information in the current content by examining it.\nPupils internalise the information in the current content in an individualised and appropriate way according to their age and language level.\nPupils 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.\nPupils 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.\nPupils 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."},{"content":"2. Hafta|06-12 Ekim|READING\nENG.2.1.R4 Pupils can convey their knowledge experiences thoughts and feelings related to the reading-comprehension 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 andor with others.\nWRITING\nENG.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.\nSPEAKING\nENG.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.\nENG.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.\nWRITING\nENG.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.","unit":"SCHOOL LIFE","subject":"Function: Asking and answering days of the week.\nPersonal Pronouns: I, he, she, it, we, you, they.\nFunction: Referring to the speaker as the subject.\nDemonstrative pronoun: This.\nFunction: Referring to something specific that is close to the speaker in space, time, or context.\nWH-question words: What, who, where.\nFunction: Asking what a thing is, who a person is.","description":"Pupils convey their personal knowledge experiences thoughts and feelings in relation to the listeningwatching-comprehension process about the current content in a very simple way.\nPupils convey their personal knowledge experiences thoughts and feelings in relation to the listeningwatching-comprehension process about the current content by sharing them with others in a very simple way.\nPupils convey individually the knowledge experiences thoughts and feelings that have been in relation to the current reading-comprehension content and process very simply.\nPupils 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.\nPupils use materials structural features discourse forms and punctuation appropriate to the assigned writing type age and language level for a prepared andor unprepared writing task.\nPupils select and use target words language chunks and social language expressions appropriate to the assigned writing type age and language level for a prepared andor unprepared writing task related to the theme.\nPupils express simple messages clearly for a prepared andor unprepared writing task related to the current theme.\nPupils select and use accurate pronunciation discourse forms target words and language chunks for prepared andor unprepared speaking situations by imitating modelexample content appropriate to age and language level.\nPupils select simple and contextually appropriate contentinformation quickly for impromptu speaking situations and present it in a natural and authentic way with appropriate and accurate materials and appropriate to the modelsample age language level and context question-answer pointing and saying selecting and saying etc. within the given thinking time.\nPupils 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..\nPupils 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."},{"content":"3. Hafta|13-19 Ekim|WRITING\nENG.2.1.W6 Pupils can convey their knowledge experiences thoughts and feelings related to the writing-expression 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 andor with others\nVOCABULARY\nENG.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.\nGRAMMAR\nENG.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.\nSPEAKING\nENG.2.1.S6 Pupils can convey their knowledge experiences thoughts and feelings related to the writing-expression 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 andor with others.\nPRONUNCIATION\nENG.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.","unit":"SCHOOL LIFE","subject":"Greetings: Good morning! Hello!, Hi!..\nHow are you? I’m fine, thanks! And you?\nTarget Social Language in Use: Excuse me!, Sorry!, That’s OK!, Sure! Goodbye!, Bye!, See you tomorrow!, Hurray!, Welcome!, Well done!,\nThank you!, Nice!, Really!, That’s great!, Let’s start!, Look!, Good morning everybody!, Can I sit here?, Nice to meet you!\nTarget Phonological Sounds in Use: a, b\nVowel a: a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/)\nConsonant: b\nb: (/b/)\n*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.\n","description":"Pupils use similar information from the current content in different contexts by simply meaningfully and individually reorganising it.\nPupils engage in simple written communication by sharing reconstructed meaningful information related to the current theme with others.\nPupils use the presented information in different contexts in a simple natural accurate and necessary way by reorganising it individually and verbally.\nPupils engage in verbal communication by sharing the reconstructed meaningful information with others.\nPupils hear view target vocabulary in the current content as a whole in context.\nPupils 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.\nPupils 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.\nPupils associate the contextual meanings of target words reinforced and recognised through whole class group and individual repetition with pre-existing conceptual meanings in mind.\nPupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class group and individual repetition.\nPupils 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 hisher mind.\nPupils 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.\nPupils become familiar with the current content by listening viewing and reading it several times.\nPupils reinforce familiarity with the target content by listening to watching it several more times if necessary through the recognition of actions involved in it.\nPupils 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.\nPupils 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."},{"content":"4. Hafta|20-26 Ekim|LISTENING\nENG.2.2.L1 Pupils can get ready for the listeningwatching-comprehension process for the current content on classroom life with classroom instructions and language classroom furniture devices and objects colours.\nREADING\nENG.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.\nWRITING\nENG.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.\nSPEAKING\nENG.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.\n\n","unit":"CLASSROOM LIFE","subject":"Sub-themes: Classroom instructions and language; classroom furniture, devices and objects; colours.\nBasic 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):\nCome here, please!\nLook at me! Look here!\nOpen/Close your book!\nOpen the door, please! Close the door, please!\nStand up, please! Sit down, please!\nListen! Be quiet, please!\nRepeat, please!\nPoint to…, please!\nPass the pencil/rubber etc. please!\nPut your pencils/rubbers etc. in the box/bag, please!\nColour it, please!\nDraw it, please!\nSay… please!\nLook at the board, please!\nRaise your hand, please!\nCome to the board, please!\nShow your picture, please!\nGood job!\nAre you ready?\n\n","description":"Pupils repeat the auditoryvisualwritten 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.Pupils activate their pre-existing knowledge and experiences related to the current theme and content by recalling it in herhis own language in their minds.\nPupils 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.\nPupils make simple predictions about the current content by using pre-existing knowledge and experience based on the realia pictures and context.\nPupils activate their pre-existing knowledge and past experiences related to the current theme and content.\nPupils recognise simple and basic relationships between their pre-existing knowledge past experiences and clues to the current content.\nPupils make simple preliminary predictions about the current content based on recognised relationships.\nPupils activate their pre-existing knowledge and experiences used in the initial processes of listeningviewing andor reading and associate it with the current content in a simple way.\nPupils understand correctly what the current writing task is as guided and assigned.\nPupils become familiar with modelexample content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listeningwatchingreading and associating it with the current content.\n\n\n"},{"content":"5. Hafta|27 Ekim-02 Kasım|LISTENING\nENG.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 listeningwatching it.\nREADING\nENG.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.\nWRITING\nENG.2.2.W2 Pupils can copy the modelexample 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 modelexample provided to practise for further writing activities.\nSPEAKING\nENG.2.2.S2 Pupils can imitate the modelexample for producing verbal content about the current theme on classroom life with classroom instructions and language classroom furniture devices and objects colours.\n","unit":"CLASSROOM LIFE","subject":"Classroom language:\nGood! Well done!\n(Can I go to the bathroom/toilet?) Yes, you can!\nHere you are!\nThanks!\nHurry up!\nIt’s break time now!\nTime’s up!\nDo you need help?\nNot yet!\nCan I come in?\nCan you pass the blue crayon, please?\nI’m sorry, I’m late.\nTarget Vocabulary in Use (with revisional vocabulary):\nClassroom 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).\nClassroom 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.\nClassroom devices: A computer, a tablet, Smart Board.\nBasic colours: Red, white, black, pink, blue, purple, yellow, brown, green, orange.\nNumbers: 1-20\n","description":"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.\nPupils comprehend the topic of the current content by listening towatching it as a whole without having intervals.\nPupils recognise concretesimplebasic details and components within the whole introductory content by watching and listening to it by noticing the basic components.\nPupils make simple predictions about the topic of the current content by exploring the audio-visual clues surrounding it.\nPupils grasp the topic of the current content generally by looking at the surrounding audio visual materials quickly through skimming.\nPupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning.\nPupils rewrite modelexample 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.\nPupils become familiar with the modelsample content through repetition and imitation in context while and after listening towatching it with the help of audio-visual aids.\n"},{"content":"1. Hafta|03-09 Kasım|LISTENING\nENG.2.2.L3 Pupils can make meaning ofderive meaning from the current content on classroom life with classroom instructions and language classroom furniture devices and objects colours through details by listeningwatching it carefully.\nREADING\nENG.2.2.R3 Pupils can make meaning ofderive meaning from the current content about classroom life with classroom instructions and language classroom furniture devices and objects colours by reading it carefully.\nWRITING\nENG.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 modelexample provided.\n\nSPEAKING\nENG.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.\n","unit":"CLASSROOM LIFE","subject":"The alphabet (song):\nTarget Language Chunks in Use:\n“To be-present”: (What’s/is it? It’s/is a chair).\nFunction: Telling names, what things are, what colour things are.\n“To be-present”: (What colour is it? It’s/is blue. What colour is the chair? The chair is blue. It’s blue).\nFunction: Telling the colours of things and objects.\n“To be-present”: (How many chairs? Five chairs).\nFunction: Asking the number of things, objects, and people very simply.\nPossessive adjectives: My, his, her, its, our, your, their.\nFunction: Modifying a noun to show ownership and describing the object.\nCan for permission: (Can I go outside? Can I go to the bathroom, please? Yes, you can).\nin the theme.\n","description":"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.\nPupils locate the components of the current content within the whole by listening and watching it.\nPupils make simple and basic classifications of the current content when necessary by grouping components words and other aspects with the help of visuals.\nPupils 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.\nPupils recognise very concretesimplebasic 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.\nPupils internalise the current content personally in an age- and level-appropriate manner recognising that it is about herhis present life at school.\nPupils check the current content in detail for the accuracy of initial predictions that are made earlier.\nPupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way.\nPupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way.\nPupils recognise basic horizontalvertical relationships within the current content that contribute to the perception of it in a simple and meaningful way.\nPupils make simple basic and meaningful inferences from the information in the current content by examining it.\nPupils internalise the information in the current content in an individualised and appropriate way according to their age and language level.\n"},{"content":"2. Hafta|10-16 Kasım|        ","unit":"","subject":"","description":""},{"content":"3. Hafta|17-23 Kasım|LISTENING\nENG.2.2.L4 Pupils can convey their knowledge experience thoughts and feelings about the whole listeningwatching-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.\nREADING\nENG.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 andor with others.\nWRITING\nENG.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.\nSPEAKING\nENG.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.\n","unit":"CLASSROOM LIFE","subject":"Function: Asking for and giving permission.\nTarget Social Language in Use:\nWhat’s next?\nGood luck!\nOf course!\nYou’re right!\nIt’s her/my/his turn!\nI see!\nTarget Phonological Sounds in Use:\nConsonants: c, d\nc: (/si/, /k/); d: (/d/)\n*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\n","description":"Pupils organise a very simple short and meaningful content for a prepared andor unprepared writing task related to the current theme with suitable materials appropriate to the assigned writing type age and language level.\nPupils design simple new verbal content by imitating modelsample content for prepared and or unprepared speaking situations based on the modelsample that was listened towatched earlier.\nPupils organise simple new verbal content by imitating modelsample content for prepared unprepared speaking situations appropriate to the modelsample context age and language level.\nPupils convey their personal knowledge experiences thoughts and feelings in relation to the listeningwatching-comprehension process about the current content in a very simple way.\nPupils convey their personal knowledge experiences thoughts and feelings in relation to the listeningwatching-comprehension process about the current content by sharing them with others in a very simple way.\nPupils convey individually the knowledge experiences thoughts and feelings that have been in relation to the current reading-comprehension content and process very simply.\nPupils 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.\nPupils use materials structural features discourse forms and punctuation appropriate to the assigned writing type age and language level for a prepared andor unprepared writing task.\nPupils select and use target words language chunks and social language expressions appropriate to the assigned writing type age and language level for a prepared andor unprepared writing task related to the theme.\nPupils express simple messages clearly for a prepared andor unprepared writing task related to the current theme.\nPupils select and use accurate pronunciation discourse forms target words and language chunks for prepared andor unprepared speaking situations by imitating modelexample content appropriate to age and language level.\n"},{"content":"4. Hafta|24-30 Kasım|WRITING\nENG.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.\nSPEAKING\nENG.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.\nVOCABULARY\nENG.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.\nGRAMMAR\nENG.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.\n","unit":"CLASSROOM LIFE","subject":"Target Social Language in Use:\nWhat’s next?\nGood luck!\nOf course!\nYou’re right!\nIt’s her/my/his turn!\nI see!\nTarget Phonological Sounds in Use:\nConsonants: c, d\nc: (/si/, /k/); d: (/d/)\n*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.\nGeneralisations/Principles/Key Concepts\nGeneralisations\nThis 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. \n","description":"Pupils select simple and contextually appropriate contentinformation quickly for impromptu speaking situations and present it in a natural and authentic way with appropriate and accurate materials and appropriate to the modelsample age language level and context question-answer pointing and saying selecting and saying etc. within the given thinking time.\nPupils 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..\nPupils 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.\nPupils use similar information from the current content in different contexts by simply meaningfully and individually reorganising it.\nPupils engage in simple written communication by sharing reconstructed meaningful information related to the current theme with others.\nPupils use the presented information in different contexts in a simple natural accurate and necessary way by reorganising it individually and verbally.\nPupils engage in verbal communication by sharing the reconstructed meaningful information with others.\nPupils repeat the target vocabulary of the current content as a whole class and in groups after hearingwatching the target material and source together with pointing to the pictures displayed in class.\nPupils 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.\nPupils associate the contextual meanings of target words reinforced and recognised through whole class group and individual repetition with pre-existing conceptual meanings in mind.\nPupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class group and individual repetition.\nPupils 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 hisher mind.\nPupils 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.\n"},{"content":"1. Hafta|01-07 Aralık|WRITING\nENG.2.2.W6 Pupils can convey their knowledge experiences thoughts and feelings related to the writing-expression 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 andor with others.\nSPEAKING\nENG.2.2.S6 Pupils can convey their knowledge experiences thoughts and feelings related to the writing-expression 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 andor with others.\nPRONUNCIATION\nENG.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.\n","unit":"CLASSROOM LIFE","subject":"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.\nPrinciples\nA 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.\n70\nKey Concepts:\nInstructions, language, classroom, classroom instructions, classroom language, objects, devices, furniture, classroom objects, classroom devices, classroom furniture, conditions, colours.\n","description":"Pupils become familiar with the current content by listening viewing and reading it several times.\nPupils reinforce familiarity with the target content by listening towatching it several more times if necessary through the recognition of actions involved in it.\nPupils listen towatch an audiovisualwritten presentation of current content with target language chunks representing target language use narrated through body language and verbal repetition.\nPupils gain auditoryvisual awareness by listeningwatchingreading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition.\nPupils repeat target language chunks many times in the current auditoryvisualwritten context many times without knowing analysing or thinking about their rules verbally automatically and by pointing.\nPupils repeat the auditoryvisualwritten 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.\nPupils convey individually the knowledge experiences thoughts and feelings that have been in relation to the current writing-expression content and process very simply.\nPupils 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.\nPupils 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.\nPupils 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.\nPupils listen towatch the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nPupils reinforce the target phonological elements by repeating them after the source several times as a whole class in groups and individually.\nPupils recognise the target phonological elements of the current content when they are heard in different contexts.\nPupils 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.\nPupils use the target theme-specific phonological elements of the current content appropriately spontaneously and effectively when communicating with others.\n"},{"content":"2. Hafta|08-14 Aralık|LISTENING\nENG.2.3.L1 Pupils can get ready for the listeningwatching-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\nREADING\nENG.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.\nWRITING\nENG.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 conditionsin an age- and level-appropriate way.\nSPEAKING\nENG.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 conditionswith the help of supplementary audio-visual materials.\n","unit":"PERSONAL LIFE","subject":"Sub-themes: Parts of the body and physical features; clothes; days of the week, ages and birthdays; weather conditions\nTarget 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.\nAdjectives: Big, short, long, small, tall, blond, dark.\nClothes: 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.\n","description":"Pupils activate their pre-existing knowledge and experiences related to the current theme and content by recalling it in herhis own language in their minds.\nPupils 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.\nPupils make simple predictions about the current content by using pre-existing knowledge and experience based on the realia pictures and context.\nPupils activate their pre-existing knowledge and past experiences related to the current theme and content.\nPupils recognise simple and basic relationships between their pre-existing knowledge past experiences and clues to the current content.\nPupils make simple preliminary predictions about the current content based on recognised relationships.\nPupils activate their pre-existing knowledge and experiences used in the initial processes of listeningviewing andor reading and associate it with the current content in a simple way.\nPupils understand correctly what the current writing task is as guided and assigned.\nPupils become familiar with modelexample content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listeningwatchingreading and associating it with the current content.\n"},{"content":"3. Hafta|15-21 Aralık|LISTENING\nENG.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 listeningwatching it.\nREADING\nENG.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.\nWRITING\nENG.2.3.W2 Pupils can copy the modelexample 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 conditionsbased on the modelexample provided to practise for further writing activities.\nSPEAKING\nENG.2.3.S2 Pupils can imitate the modelexample 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.\n","unit":"PERSONAL LIFE","subject":"Ages: I’m seven.\nA gift, a birthday.\nDays of the week for birthdays: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.\nWeather: Cold, hot, it’s raining (rainy-AmE.), it’s snowing (snowy-AmE.)\n\nTarget Language Chunks in Use:\nLanguage Chunks (“To be-present): (+), (-), (?):\nHow old are you? I’m/am 7.\nIs it your birthday today? Yes, it is.\nWhat’s/is it? / It/This is a nose/ a shirt.\n","description":"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.\nPupils comprehend the topic of the current content by listening towatching it as a whole without having intervals.\nPupils recognise concretesimplebasic details and components within the whole introductory content by watching and listening to it by noticing the basic components.\nPupils make simple predictions about the topic of the current content by exploring the audio-visual clues surrounding it.\nPupils grasp the topic of the current content generally by looking at the surrounding audio visual materials quickly through skimming.\nPupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning.\nPupils rewrite modelexample 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.\nPupils become familiar with the modelsample content through repetition and imitation in context while and after listening towatching it with the help of audio-visual aids.\n"},{"content":"4. Hafta|22-28 Aralık|LISTENING\nENG.2.3.L3 Pupils can make meaning ofderive 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 listeningwatching it carefully.\nREADING\nENG.2.3.R3 Pupils can make meaning ofderive 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.\nWRITING\nENG.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 conditionsbased on the modelexample provided.\nSPEAKING\nENG.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.\n","unit":"PERSONAL LIFE","subject":"What colour is it? (pointing to the nose) It’s/is pink.\nIs she tall? Yes, she is. No, she isn’t/is not. What day is it today? It’s/is Monday today.\nHow’s the weather? It’s cold.\nFunctions: Asking and answering about ages of people, their birthdays, parts of their body, physical features,\ndays of the week, describing weather conditions.\n","description":"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.\nPupils locate the components of the current content within the whole by listening and watching it.\nPupils make simple and basic classifications of the current content when necessary by grouping components words and other aspects with the help of visuals.\nPupils 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.\nPupils recognise very concretesimplebasic 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.\nPupils internalise the current content personally in an age- and level-appropriate manner recognising that it is about herhis present life at school.\nPupils check the current content in detail for the accuracy of initial predictions that are made earlier.\nPupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way.\nPupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way.\nPupils recognise basic horizontalvertical relationships within the current content that contribute to the perception of it in a simple and meaningful way.\nPupils make simple basic and meaningful inferences from the information in the current content by examining it.\nPupils internalise the information in the current content in an individualised and appropriate way according to their age and language level.\nPupils organise a very simple short and meaningful content for a prepared andor unprepared writing task related to the current theme with suitable materials appropriate to the assigned writing type age and language level.\nPupils design simple new verbal content by imitating modelsample content for prepared and or unprepared speaking situations based on the modelsample that was listened towatched earlier.\nPupils organise simple new verbal content by imitating modelsample content for prepared unprepared speaking situations appropriate to the modelsample context age and language level.\n"},{"content":"1. Hafta|29 Aralık-04 Ocak|LISTENING\nENG.2.3.L4 Pupils can convey their knowledge experience thoughts and feelings about the whole listeningwatching-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.\nREADING\nENG.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 andor with others.\n","unit":"PERSONAL LIFE","subject":"Have got/ Has got: (+) (-) (?):\nWhat 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.\nFunction: Talking about possession, body parts and clothes.\nArticles: a/an\nFunction: It is taught without its logic; automatic use is expected.\nPreposition: on\nFunction: It is used for describing where things are.\nTarget Social Language in Use:\nWow!\nGreat!\nThat looks great!\nNice eyes/ hair! etc.\nCheer up, everybody!\n","description":"Pupils convey their personal knowledge experiences thoughts and feelings in relation to the listeningwatching-comprehension process about the current content in a very simple way.\nPupils convey their personal knowledge experiences thoughts and feelings in relation to the listeningwatching-comprehension process about the current content by sharing them with others in a very simple way.\nPupils convey individually the knowledge experiences thoughts and feelings that have been in relation to the current reading-comprehension content and process very simply.\nPupils 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.\nPupils use materials structural features discourse forms and punctuation appropriate to the assigned writing type age and language level for a prepared andor unprepared writing task.\n"},{"content":"2. Hafta|05-11 Ocak|WRITING\nENG.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.\nSPEAKING\nENG.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.\n","unit":"PERSONAL LIFE","subject":"Not now!\nI’m OK!\nYou are welcome!\nLet’s play together!\nIt’s late.\nTime to sleep!\nI see!\n","description":"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 andor unprepared writing task related to the theme.\nPupils express simple messages clearly for a prepared andor unprepared writing task related to the current theme.\nPupils select and use accurate pronunciation discourse forms target words and language chunks for prepared andor unprepared speaking situations by imitating modelexample content appropriate to age and language level.\nPupils select simple and contextually appropriate contentinformation quickly for impromptu speaking situations and present it in a natural and authentic way with appropriate and accurate materials and appropriate to the modelsample age language level and context question-answer pointing and saying selecting and saying etc. within the given thinking time.\nPupils 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..\n"},{"content":"3. Hafta|12-18 Ocak|SCHOOL BASED PLANNING*\nWRITING\nENG.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 conditionsvery simply for reflection in relation to themselves or others both individually andor with others.\nSPEAKING\nENG.2.3.S6 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 andor with others.\nPRONUNCIATION\nENG.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.\n","unit":"SCHOOL BASED PLANNING*\nPERSONAL LIFE","subject":"SCHOOL BASED PLANNING*\nTime for school!\nSee you after school!\nThat sounds great!\nIt’s break time!\nIt’s your turn!\nTarget Phonological Sounds in Use:\nVowels: e, i\nConsonants: f, g, h, j\nVowels: e: (/e/; /i:/, /ə/); i: (/aı/, /ı/, /i:/)\nConsonants: f: (/f/), g: (/g/, /dʒ/), h: (/h/), j: (/dʒeɪ/, /dʒ/)\n*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.\n","description":"SCHOOL BASED PLANNING*\nPupils convey individually the knowledge experiences thoughts and feelings that have been in relation to the current writing-expression content and process very simply.\nPupils 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.\nPupils 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.\nPupils 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.\nPupils listen towatch the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nPupils reinforce the target phonological elements by repeating them after the source several times as a whole class in groups and individually.\nPupils recognise the target phonological elements of the current content when they are heard in different contexts.\nPupils 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.\nPupils use the target theme-specific phonological elements of the current content appropriately spontaneously and effectively when communicating with others.\n"},{"content":"4. Hafta|19-25 Ocak|                ","unit":"","subject":"","description":""},{"content":"5. Hafta|26 Ocak-01 Şubat|","unit":"","subject":"","description":""},{"content":"1. Hafta|02-08 Şubat|                 LISTENING\nENG.2.4.L1 Pupils can get ready for the listeningwatching-comprehension process for the current content on family life with family members and family members physical appearances and physical features.\nREADING\nENG.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.\nWRITING\nENG.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.\nSPEAKING\nENG.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.\n","unit":"FAMILY LIFE","subject":"Sub-theme: Family members and family members’ physical appearances and physical features\nTarget Vocabulary in Use (with revisional vocabulary):\nFamily 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.\nPhysical appearances (Descriptive adjectives): Nice, beautiful, blond, tall, short, handsome.Target Language Chunks:\n- “To be-present (+), (-), (?)”:\nLanguage Chunks: Who is he? Who is she? He’s/is my father. She’s/is my mother.\nFunction: Asking and identifying people\n-Have/has got:\nChunks: 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).\n","description":"Pupils activate their pre-existing knowledge and experiences related to the current theme and content by recalling it in herhis own language in their minds.\nPupils 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.\nPupils make simple predictions about the current content by using pre-existing knowledge and experience based on the realia pictures and context.\nPupils activate their pre-existing knowledge and past experiences related to the current theme and content.\nPupils recognise simple and basic relationships between their pre-existing knowledge past experiences and clues to the current content.\nPupils make simple preliminary predictions about the current content based on recognised relationships.\nPupils activate their pre-existing knowledge and experiences used in the initial processes of listeningviewing andor reading and associate it with the current content in a simple way.\nPupils understand correctly what the current writing task is as guided and assigned.\nPupils become familiar with modelexample content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listeningwatchingreading and associating it with the current content.\n"},{"content":"2. Hafta|09-15 Şubat|                 LISTENING\nENG.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 listeningwatching it.\nREADING\nENG.2.4.R2 P upils 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.\nWRITING\nENG.2.4.W2 P upils can copy the modelexample 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 modelexample provided to practise for further writing activities.\nSPEAKING\nENG.2.4.S2 Pupils can imitate the modelexample for producing verbal content about the current theme on family life with family members and family members physical appearances and physical features.\n","unit":"FAMILY LIFE","subject":"Function: Describing physical features\nTarget Social Language in Use:\nI’m sorry!\nI’m sorry, Mum! Dad! Grandma! Grandpa!\nThat’s fine!\nIt’s/That’s all right! All right!\nWhat about me?\nYou look great!\nIt’s very lovely!\nLook!\nOver there!\nIt’s lunchtime!\nI’m hungry!\nTarget Phonological Sounds in Use:\nVowel: o\nConsonants: k, l, m, n, p\nVowel: o: (/əʊ/, /ɒ/, /əʊ/)\nConsonants: k: (/k/); l: (/ɛl/, /l/); m: (/ɛm/, /m/); n: (/ɛn/, /n/); p: (piː/, /p/)\n*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.\n","description":"Pupils activate their pre-existing knowledge and experiences related to the current theme and content by recalling it in herhis own language in their minds.\nPupils 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.\nPupils make simple predictions about the current content by using pre-existing knowledge and experience based on the realia pictures and context.\nPupils activate their pre-existing knowledge and past experiences related to the current theme and content.\nPupils recognise simple and basic relationships between their pre-existing knowledge past experiences and clues to the current content.\nPupils make simple preliminary predictions about the current content based on recognised relationships.\nPupils activate their pre-existing knowledge and experiences used in the initial processes of listeningviewing andor reading and associate it with the current content in a simple way.\nPupils understand correctly what the current writing task is as guided and assigned.\nPupils become familiar with modelexample 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.\n"},{"content":"3. Hafta|16-22 Şubat|                 LISTENING\nENG.2.4.L3 Pupils can make meaning ofderive meaning from the current content on family life with family members and family members physical appearances and physical features through details by listeningwatching it carefully.\nREADING\nENG.2.4.R3 P upils can make meaning ofderive meaning from the current content about family life with family members and family members physical appearances and physical features by reading it carefully.\nWRITING\nENG.2.4.W3 P upils 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 modelexample provided.\nSPEAKING\nENG.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.\n","unit":"FAMILY LIFE","subject":"Function: Describing physical features\nTarget Social Language in Use:\nI’m sorry!\nI’m sorry, Mum! Dad! Grandma! Grandpa!\nThat’s fine!\nIt’s/That’s all right! All right!\nWhat about me?\nYou look great!\nIt’s very lovely!\nLook!\nOver there!\nIt’s lunchtime!\nI’m hungry!\nTarget Phonological Sounds in Use:\nVowel: o\nConsonants: k, l, m, n, p\nVowel: o: (/əʊ/, /ɒ/, /əʊ/)\nConsonants: k: (/k/); l: (/ɛl/, /l/); m: (/ɛm/, /m/); n: (/ɛn/, /n/); p: (piː/, /p/)\n*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.\n","description":"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.\nPupils comprehend the topic of the current content by listening towatching it as a whole without having intervals.\nPupils recognise concretesimplebasic details and components within the whole introductory content by watching and listening to it by noticing the basic components.\nPupils make simple predictions about the topic of the current content by exploring the audio-visual clues surrounding it.\nPupils grasp the topic of the current content generally by looking at the surrounding audio visual materials quickly through skimming.\nPupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning.\nPupils rewrite modelexample 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.\nPupils become familiar with the modelsample content through repetition and imitation in context while and after listening towatching it with the help of audio-visual aids.\n"},{"content":"4. Hafta|23 Şubat-01 Mart|                 LISTENING\nENG.2.4.L4 Pupils can convey their knowledge experience thoughts and feelings about the whole listeningwatching-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.\nREADING\nENG.2.4.R4 Pupils can convey their knowledge experiences thoughts and feelings related to the reading-comprehension process about the current content family life with family members and family members physical appearances and physical features for reflection in relation to themselves or others both individually andor with others.\nWRITING\nENG.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.\nSPEAKING\nENG.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.\n","unit":"FAMILY LIFE","subject":"Sub-theme: Family members and family members’ physical appearances and physical features\nTarget Vocabulary in Use (with revisional vocabulary):\nFamily 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.\nPhysical appearances (Descriptive adjectives): Nice, beautiful, blond, tall, short, handsome.Target Language Chunks:\n- “To be-present (+), (-), (?)”:\nLanguage Chunks: Who is he? Who is she? He’s/is my father. She’s/is my mother.\nFunction: Asking and identifying people\n-Have/has got:\nChunks: 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).\n","description":"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.\nPupils locate the components of the current content within the whole by listening and watching it.\nPupils make simple and basic classifications of the current content when necessary by grouping components words and other aspects with the help of visuals.\nPupils 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.\nPupils recognise very concretesimplebasic 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.\nPupils internalise the current content personally in an age- and level-appropriate manner recognising that it is about herhis present life at school.\nPupils check the current content in detail for the accuracy of initial predictions that are made earlier.\nPupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way.\nPupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way.\nPupils recognise basic horizontalvertical relationships within the current content that contribute to the perception of it in a simple and meaningful way.\nPupils make simple basic and meaningful inferences from the information in the current content by examining it.\nPupils internalise the information in the current content in an individualised and appropriate way according to their age and language level.\nPupils organise very simple short and meaningful content for a prepared andor unprepared writing task related to the current theme with suitable materials appropriate to the assigned writing type age and language level.\nPupils design simple new verbal content by imitating modelsample content for prepared and or unprepared speaking situations based on the modelsample that was listened towatched earlier.\nPupils organise simple new verbal content by imitating modelsample content for prepared unprepared speaking situations appropriate to the modelsample context age and language level."},{"content":"1. Hafta|02-08 Mart|                 WRITING\nENG.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.\nSPEAKING\nENG.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.\nVOCABULARY\nENG.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.\nGRAMMAR\nENG.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.","unit":"FAMILY LIFE","subject":"Sub-theme: Family members and family members’ physical appearances and physical features\nTarget Vocabulary in Use (with revisional vocabulary):\nFamily 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.\nPhysical appearances (Descriptive adjectives): Nice, beautiful, blond, tall, short, handsome.Target Language Chunks:\n- “To be-present (+), (-), (?)”:\nLanguage Chunks: Who is he? Who is she? He’s/is my father. She’s/is my mother.\nFunction: Asking and identifying people\n-Have/has got:\nChunks: 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).\n","description":"Pupils convey their personal knowledge experiences thoughts and feelings in relation to the listeningwatching-comprehension process about the current content in a very simple way.\nPupils convey their personal knowledge experiences thoughts and feelings in relation to the listeningwatching-comprehension process about the current content by sharing them with others in a very simple way.\nPupils convey individually the knowledge experiences thoughts and feelings that have been in relation to the current reading-comprehension content and process very simply.\nPupils 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.\nPupils use materials structural features discourse forms and punctuation appropriate to the assigned writing type age and language level for a prepared andor unprepared writing task.\nPupils select and use target words language chunks and social language expressions appropriate to the assigned writing type age and language level for a prepared andor unprepared writing task related to the theme.\nPupils express simple messages clearly for a prepared andor unprepared writing task related to the current theme.\nPupils select and use accurate pronunciation discourse forms target words and language chunks for prepared andor unprepared speaking situations by imitating modelexample content appropriate to age and language level.\nPupils select simple and contextually appropriate contentinformation quickly for impromptu speaking situations and present it in a natural and authentic way with appropriate and accurate materials and appropriate to the modelsample age language level and context question-answer pointing and saying selecting and saying etc. within the given thinking time.\nPupils 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..\nPupils 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.\nPupils use similar information from the current content in different contexts by simply meaningfully and individually reorganising it.\nPupils engage in simple written communication by sharing reconstructed meaningful information related to the current theme with others."},{"content":"2. Hafta|09-15 Mart|                 WRITING\nENG.2.4.W6 Pupils can convey their knowledge experiences thoughts and feelings related to the writing-expression 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 andor with others.\nSPEAKING\nENG.2.4.S6 Pupils can convey their knowledge experiences thoughts and feelings related to the writing-expression 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 andor with others.\nPRONUNCIATION\nENG.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.\n","unit":"FAMILY LIFE","subject":"Sub-theme: Family members and family members’ physical appearances and physical features\nTarget Vocabulary in Use (with revisional vocabulary):\nFamily 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.\nPhysical appearances (Descriptive adjectives): Nice, beautiful, blond, tall, short, handsome.Target Language Chunks:\n- “To be-present (+), (-), (?)”:\nLanguage Chunks: Who is he? Who is she? He’s/is my father. She’s/is my mother.\nFunction: Asking and identifying people\n-Have/has got:\nChunks: 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).\n","description":"Pupils hearview target vocabulary in the current content as a whole in context.\nPupils repeat the target vocabulary of the current content as a whole class and in groups after hearingwatching the target material and source together with pointing to the pictures displayed in class.\nPupils 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.\nPupils associate the contextual meanings of target words reinforced and recognised through whole class group and individual repetition with pre-existing conceptual meanings in mind.\nPupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class group and individual repetition.\nPupils 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 hisher mind.\nPupils 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.\nPupils become familiar with the current content by listening viewing and reading it several times.\nPupils reinforce familiarity with the target content by listening towatching it several more times if necessary through the recognition of actions involved in it.\nPupils listen towatch an audiovisualwritten presentation of current content with target language chunks representing target language use narrated through body language and verbal repetition.\nPupils gain auditoryvisual awareness by listeningwatchingreading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition.\nPupils repeat target language chunks many times in the current auditoryvisualwritten context many times without knowing analysing or thinking about their rules verbally automatically and by pointing.\nPupils repeat the auditoryvisualwritten 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.\nPupils act out physically the language chunks in the heard viewed seen content without knowing analysing or thinking about their rules.\nPupils repeat the language chunks in the auditory visual written content automatically and act them out simultaneously and physically without "},{"content":"3. Hafta|16-22 Mart|                 ","unit":"","subject":"","description":""},{"content":"4. Hafta|23-29 Mart|                 LISTENING\nENG.2.5.L1 Pupils can get ready for the listeningwatching-comprehension process for the current content on homes houses and neighbourhoods with parts rooms and furniture in the house pets in the house.\nREADING\nENG.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.\nWRITING\nENG.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.\nSPEAKING\nENG.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.\n","unit":"HOMES  HOUSES  NEIGHBOURHOODS","subject":"Parts rooms and furniture in the house","description":"Pupils activate their pre-existing knowledge and experiences related to the current theme and content by recalling it in herhis own language in their minds.\nPupils 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.\nPupils make simple predictions about the current content by using pre-existing knowledge and experience based on the realia pictures and context.\nPupils activate their pre-existing knowledge and past experiences related to the current theme and content.\nPupils recognise simple and basic relationships between their pre-existing knowledge past experiences and clues to the current content.\nPupils make simple preliminary predictions about the current content based on recognised relationships.\nPupils activate their pre-existing knowledge and experiences used in the initial processes of listeningviewing andor reading and associate it with the current content in a simple way.\nPupils understand correctly what the current writing task is as guided and assigned.\nPupils become familiar with modelexample content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listeningwatchingreading and associating it with the current content.\n"},{"content":"1. Hafta|30 Mart-05 Nisan|                 LISTENING\nENG.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 listeningwatching it.\nREADING\nENG.2.5.R2 P upils 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.\nWRITING\nENG.2.5.W2 Pupils can copy the modelexample 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 modelexample provided to practise for further writing activities.\nSPEAKING\nENG.2.5.S2 Pupils can imitate the modelexample 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.\n","unit":"HOMES  HOUSES  NEIGHBOURHOODS","subject":"Parts rooms and furniture in the house","description":"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.\nPupils comprehend the topic of the current content by listening towatching it as a whole without having intervals.\nPupils recognise concretesimplebasic details and components within the whole introductory content by watching and listening to it by noticing the basic components.\nPupils make simple predictions about the topic of the current content by exploring the audio-visual clues surrounding it.\nPupils grasp the topic of the current content generally by looking at the surrounding audio visual materials quickly through skimming.\nPupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning.\nPupils rewrite modelexample 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.\nPupils become familiar with the modelsample content through repetition and imitation in context while and after listening towatching it with the help of audio-visual aids.\n"},{"content":"2. Hafta|06-12 Nisan|                 LISTENING\nENG.2.5.L3 Pupils can make meaning ofderive 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 listeningwatching it carefully.\nREADING\nENG.2.5.R3 Pupils can make meaning ofderive 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.\nWRITING\nENG.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 modelexample provided.\nSPEAKING\nENG.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.\n","unit":"HOMES  HOUSES  NEIGHBOURHOODS","subject":"Parts rooms and furniture in the house","description":"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.\nPupils locate the components of the current content within the whole by listening and watching it.\nPupils make simple and basic classifications of the current content when necessary by grouping components words and other aspects with the help of visuals.\nPupils 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.\nPupils recognise very concretesimplebasic 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.\nPupils internalise the current content personally in an age and level-appropriate manner recognising that it is about herhis present life at school.\nPupils check the current content in detail for the accuracy of initial predictions that are made earlier.\nPupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way.\nPupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way.\nPupils recognise basic horizontalvertical relationships within the current content that contribute to the perception of it in a simple and meaningful way.\nPupils make simple basic and meaningful inferences from the information in the current content by examining it.\nPupils internalise the information in the current content in an individualised and appropriate way according to their age and language level.\nPupils organise a very simple short and meaningful content for a prepared andor unprepared writing task related to the current theme with suitable materials appropriate to the assigned writing type age and language level.\nPupils design simple new verbal content by imitating modelsample content for prepared and or unprepared speaking situations based on the modelsample that was listened towatched earlier.\nPupils organise simple new verbal content by imitating modelsample content for prepared unprepared speaking situations appropriate to the modelsample context age and language level.\n"},{"content":"3. Hafta|13-19 Nisan|                 LISTENING\nENG.2.5.L4 Pupils can convey their knowledge experience thoughts and feelings about the whole listeningwatching-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.\nREADING\nENG.2.5.R4 Pupils can convey their knowledge experiences thoughts and feelings related to the reading-comprehension 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 andor with others.\nWRITING\nENG.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.\nSPEAKING\nENG.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.\n","unit":"HOMES  HOUSES  NEIGHBOURHOODS","subject":"Parts rooms and furniture in the house","description":"Pupils convey their personal knowledge experiences thoughts and feelings in relation to the listeningwatching-comprehension process about the current content in a very simple way.\nPupils convey their personal knowledge experiences thoughts and feelings in relation to the listeningwatching-comprehension process about the current content by sharing them with others in a very simple way.\nPupils convey individually the knowledge experiences thoughts and feelings that have been in relation to the current reading-comprehension content and process very simply.\nPupils 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.\nPupils use materials structural features discourse forms and punctuation appropriate to the assigned writing type age and language level for a prepared andor unprepared writing task.\nPupils select and use target words language chunks and social language expressions appropriate to the assigned writing type age and language level for a prepared andor unprepared writing task related to the theme.\nPupils express simple messages clearly for a prepared andor unprepared writing task related to the current theme.\nPupils select and use accurate pronunciation discourse forms target words and language chunks for prepared andor unprepared speaking situations by imitating modelexample content appropriate to age and language level.\nPupils select simple and contextually appropriate contentinformation quickly for impromptu speaking situations and present it in a natural and authentic way with appropriate and accurate materials and appropriate to the modelsample age language level and context question-answer pointing and saying selecting and saying etc. within the given thinking time.\nPupils 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..\nPupils 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."},{"content":"4. Hafta|20-26 Nisan|                 WRITING\nENG.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.\nSPEAKING\nENG.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.\nVOCABULARY\nENG.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.\nGRAMMAR\nENG.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.","unit":"HOMES  HOUSES  NEIGHBOURHOODS","subject":"Parts rooms and furniture in the house","description":"Pupils use similar information from the current content in different contexts by simply meaningfully and individually reorganising it.\nPupils engage in simple written communication by sharing reconstructed meaningful information related to the current theme with others.\nPupils use the presented information in different contexts in a simple natural accurate and necessary way by reorganising it individually and verbally.\nPupils engage in verbal communication by sharing the reconstructed meaningful information with others.\nPupils hearview target vocabulary in the current content as a whole in context.\nPupils repeat the target vocabulary of the current content as a whole class and in groups after hearingwatching the target material and source together with pointing to the pictures displayed in class.\nPupils 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.\nPupils associate the contextual meanings of target words reinforced and recognised through whole class group and individual repetition with pre-existing conceptual meanings in mind.\nPupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class group and individual repetition.\nPupils 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 hisher mind.\nPupils 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.\nPupils become familiar with the current content by listening viewing and reading it several times.\nPupils reinforce familiarity with the target content by listening to watching it several more times if necessary through the recognition of actions involved in it.\nPupils 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.\nPupils 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.\nPupils 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."},{"content":"5. Hafta|27 Nisan-03 Mayıs|                 WRITING\nENG.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 andor with others.\nSPEAKING\nENG.2.5.S6 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 andor with others.\nPRONUNCIATION\nENG.2.5.P1 P upils 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.\n","unit":"HOMES  HOUSES  NEIGHBOURHOODS","subject":"Parts rooms and furniture in the house","description":"Pupils convey individually the knowledge experiences thoughts and feelings that have been in relation to the current writing-expression content and process very simply.\nPupils 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.\nPupils 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.\nPupils 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.\nPupils listen towatch the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nPupils reinforce the target phonological elements by repeating them after the source several times as a whole class in groups and individually.\nPupils recognise the target phonological elements of the current content when they are heard in different contexts.\nPupils 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.\nPupils use the target theme-specific phonological elements of the current content appropriately spontaneously and effectively when communicating with others.\n"},{"content":"1. Hafta|04-10 Mayıs|                 LISTENING\nENG.2.6.L1 Pupils can get ready for the listeningwatching-comprehension process for the current content on life in the city and the world with basic food types items and meals.\nREADING\nENG.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.\nWRITING\nENG.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.\nSPEAKING\nENG.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.\n","unit":"LIFE IN THE CITY  & THE WORLD","subject":"Basic food types items and meals","description":"Pupils activate their pre-existing knowledge and experiences related to the current theme and content by recalling it in herhis own language in their minds.\nPupils 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.\nPupils make simple predictions about the current content by using pre-existing knowledge and experience based on the realia pictures and context.\nPupils activate their pre-existing knowledge and past experiences related to the current theme and content.\nPupils recognise simple and basic relationships between their pre-existing knowledge past experiences and clues to the current content.\nPupils make simple preliminary predictions about the current content based on recognised relationships.\nPupils activate their pre-existing knowledge and experiences used in the initial processes of listeningviewing andor reading and associate it with the current content in a simple way.\nPupils understand correctly what the current writing task is as guided and assigned.\nPupils become familiar with modelexample 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.\n"},{"content":"2. Hafta|11-17 Mayıs|                 LISTENING\nENG.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 listeningwatching it.\nREADING\nENG.2.6.R2 P upils 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.\nWRITING\nENG.2.6.W2 Pupils can copy the modelexample 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 modelexample provided to practise for further writing activities.\nSPEAKING\nENG.2.6.S2 Pupils can imitate the modelexample for producing verbal content about the current theme on life in the city and the world with basic food types items and meals.\n","unit":"LIFE IN THE CITY  & THE WORLD","subject":"Basic food types items and meals","description":"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.\nPupils comprehend the topic of the current content by listening towatching it as a whole without having intervals.\nPupils recognise concretesimplebasic details and components within the whole introductory content by watching and listening to it by noticing the basic components.\nPupils make simple predictions about the topic of the current content by exploring the audio-visual clues surrounding it.\nPupils grasp the topic of the current content generally by looking at the surrounding audio visual materials quickly through skimming.\nPupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning.\nPupils rewrite modelexample 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.\nPupils become familiar with the modelsample content through repetition and imitation in context while and after listening towatching it with the help of audio-visual aids.\n"},{"content":"3. Hafta|18-24 Mayıs|                 LISTENING\nENG.2.6.L3 Pupils can make meaning ofderive meaning from the current content on life in the city and the world with basic food types items and meals through details by listeningwatching it carefully.\nREADING\nENG.2.6.R3 Pupils can make meaning ofderive meaning from the current content about life in the city and the world with basic food types items and meals by reading it carefully.\nWRITING\nENG.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.\nSPEAKING\nENG.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.\n","unit":"LIFE IN THE CITY  & THE WORLD","subject":"Basic food types items and meals","description":"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.\nPupils locate the components of the current content within the whole by listening and watching it.\nPupils make simple and basic classifications of the current content when necessary by grouping components words and other aspects with the help of visuals.\nPupils 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.\nPupils recognise very concretesimplebasic 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.\nPupils internalise the current content personally in an age- and level-appropriate manner recognising that it is about herhis present life at school.\nPupils check the current content in detail for the accuracy of initial predictions that are made earlier.\nPupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way.\nPupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way.\nPupils recognise basic horizontalvertical relationships within the current content that contribute to the perception of it in a simple and meaningful way.\nPupils make simple basic and meaningful inferences from the information in the current content by examining it.\nPupils internalise the information in the current content in an individualised and appropriate way according to their age and language level.\nPupils organise a very simple short and meaningful content for a prepared andor unprepared writing task related to the current theme with suitable materials appropriate to the assigned writing type age and language level.\nPupils design simple new verbal content by imitating modelsample content for prepared and or unprepared speaking situations based on the modelsample that was listened towatched earlier.\nPupils organise simple new verbal content by imitating modelsample content for prepared unprepared speaking situations appropriate to the modelsample context age and language level.\n"},{"content":"4. Hafta|25-31 Mayıs|                 CELEBRATION HOLIDAY","unit":"CELEBRATION HOLIDAY","subject":"CELEBRATION HOLIDAY","description":"CELEBRATION HOLIDAY"},{"content":"1. Hafta|01-07 Haziran|                 LISTENING\nENG.2.6.L4 Pupils can convey their knowledge experience thoughts and feelings about the whole listeningwatching-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.\nREADING\nENG.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 andor with others.\nWRITING\nENG.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.\nSPEAKING\nENG.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.\n","unit":"LIFE IN THE CITY  & THE WORLD","subject":"Basic food types items and meals","description":"Pupils convey their personal knowledge experiences thoughts and feelings in relation to the listeningwatching-comprehension process about the current content in a very simple way.\nPupils convey their personal knowledge experiences thoughts and feelings in relation to the listeningwatching-comprehension process about the current content by sharing them with others in a very simple way.\nPupils convey individually the knowledge experiences thoughts and feelings that have been in relation to the current reading-comprehension content and process very simply.\nPupils 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.\nPupils use materials structural features discourse forms and punctuation appropriate to the assigned writing type age and language level for a prepared andor unprepared writing task.\nPupils select and use target words language chunks and social language expressions appropriate to the assigned writing type age and language level for a prepared andor unprepared writing task related to the theme.\nPupils express simple messages clearly for a prepared andor unprepared writing task related to the current theme.\nPupils select and use accurate pronunciation discourse forms target words and language chunks for prepared andor unprepared speaking situations by imitating modelexample content appropriate to age and language level.\nPupils select simple and contextually appropriate contentinformation quickly for impromptu speaking situations and present it in a natural and authentic way with appropriate and accurate materials and appropriate to the modelsample age language level and context question-answer pointing and saying selecting and saying etc. within the given thinking time.\nPupils 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..\nPupils 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.\n"},{"content":"2. Hafta|08-14 Haziran|                             WRITING\nENG.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.\nSPEAKING\nENG.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.\nVOCABULARY\nENG.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.\nGRAMMAR\nENG.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.\n","unit":"LIFE IN THE CITY  & THE WORLD","subject":"Basic food types items and meals","description":"Pupils use similar information from the current content in different contexts by simply meaningfully and individually reorganising it.\nPupils engage in simple written communication by sharing reconstructed meaningful information related to the current theme with others.\nPupils use the presented information in different contexts in a simple natural accurate and necessary way by reorganising it individually and verbally.\nPupils engage in verbal communication by sharing the reconstructed meaningful information with others.\nPupils hearview target vocabulary in the current content as a whole in context.\nPupils repeat the target vocabulary of the current content as a whole class and in groups after hearingwatching the target material and source together with pointing to the pictures displayed in class.\nPupils 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.\nPupils associate the contextual meanings of target words reinforced and recognised through whole class group and individual repetition with pre-existing conceptual meanings in mind.\nPupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class group and individual repetition.\nPupils 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 hisher mind.\nPupils 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.\nPupils become familiar with the current content by listening viewing and reading it several times.\nPupils reinforce familiarity with the target content by listening to watching it several more times if necessary through the recognition of actions involved in it.\nPupils 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.\nPupils 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.\nPupils 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."},{"content":"3. Hafta|15-21 Haziran|                 SCHOOL BASED PLANNING*\nWRITING\nENG.2.6.W6 Pupils can convey their knowledge experiences thoughts and feelings related to the writing-expression 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 andor with others.\nSPEAKING\nENG.2.6.S6 Pupils can convey their knowledge experiences thoughts and feelings related to the writing-expression 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 andor with others.\nPRONUNCIATION\nENG.2.6.P1 P upils 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.\n","unit":"SCHOOL BASED PLANNING*\nLIFE IN THE CITY  & THE WORLD","subject":"SCHOOL BASED PLANNING*\nBasic food types items and meals","description":"SCHOOL BASED PLANNING*\nPupils convey individually the knowledge experiences thoughts and feelings that have been in relation to the current writing-expression content and process very simply.\nPupils 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.\nPupils 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.\nPupils 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.\nPupils listen towatch the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.\nPupils reinforce the target phonological elements by repeating them after the source several times as a whole class in groups and individually.\nPupils recognise the target phonological elements of the current content when they are heard in different contexts.\nPupils 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.\nPupils use the target theme-specific phonological elements of the current content appropriately spontaneously and effectively when communicating with others.\n"},{"content":"4. Hafta|22-28 Haziran|SOCIAL ACTIVITY","unit":"SOCIAL ACTIVITY","subject":"SOCIAL ACTIVITY","description":"SOCIAL ACTIVITY"}],"grade":2,"lesson_code":"ENG","subject":"İngilizce","id":"6950f09ab25c7531f79d5597"}