SOCIAL ACTIVITIES

SOCIAL ACTIVITIES

SOCIAL ACTIVITIES

SOCIAL ACTIVITIES

SOCIAL ACTIVITIES

SOCIAL ACTIVITIES

SOCIAL ACTIVITIES

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Target Vocabulary in Use (with revisional vocabulary):Liquids: Water, milk, ayran, tea, coffee. Fruits: Tomatoes, bananas, apples, oranges, pears, strawberries, grapes, cherries. Vegetables: Potatoes, carrots, beans, peppers, lettuce, cucumbers, spinach, broccoli, garlic, cauliflower, courgette. Basic food: Chicken, fish, bread, meat, eggs. Quantifiers: Some (to be used naturally and automatically with all food items, without explaining its grammatical function, with language chunks “I’ve/have got some beans. She’s/has got some bread”. Target Language Chunks in Use: Structures will be introduced and used through language chunks rather than explicit rule teaching (no rules will be taught). “The Simple Present Tense”: Do you like bread? Yes, I do. Do you like beans? No, I don’t. Function: Telling preferences for food. “There is/ There are” (with only countable nouns): (Is there a banana in the kitchen?) Yes, there is. No, there isn’t). (Are there any bananas in the kitchen? Yes, there are. No there aren’t). Function: Talking about the existence of food. Can for possibility: Can I have bread? Yes, you can. No, you can’t. Function: Making polite requests. Target Social Language in Use: I’m hungry! I’m thirsty! Yummy! It’s delicious! Time for breakfast/lunch/dinner! Thanks for breakfast/lunch/dinner! Enjoy your meal! Let’s go and meet them! Target Phonological Sounds in Use: Vowels: u Consonants: w, x, y, z Vowel: u: (/juː/, /ʌ/, /juː/) w: (/w/); x: (/ɛks/, /ks/, /gz/); y: (/waɪ/, /j/, /ɪ/, /iː/); z: / (zed/ (Br), /ziː/ (AmE.), /z/) *No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the words including them will be practised through pronunciation activities in the theme. Generalisations/Principles/Key Concepts Generalisations The concept of “food” is present in all languages because it is one of the most basic human needs and all people in different parts of the world eat some kind of food. People who start to learn a new language bring with them their pre-existing knowledge and transfer it to their new language learning. So, Year 2 Primary school pupils will know what food means as a concept but will not know its equivalents in another language. However, this existing knowledge in their own language will help them recognise, understand, and learn it more easily in a foreign language, English in this case. Principles Basic food items are presented as a topic where certain categories, items, and related actions function as important components. Basic food items serve as an essential context where foundational social interactions of expressing preferences, asking for items, and making polite requests are practiced naturally and authentically in EFL. Key Concepts: Items, food, basic food, basic food items, food types, meals.

ENG.2.6.S2.

Pupils can imitate the model/example for producing verbal content about the current theme on “life in the city and the world with basic food types, items, and meals”.

ENG.2.6.S3.

Pupils can organise simple new verbal content on “life in the city and the world with basic food types, items, and meals” by speaking accurately, efficiently, and authentically.

ENG.2.6.S4.

Pupils can form a simple new verbal content on “life in the city and the world with basic food types, items, and meals” through reconstruction by speaking accurately, efficiently, and authentically.

ENG.2.6.S5.

Pupils can reorganise and use information about the current theme on “life in the city and the world with basic food types, items, and meals” by reconstructing it to communicate with other people.

ENG.2.6.S6.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “life in the city and the world with basic food types, items, and meals” very simply for reflection in relation to themselves or others, both individually and/or with others.

a) Pupils become familiar with the model/sample content through repetition and imitation in context while and after listening (to)/watching it with the help of audio-visual aids.
a)Pupils design simple new verbal content by imitating model/sample content for prepared and/ or unprepared speaking situations based on the model/sample that was listened (to)/watched earlier.
b)Pupils organise simple new verbal content by imitating model/sample content for prepared/ unprepared speaking situations, appropriate to the model/sample, context, age, and language level.
a)Pupils select and use accurate pronunciation, discourse forms, target words and language chunks for prepared and/or unprepared speaking situations, by imitating model/example content, appropriate to age and language level.
b)Pupils select simple and contextually appropriate content/information quickly for impromptu speaking situations and present it in a natural and authentic way with appropriate and accurate materials and appropriate to the model/sample, age, language level, and context (questionanswer, pointing and saying, selecting and saying, etc.) within the given (thinking) time.
c)Pupils organise simple and contextually appropriate content for prepared speaking situations with accurate and appropriate materials and present it in a natural and authentic way (short monologues, dialogues, show and tell, pantomime drama, etc.).
d)Pupils express messages in a concrete, simple and clear way for the listener in prepared and/ or unprepared speaking situations together with mimics, gestures, and body language.
a)Pupils use the presented information in different contexts in a simple, natural, accurate, and necessary way by reorganising it individually and verbally.
b)Pupils engage in verbal communication by sharing the reconstructed meaningful information with others.
a)Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process in a very simple way.
b)Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others in a very simple way.

Social-Emotional Learning Skills SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility Skill, SELS3.3. Responsible Decision-Making Skill

LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy

V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V10. Modesty, V11. Independence, V12. Patience, V13. Healthy Living, V14. Respect, V15. Love and Affection, V17. Thriftiness, V20. Benevolence

PERFORMANCE ASSIGNMENT: Pupils work on self-recordings (visual, audio) at school/ at home presenting an interview with a classmate/friend/family member about their preferences for food with pictures and/or realia. The assignment is evaluated using rubrics. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on the pupils’ knowledge of the food and preferences related to it in their own language. As the pupils are 7 years old, they can know what food is and what preferences for it mean. They are also expected to understand other people’s and their own preferences for food and to be able to express them in their own language. This knowledge would prepare them to identify the same concepts in their foreign language, English. as well. It is assumed that they will have learnt how to ask what things are and how to introduce them using language chunks such as “What’s/is it/this? This is a ….”; and also their colours “What colour…? It’s/is red” in English from the previous themes. These chunks can be used as a basis for learning the new language chunks in the current theme making the new chunks easier to learn. In the classroom, a fun warm-up activity which is not related to the theme “basic food items” can be conducted as an ice-breaking session to help learners be ready for the whole learning process in the class with positive feelings for their well-being. This can be an activity such as a short game, a physical activity, listening to a song/chant/rhyme and so on which will not require any English knowledge and also there will not be a need to speak Turkish. Pre-Evaluation Process It is expected that pupils’ physical, cognitive, affective, and social factors are appropriate and suitable for learning about the food as well as other people’s and their own food preferences. Recalling and practising with basic colours (white, black etc…) and simple adjectives (small, big etc…) in English that they have learnt in the previous themes would be helpful as a basis for moving on and learning the current content on the concept of “food”. Therefore, a dialogue game can be played to revise colours, simple adjectives for physical descriptions (small, big, short, long), and language chunks such as “What’s/is it? This is a…” “What colour is it? It’s/is red”, and “I’ve/have got … She’s/has got …They’ve/have got …” With the vocabulary from the previous themes by giving instructions in English as a preparation practice. In this way, their performance can be evaluated by seeing how much they remember and how much they are able to understand and use previously learnt vocabulary and chunks to build their competence in the current theme. It can be decided what to emphasise or practise in order to revise the previous knowledge and to facilitate the new vocabulary and chunks in the current theme. (Their performance can be evaluated by rubrics.) Establishing Links Pupils are asked to recall the concept of “food” by remembering their pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current (new) concept, “food” in English. To remind them of the pre-existing background knowledge they already have about the concept of “food”, a short animated scene can be prepared and shown (it can be a paper picture format if there are technological problems) on the blackboard/Smart Board before the main teaching/learning flow of the class begins. The animated scene shows a fridge with food inside (To prepare the animated page, some Web 2.0 programmes can be used). The pupils are asked to look at the animated page. When they have finished looking at it, the teacher asks them in Turkish if they have understood what was on the page. She/He wants them to nod yes or to indicate whether they understood what it was about or not. The teacher asks them to think about it until they see the next visual, which is the main entry material of the theme, the digital entry story, without asking any further questions in Turkish or English. An example practice could be done to point correctly to a picture of a basket and pictures of basic food types, items, and meals in it correctly when they are given instructions by the teacher with English, Turkish and/or with mimics and gestures. Pupils give responses by pointing out relevant so-called pictures without speaking any English and/or Turkish. In this way, connections are made between pre-existing knowledge about school (in their minds) in their own language and the present information about the concept of “food” through meaningful contextualised activities with visuals within the theme.

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