İngilizce (MEB)-2
| Ders Tarihi | Saati |
|---|---|
| 15-19 Aralık | 2 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 3 PERSONAL LIFE |
| Konu (İçerik Çerçevesi) |
| Not now! I’m OK! You are welcome! Let’s play together! It’s late. Time to sleep! I see! Time for school! See you after school! That sounds great! It’s break time! It’s your turn! Target Phonological Sounds in Use: Vowels: e, i Consonants: f, g, h, j Vowels: e: (/e/; /i:/, /ə/); i: (/aı/, /ı/, /i:/) Consonants: f: (/f/), g: (/g/, /dʒ/), h: (/h/), j: (/dʒeɪ/, /dʒ/) *No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the words including them will be practised through pronunciation activities in the theme. |
| Öğrenme Çıktısı (Kazanımlar) |
|
ENG.2.3.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” in a very simple way. ENG.2.3.P1. Pupils can select and use the target phonological elements of the current content about “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others. ENG.2.3.R1. Pupils can get ready for the reading-comprehension process about the current content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”. ENG.2.3.R2. Pupils can bring information about the current content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.2.3.R3. Pupils can make meaning of/derive meaning from the current content about “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” by reading it carefully. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
|
a) Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content in a very simple way. b)Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content by sharing them with others in a very simple way. a)Pupils listen to/watch the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Pupils reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c)Pupils recognise the target phonological elements of the current content when they are heard in different contexts. d)Pupils recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Pupils use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others. a)Pupils activate their pre-existing knowledge and past experiences related to the current theme and content. b)Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences, and clues to the current content. c)Pupils make simple preliminary predictions about the current content based on recognised relationships. a)Pupils make simple predictions about the topic of the current content by exploring the audiovisual clues surrounding it. b)Pupils grasp the topic of the current content generally by looking at the surrounding audio/ visual materials quickly through skimming. c)Pupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning. a)Pupils check the current content in detail for the accuracy of initial predictions that are made earlier. b)Pupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way. c)Pupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way. d)Pupils recognise basic horizontal/vertical relationships within the current content that contribute to the perception of it in a simple and meaningful way. e)Pupils make simple, basic, and meaningful inferences from the information in the current content by examining it. f)Pupils internalise the information in the current content in an individualised and appropriate way according to their age and language level. |
| Sosyal-Duygusal Öğrenme Becerileri |
|
→ 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 |
| Okur Yazarlık Becerileri |
|
→ Literacy Skills LS1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy |
| Değerler |
|
→ Values V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V10. Modesty → V11. Independence → V12. Patience → V14. Respect → V15. Love and Affection → V18. Cleanliness → V20. Benevolence |
| Ölçme |
|
→ PERFORMANCE ASSIGNMENT: Pupils draw a body picture or make a cardboard model of a sweet monster or a fancy character sticking the pictures the parts of body on it. (A digital 3D model can also be made). They copy the words that go with the pictures and do a show-and-tell to introduce them to the class. This performance will be evaluated using rubrics. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on pupils’ knowledge of “personal life” with its components such as “parts of the body and physical features; clothes; days of the week → ages and birthdays; weather conditions” in their own language. As the pupils are seven-year-old children → they can know what the parts of the body and physical features are; what clothes are; what the days of the week are → what ages and birthdays are in their own language → Turkish. Pupils know the most basic language chunks “What’s/is it? It’s/is -This is a…” → “What colour …?” which could help them ask and answer questions about many things about “the parts of the body and physical features; clothes; days of the week → ages and birthdays; weather conditions”. The basic colours in English (black → white → pink → red → yellow → blue → and green) learnt in the previous theme can also be helpful in describing some body parts such as “I’ve got blue eyes” and clothes. In the classroom → a fun warm-up activity which is not related to the theme “personal life” 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 assumed that pupils are suitable for learning about their “parts of the body and physical features; clothes; days of the week → ages and birthdays; weather conditions”. in English → taking into account their age → level of interest → aptitude for foreign language acquisition and learning → attitudes towards foreign language learning → and learning styles. It is expected that pupils’ physical → cognitive → affective → and social factors are appropriate and suitable for learning about this concept and related words and chunks in English (as a foreign language). A sample practice could be applied asking them to point to their body parts correctly when they are given instructions in Turkish or with mimics and gestures without speaking any English and not saying anything in Turkish. For pre-evaluation → the teacher could show a body (picture or real) with clothes then she/he could say in Turkish “Show me a face! Show me a head!”. The appropriate physical response is expected from the pupils → who show the so-called body parts. They do not speak Turkish or English during this activity. They just show the part of the body that the teacher says with physical responses and the teacher checks whether they know it in their own language. This can be evaluated by an observation scheme. Establishing Links Pupils are asked to recall the concept of “personal life with parts of the body and physical features; clothes; days of the week → ages and birthdays; weather conditions” by remembering their pre-existing background knowledge about them (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 “personal life with parts of the body and physical features; clothes; days of the week → ages and birthdays; weather conditions” in English. To remind them of the pre-existing background knowledge (they already have in their own language) about the current concept → some related pictures are displayed on the walls of the classroom or on the Smart Board before the main teaching/learning flow begins in the class. The pictures could be of a doll’s body. All the body parts to be taught in the theme are coloured and highlighted separately. The pictures are shown to the pupils and they are asked if they know what they are about in Turkish without giving their English equivalents → as it is only a matter of thinking about the visuals presented in their own language as a whole and reflecting that they know what they are saying yes or no or nodding their heads. They do not translate anything from Turkish into English or vice versa → and it is a short conversation to familiarise them with the concept of body parts. Some questions can be asked in Turkish: Have you understood what these are? (The answer is yes or no in Turkish or nodding their heads) Do you know these words in Turkish? (The answer is yes or no in Turkish or nodding their heads without saying the words in Turkish) An example practice could be done to point correctly to a picture of a body and/or pictures of body parts in it correctly when they are given instructions by the teacher with English → Turkish and/or with mimics and gestures. Pupils give responses physically 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 body parts (in their minds) in their own language and the present information about the concept of “body parts” through meaningful contextualised activities with visuals within the theme. |
| Etkinlik |
| → Tutum, Yatırım ve Türk Malları Haftası |
| Ders Tarihi | Saati |
|---|---|
| 08-12 Aralık | 2 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 3 PERSONAL LIFE |
| Konu (İçerik Çerçevesi) |
| Sub-themes: Parts of the body and physical features; clothes; days of the week, ages and birthdays; weather conditions Target Vocabulary in Use (with revisional vocabulary): Parts of the body: A body, a leg(s), a hand(s), an arm(s) a head, a face, an ear(s), an eye(s), a nose, a mouth, hair. Adjectives: Big, short, long, small, tall, blond, dark. Clothes: Tops: A shirt, a T-shirt, Bottoms: trousers (pants-AmE.), Dresses: a dress, Outwear: a coat, Footwear: shoes, Accessories: a hat, a scarf, glasses, gloves, an umbrella. Ages: I’m seven. A gift, a birthday. Days of the week for birthdays: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. Weather: Cold, hot, it’s raining (rainy-AmE.), it’s snowing (snowy-AmE.) Target Language Chunks in Use: Language Chunks (“To be-present): (+), (-), (?): How old are you? I’m/am 7. Is it your birthday today? Yes, it is. What’s/is it? / It/This is a nose/ a shirt. What colour is it? (pointing to the nose) It’s/is pink. Is she tall? Yes, she is. No, she isn’t/is not. What day is it today? It’s/is Monday today. How’s the weather? It’s cold. Functions: Asking and answering about ages of people, their birthdays, parts of their body, physical features, days of the week, describing weather conditions. Have got/ Has got: (+) (-) (?): What have you got? I’ve got a nose. How many ears have you got? I’ve got two ears. What have you got? I’ve got blue trousers. I’ve got a purple shirt. Function: Talking about possession, body parts and clothes. Articles: a/an Function: It is taught without its logic; automatic use is expected. Preposition: on Function: It is used for describing where things are. Target Social Language in Use: Wow! Great! That looks great! Nice eyes/ hair! etc. Cheer up, everybody! |
| Öğrenme Çıktısı (Kazanımlar) |
|
ENG.2.3.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” ENG.2.3.L2. Pupils can bring information about the current content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” together with key details and main components while listening/watching it. ENG.2.3.L3. Pupils can make meaning of/derive meaning from the current content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” through details by listening/watching it carefully. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
|
a) Pupils activate their pre-existing knowledge and experiences related to the current theme and content, by recalling it in her/his own language in their minds. b)Pupils recognise concrete and simple relationships between the previous knowledge and experience and the clues to the current content, by responding to simple questions with physical actions without speaking Turkish or without having a translation. c)Pupils make simple predictions about the current content, by using pre-existing knowledge and experience based on the realia, pictures, and context. a)Pupils make simple predictions about the current content based on the surrounding audio/ visual elements scattered around the classroom in relation to the current theme. b)Pupils comprehend the topic of the current content by listening (to)/watching it as a whole without having intervals. c)Pupils recognise concrete/simple/basic details and components within the whole introductory content by watching and listening to it by noticing the basic components. a)Pupils check all initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals about the concept. b)Pupils locate the components of the current content within the whole by listening and watching it. c)Pupils make simple and basic classifications of the current content when necessary by grouping components, words, and other aspects with the help of visuals. d)Pupils make very simple comparisons of the current content when necessary to be aware of the differences between components, words, and other aspects with the help of visuals. e)Pupils recognise very concrete/simple/basic horizontal and vertical relationships within the current content by being aware that some vocabulary relates to one set of components while another set relates to other components. f)Pupils internalise the current content personally in an age- and level-appropriate manner, recognising that it is about her/his present life at school. |
| Sosyal-Duygusal Öğrenme Becerileri |
|
→ 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 |
| Okur Yazarlık Becerileri |
|
→ Literacy Skills LS1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy |
| Değerler |
|
→ Values V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V10. Modesty → V11. Independence → V12. Patience → V14. Respect → V15. Love and Affection → V18. Cleanliness → V20. Benevolence |
| Ölçme |
|
→ PERFORMANCE ASSIGNMENT: Pupils draw a body picture or make a cardboard model of a sweet monster or a fancy character sticking the pictures the parts of body on it. (A digital 3D model can also be made). They copy the words that go with the pictures and do a show-and-tell to introduce them to the class. This performance will be evaluated using rubrics. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on pupils’ knowledge of “personal life” with its components such as “parts of the body and physical features; clothes; days of the week → ages and birthdays; weather conditions” in their own language. As the pupils are seven-year-old children → they can know what the parts of the body and physical features are; what clothes are; what the days of the week are → what ages and birthdays are in their own language → Turkish. Pupils know the most basic language chunks “What’s/is it? It’s/is -This is a…” → “What colour …?” which could help them ask and answer questions about many things about “the parts of the body and physical features; clothes; days of the week → ages and birthdays; weather conditions”. The basic colours in English (black → white → pink → red → yellow → blue → and green) learnt in the previous theme can also be helpful in describing some body parts such as “I’ve got blue eyes” and clothes. In the classroom → a fun warm-up activity which is not related to the theme “personal life” 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 assumed that pupils are suitable for learning about their “parts of the body and physical features; clothes; days of the week → ages and birthdays; weather conditions”. in English → taking into account their age → level of interest → aptitude for foreign language acquisition and learning → attitudes towards foreign language learning → and learning styles. It is expected that pupils’ physical → cognitive → affective → and social factors are appropriate and suitable for learning about this concept and related words and chunks in English (as a foreign language). A sample practice could be applied asking them to point to their body parts correctly when they are given instructions in Turkish or with mimics and gestures without speaking any English and not saying anything in Turkish. For pre-evaluation → the teacher could show a body (picture or real) with clothes then she/he could say in Turkish “Show me a face! Show me a head!”. The appropriate physical response is expected from the pupils → who show the so-called body parts. They do not speak Turkish or English during this activity. They just show the part of the body that the teacher says with physical responses and the teacher checks whether they know it in their own language. This can be evaluated by an observation scheme. Establishing Links Pupils are asked to recall the concept of “personal life with parts of the body and physical features; clothes; days of the week → ages and birthdays; weather conditions” by remembering their pre-existing background knowledge about them (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 “personal life with parts of the body and physical features; clothes; days of the week → ages and birthdays; weather conditions” in English. To remind them of the pre-existing background knowledge (they already have in their own language) about the current concept → some related pictures are displayed on the walls of the classroom or on the Smart Board before the main teaching/learning flow begins in the class. The pictures could be of a doll’s body. All the body parts to be taught in the theme are coloured and highlighted separately. The pictures are shown to the pupils and they are asked if they know what they are about in Turkish without giving their English equivalents → as it is only a matter of thinking about the visuals presented in their own language as a whole and reflecting that they know what they are saying yes or no or nodding their heads. They do not translate anything from Turkish into English or vice versa → and it is a short conversation to familiarise them with the concept of body parts. Some questions can be asked in Turkish: Have you understood what these are? (The answer is yes or no in Turkish or nodding their heads) Do you know these words in Turkish? (The answer is yes or no in Turkish or nodding their heads without saying the words in Turkish) An example practice could be done to point correctly to a picture of a body and/or pictures of body parts in it correctly when they are given instructions by the teacher with English → Turkish and/or with mimics and gestures. Pupils give responses physically 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 body parts (in their minds) in their own language and the present information about the concept of “body parts” through meaningful contextualised activities with visuals within the theme. |
| Etkinlik |
| → Mevlana Haftası, İnsan Hakları ve Demokrasi Haftası |
| Ders Tarihi | Saati |
|---|---|
| 01-05 Aralık | 2 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 2 CLASSROOM LIFE |
| Konu (İçerik Çerçevesi) |
| Target Language Chunks in Use: “To be-present”: (What’s/is it? It’s/is a chair). Function: Telling names, what things are, what colour things are. “To be-present”: (What colour is it? It’s/is blue. What colour is the chair? The chair is blue. It’s blue). Function: Telling the colours of things and objects. “To be-present”: (How many chairs? Five chairs). Function: Asking the number of things, objects, and people very simply. Possessive adjectives: My, his, her, its, our, your, their. Function: Modifying a noun to show ownership and describing the object. Can for permission: (Can I go outside? Can I go to the bathroom, please? Yes, you can). Function: Asking for and giving permission. Target Social Language in Use: What’s next? Good luck! Of course! You’re right! It’s her/my/his turn! I see! Target Phonological Sounds in Use: Consonants: c, d c: (/si/, /k/); d: (/d/) *No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the ords including them will be practised through pronunciation activities in the theme. Generalisations/Principles/Key Concepts Generalisations This theme is based on the pupils’ knowledge of the classroom, the furniture and objects in it and colours of objects. Primary school pupils in Year 2 can know what a classroom is, what furniture and objects are in it and what are colours in Turkish. Pupils will know these and be able to express such situations in their own language but will not know how to say these things in a foreign language if this has not yet been covered in their curriculum. The knowledge of the concept of “classroom” that they have in their own language would prepare them to identify the same concepts later in their foreign language, English, in which they are assumed to be zero beginners. Principles A classroom is introduced as a place where there are certain furniture and objects that function as important components of it. A classroom is an important context where initial social interactions of social communication such as classroom instructions, are practised naturally and authentically in EFL. 70 Key Concepts: Instructions, language, classroom, classroom instructions, classroom language, objects, devices, furniture, classroom objects, classroom devices, classroom furniture, conditions, colours. |
| Öğrenme Çıktısı (Kazanımlar) |
|
ENG.2.2.S3. Pupils can organise simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” by speaking accurately, efficiently, and authentically. ENG.2.2.S4. Pupils can form a simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” through reconstruction by speaking accurately, efficiently, and authentically. ENG.2.2.S5. Pupils can reorganise and use information about the current theme on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” by reconstructing it to communicate with other people. ENG.2.2.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” very simply for reflection in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
|
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. |
| Sosyal-Duygusal Öğrenme Becerileri |
|
→ 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 |
| Okur Yazarlık Becerileri |
|
→ Literacy Skills LS1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy |
| Değerler |
|
→ Values V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V10. Modesty → V11. Independence → V12. Patience → V13. Healthy Living → V14. Respect → V15. Love and Affection → V18. Cleanliness → V20. Benevolence |
| Ölçme |
|
→ PERFORMANCE ASSIGNMENT: Pupils draw a classroom picture or make a cardboard model or a 3D digital model and stick pictures of models of some furniture and objects in it. They copy the words that go with the pictures and do a show-and-tell to introduce them to the class. This performance will be evaluated using rubrics. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on pupils’ knowledge of “classroom life” with its components such as “classroom instructions and language; classroom furniture → devices and objects; colours” in their own language. As the pupils are seven-year-old children → they can know what classroom instructions and language; classroom furniture → devices and objects; colours are in their own language → Turkish. Pupils’ experiences as being a pupil and a part of people in a classroom (so far) is taken as a basis for this theme/topic. Pupils → they can know what a classroom is → what a classroom context is like → what the components of a classroom are → how the teachers lead and facilitate them with classroom instructions → how they understand him/her → and follow and carry out the instructions (which they already know as concepts in Turkish) and also there will not be a need to speak Turkish. In the classroom → a fun warm-up activity which is not related to the theme “classroom” 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 the physical → cognitive → affective → and social factors are appropriate and suitable for the pupils to learn about the concept of “classroom life” and to gain knowledge of “what a classroom is → what furniture and objects are in it and what and colours are in English. As they are accepted as zero-beginners → there is nothing to remind them of English → but they can be supported to have an imaginary association for this concept in their own language → Turkish → without speaking it in class. Before the main activities → the teacher could show them a classroom picture and ask them to say “yes” or “no” in English if they know what it is in Turkish. She/He could ask them to draw the picture of the place (classroom) they are in Turkish and ask them to keep the pictures for later. The activity can be evaluated with verbal praise. Establishing Links Pupils recall the concepts and associations related to the topic/theme “classroom life” by calling their preexisting background knowledge about it (imaginatively through thinking) to make links with the current activities in the theme in English without translating anything and without speaking any Turkish until they start learning the target words in the current (new) concept → “classroom life”. It is only thinking about the presented visuals in their own language and → if necessary → and when asked using any words about the concept of “classroom” that they have already learnt/known in English at the very beginning of the process of learning about the current (new) theme/topic “classroom life”. The vocabulary about the concept of “school” and the language chunks “What’s/is it/this? It’s/is /This is….” in English from the previous theme could help them understand the present theme more easily. Connections between pre-existing knowledge regarding school (in their minds/heads) and the present information about the concept of “classroom” are made through meaningful and contextualised activities with visuals. The teacher could ask them to look around and think where they are and what kind of a place it is in Turkish to recall their background knowledge (in Turkish) about a classroom and what they can have in it without mentioning any English words. They do not talk or translate anything from Turkish into English as this is just a thinking exercise. An example practice could be done to point correctly to a picture of classroom and pictures of classroom furniture → devices and objects in it and also “colours” correctly when they are given instructions by the teacher in English 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 “classroom life” through meaningful contextualised activities with visuals within the theme. |
| Etkinlik |
| → Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi |
| Ders Tarihi | Saati |
|---|---|
| 24-28 Kasım | 2 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 2 CLASSROOM LIFE |
| Konu (İçerik Çerçevesi) |
| Well done! (Can I go to the bathroom/toilet?) Yes, you can! Here you are! Thanks! Hurry up! It’s break time now! Time’s up! Do you need help? Not yet! Can I come in? Can you pass the blue crayon, please? I’m sorry, I’m late. Target Vocabulary in Use (with revisional vocabulary): Classroom furniture: A desk, a table, a Smart Board, a blackboard/whiteboard, a chair, a bookcase, a clock (classroom features: a door, a window, a wall). Classroom objects: A pencil, a coloured pencil, a rubber (an eraser-AmE.), a notebook, a book, a crayon, a pencil case, a sharpener, a (piece of) chalk, a glue, scissors. Classroom devices: A computer, a tablet, Smart Board. Basic colours: Red, white, black, pink, blue, purple, yellow, brown, green, orange. Numbers: 1-20 The alphabet (song): Target Language Chunks in Use: “To be-present”: (What’s/is it? It’s/is a chair). Function: Telling names, what things are, what colour things are. “To be-present”: (What colour is it? It’s/is blue. What colour is the chair? The chair is blue. It’s blue). Function: Telling the colours of things and objects. “To be-present”: (How many chairs? Five chairs). Function: Asking the number of things, objects, and people very simply. Possessive adjectives: My, his, her, its, our, your, their. Function: Modifying a noun to show ownership and describing the object. Can for permission: (Can I go outside? Can I go to the bathroom, please? Yes, you can). Function: Asking for and giving permission. |
| Öğrenme Çıktısı (Kazanımlar) |
|
ENG.2.2.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” to communicate with other people. ENG.2.2.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” very simply for reflection in relation to themselves or others, both individually and/or with others. ENG.2.2.S1. Pupils can get ready for speaking-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” with the help of supplementary audio-visual materials. ENG.2.2.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
|
a) Pupils use similar information from the current content in different contexts by simply, meaningfully, and individually reorganising it. b)Pupils engage in simple written communication by sharing reconstructed meaningful information related to the current theme with others. a)Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process very simply. b)Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others very simply. a)Pupils become familiar with model/example content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listening/watching/reading and associating it with the current content. a)Pupils become familiar with the model/sample content through repetition and imitation in context while and after listening (to)/watching it with the help of audio-visual aids. |
| Sosyal-Duygusal Öğrenme Becerileri |
|
→ 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 |
| Okur Yazarlık Becerileri |
|
→ Literacy Skills LS1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy |
| Değerler |
|
→ Values V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V10. Modesty → V11. Independence → V12. Patience → V13. Healthy Living → V14. Respect → V15. Love and Affection → V18. Cleanliness → V20. Benevolence |
| Ölçme |
|
→ PERFORMANCE ASSIGNMENT: Pupils draw a classroom picture or make a cardboard model or a 3D digital model and stick pictures of models of some furniture and objects in it. They copy the words that go with the pictures and do a show-and-tell to introduce them to the class. This performance will be evaluated using rubrics. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on pupils’ knowledge of “classroom life” with its components such as “classroom instructions and language; classroom furniture → devices and objects; colours” in their own language. As the pupils are seven-year-old children → they can know what classroom instructions and language; classroom furniture → devices and objects; colours are in their own language → Turkish. Pupils’ experiences as being a pupil and a part of people in a classroom (so far) is taken as a basis for this theme/topic. Pupils → they can know what a classroom is → what a classroom context is like → what the components of a classroom are → how the teachers lead and facilitate them with classroom instructions → how they understand him/her → and follow and carry out the instructions (which they already know as concepts in Turkish) and also there will not be a need to speak Turkish. In the classroom → a fun warm-up activity which is not related to the theme “classroom” 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 the physical → cognitive → affective → and social factors are appropriate and suitable for the pupils to learn about the concept of “classroom life” and to gain knowledge of “what a classroom is → what furniture and objects are in it and what and colours are in English. As they are accepted as zero-beginners → there is nothing to remind them of English → but they can be supported to have an imaginary association for this concept in their own language → Turkish → without speaking it in class. Before the main activities → the teacher could show them a classroom picture and ask them to say “yes” or “no” in English if they know what it is in Turkish. She/He could ask them to draw the picture of the place (classroom) they are in Turkish and ask them to keep the pictures for later. The activity can be evaluated with verbal praise. Establishing Links Pupils recall the concepts and associations related to the topic/theme “classroom life” by calling their preexisting background knowledge about it (imaginatively through thinking) to make links with the current activities in the theme in English without translating anything and without speaking any Turkish until they start learning the target words in the current (new) concept → “classroom life”. It is only thinking about the presented visuals in their own language and → if necessary → and when asked using any words about the concept of “classroom” that they have already learnt/known in English at the very beginning of the process of learning about the current (new) theme/topic “classroom life”. The vocabulary about the concept of “school” and the language chunks “What’s/is it/this? It’s/is /This is….” in English from the previous theme could help them understand the present theme more easily. Connections between pre-existing knowledge regarding school (in their minds/heads) and the present information about the concept of “classroom” are made through meaningful and contextualised activities with visuals. The teacher could ask them to look around and think where they are and what kind of a place it is in Turkish to recall their background knowledge (in Turkish) about a classroom and what they can have in it without mentioning any English words. They do not talk or translate anything from Turkish into English as this is just a thinking exercise. An example practice could be done to point correctly to a picture of classroom and pictures of classroom furniture → devices and objects in it and also “colours” correctly when they are given instructions by the teacher in English 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 “classroom life” through meaningful contextualised activities with visuals within the theme. |
| Etkinlik |
| → Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü |
| Ders Tarihi | Saati |
|---|---|
| 17-21 Kasım | 2 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 2 CLASSROOM LIFE |
| Konu (İçerik Çerçevesi) |
| Sub-themes: Classroom instructions and language; classroom furniture, devices and objects; colours. Basic Classroom Instructions and classroom language (Not to teach as target language chunks with structural rules but to be used constantly by the teacher as meta-language): Come here, please! Look at me! Look here! Open/Close your book! Open the door, please! Close the door, please! Stand up, please! Sit down, please! Listen! Be quiet, please! Repeat, please! Point to…, please! Pass the pencil/rubber etc. please! Put your pencils/rubbers etc. in the box/bag, please! Colour it, please! Draw it, please! Say… please! Look at the board, please! Raise your hand, please! Come to the board, please! Show your picture, please! Good job! Are you ready? Classroom language: Good! |
| Öğrenme Çıktısı (Kazanımlar) |
|
ENG.2.2.W1. Pupils can get ready for the writing-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” in an age- and level-appropriate way. ENG.2.2.W2. Pupils can copy the model/example on the writing task about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” based on the model/example provided to practise for further writing activities. ENG.2.2.W3. Pupils can organise and form a content for the assigned writing task on the current content “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” based on the model/example provided. ENG.2.2.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
|
a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way. b)Pupils understand correctly what the current writing task is as guided and assigned. a)Pupils rewrite model/example content and some similar content by imitating it in order to gain familiarity with the content to be produced and to develop manual copying skills. a)Pupils organise a very simple, short, and meaningful content for a prepared and/or unprepared writing task related to the current theme with suitable materials appropriate to the assigned writing type, age, and language level. a)Pupils use materials, structural features, discourse forms, and punctuation appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task. b)Pupils select and use target words, language chunks, and social language expressions appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task related to the theme. c)Pupils express simple messages clearly for a prepared and/or unprepared writing task related to the current theme. |
| Sosyal-Duygusal Öğrenme Becerileri |
|
→ 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 |
| Okur Yazarlık Becerileri |
|
→ Literacy Skills LS1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy |
| Değerler |
|
→ Values V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V10. Modesty → V11. Independence → V12. Patience → V13. Healthy Living → V14. Respect → V15. Love and Affection → V18. Cleanliness → V20. Benevolence |
| Ölçme |
|
→ PERFORMANCE ASSIGNMENT: Pupils draw a classroom picture or make a cardboard model or a 3D digital model and stick pictures of models of some furniture and objects in it. They copy the words that go with the pictures and do a show-and-tell to introduce them to the class. This performance will be evaluated using rubrics. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on pupils’ knowledge of “classroom life” with its components such as “classroom instructions and language; classroom furniture → devices and objects; colours” in their own language. As the pupils are seven-year-old children → they can know what classroom instructions and language; classroom furniture → devices and objects; colours are in their own language → Turkish. Pupils’ experiences as being a pupil and a part of people in a classroom (so far) is taken as a basis for this theme/topic. Pupils → they can know what a classroom is → what a classroom context is like → what the components of a classroom are → how the teachers lead and facilitate them with classroom instructions → how they understand him/her → and follow and carry out the instructions (which they already know as concepts in Turkish) and also there will not be a need to speak Turkish. In the classroom → a fun warm-up activity which is not related to the theme “classroom” 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 the physical → cognitive → affective → and social factors are appropriate and suitable for the pupils to learn about the concept of “classroom life” and to gain knowledge of “what a classroom is → what furniture and objects are in it and what and colours are in English. As they are accepted as zero-beginners → there is nothing to remind them of English → but they can be supported to have an imaginary association for this concept in their own language → Turkish → without speaking it in class. Before the main activities → the teacher could show them a classroom picture and ask them to say “yes” or “no” in English if they know what it is in Turkish. She/He could ask them to draw the picture of the place (classroom) they are in Turkish and ask them to keep the pictures for later. The activity can be evaluated with verbal praise. Establishing Links Pupils recall the concepts and associations related to the topic/theme “classroom life” by calling their preexisting background knowledge about it (imaginatively through thinking) to make links with the current activities in the theme in English without translating anything and without speaking any Turkish until they start learning the target words in the current (new) concept → “classroom life”. It is only thinking about the presented visuals in their own language and → if necessary → and when asked using any words about the concept of “classroom” that they have already learnt/known in English at the very beginning of the process of learning about the current (new) theme/topic “classroom life”. The vocabulary about the concept of “school” and the language chunks “What’s/is it/this? It’s/is /This is….” in English from the previous theme could help them understand the present theme more easily. Connections between pre-existing knowledge regarding school (in their minds/heads) and the present information about the concept of “classroom” are made through meaningful and contextualised activities with visuals. The teacher could ask them to look around and think where they are and what kind of a place it is in Turkish to recall their background knowledge (in Turkish) about a classroom and what they can have in it without mentioning any English words. They do not talk or translate anything from Turkish into English as this is just a thinking exercise. An example practice could be done to point correctly to a picture of classroom and pictures of classroom furniture → devices and objects in it and also “colours” correctly when they are given instructions by the teacher in English 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 “classroom life” through meaningful contextualised activities with visuals within the theme. |
| Etkinlik |
| → Dünya Felsefe Günü, Dünya Çocuk Hakları Günü |
| Ders Tarihi | Saati |
|---|---|
| 10-14 Kasım | 2 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| FIRST MIDTERM BREAK: November 10 - 14 |
| Konu (İçerik Çerçevesi) |
| FIRST MIDTERM BREAK: November 10 - 14 |
| Öğrenme Çıktısı (Kazanımlar) |
| FIRST MIDTERM BREAK: November 10 - 14 |
| Süreç Bileşenleri(Kazanım Maddeleri) |
|
FIRST MIDTERM BREAK: November 10 -14 |
| Sosyal-Duygusal Öğrenme Becerileri |
| → FIRST MIDTERM BREAK: November 10 - 14 |
| Okur Yazarlık Becerileri |
| → FIRST MIDTERM BREAK: November 10 - 14 |
| Değerler |
| → FIRST MIDTERM BREAK: November 10 - 14 |
| Ölçme |
| → FIRST MIDTERM BREAK: November 10 - 14 |
| Etkinlik |
| → Atatürk Haftası, Afet Eğitimi Hazırlık Günü, Dünya Diyabet Günü |
| Ders Tarihi | Saati |
|---|---|
| 03-07 Kasım | 2 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 2 CLASSROOM LIFE |
| Konu (İçerik Çerçevesi) |
| Target Social Language in Use: What’s next? Good luck! Of course! You’re right! It’s her/my/his turn! I see! Target Phonological Sounds in Use: Consonants: c, d c: (/si/, /k/); d: (/d/) *No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the ords including them will be practised through pronunciation activities in the theme. |
| Öğrenme Çıktısı (Kazanımlar) |
|
ENG.2.2.R2. Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.2.2.R3. Pupils can make meaning of/derive meaning from the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” by reading it carefully. ENG.2.2.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” for reflection in relation to themselves or others, both individually and/or with others. ENG.2.2.V1. Pupils can select and use the target vocabulary of the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.2.2.G1. Pupils can select and use the language including target grammatical elements of the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
|
a) Pupils make simple predictions about the topic of the current content by exploring the audiovisual clues surrounding it. b)Pupils grasp the topic of the current content generally by looking at the surrounding audio/ visual materials quickly through skimming. c)Pupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning. a)Pupils check the current content in detail for the accuracy of initial predictions that are made earlier. b)Pupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way. c)Pupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way. d)Pupils recognise basic horizontal/vertical relationships within the current content that contribute to the perception of it in a simple and meaningful way. e)Pupils make simple, basic, and meaningful inferences from the information in the current content by examining it. f)Pupils internalise the information in the current content in an individualised and appropriate way according to their age and language level. a)Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process very simply. b)Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process by sharing them with others very simply. a)Pupils hear/view target vocabulary in the current content as a whole in context. b)Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class. c)Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept. d)Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind. e)Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition. f)Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind). g)Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences. a)Pupils become familiar with the current content by listening, viewing, and reading it several times. b)Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it. c)Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition. d)Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition. e)Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically and by pointing. f)Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules. g)Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules. h)Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules. i)Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules. |
| Sosyal-Duygusal Öğrenme Becerileri |
|
→ 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 |
| Okur Yazarlık Becerileri |
|
→ Literacy Skills LS1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy |
| Değerler |
|
→ Values V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V10. Modesty → V11. Independence → V12. Patience → V13. Healthy Living → V14. Respect → V15. Love and Affection → V18. Cleanliness → V20. Benevolence |
| Ölçme |
|
→ PERFORMANCE ASSIGNMENT: Pupils draw a classroom picture or make a cardboard model or a 3D digital model and stick pictures of models of some furniture and objects in it. They copy the words that go with the pictures and do a show-and-tell to introduce them to the class. This performance will be evaluated using rubrics. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on pupils’ knowledge of “classroom life” with its components such as “classroom instructions and language; classroom furniture → devices and objects; colours” in their own language. As the pupils are seven-year-old children → they can know what classroom instructions and language; classroom furniture → devices and objects; colours are in their own language → Turkish. Pupils’ experiences as being a pupil and a part of people in a classroom (so far) is taken as a basis for this theme/topic. Pupils → they can know what a classroom is → what a classroom context is like → what the components of a classroom are → how the teachers lead and facilitate them with classroom instructions → how they understand him/her → and follow and carry out the instructions (which they already know as concepts in Turkish) and also there will not be a need to speak Turkish. In the classroom → a fun warm-up activity which is not related to the theme “classroom” 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 the physical → cognitive → affective → and social factors are appropriate and suitable for the pupils to learn about the concept of “classroom life” and to gain knowledge of “what a classroom is → what furniture and objects are in it and what and colours are in English. As they are accepted as zero-beginners → there is nothing to remind them of English → but they can be supported to have an imaginary association for this concept in their own language → Turkish → without speaking it in class. Before the main activities → the teacher could show them a classroom picture and ask them to say “yes” or “no” in English if they know what it is in Turkish. She/He could ask them to draw the picture of the place (classroom) they are in Turkish and ask them to keep the pictures for later. The activity can be evaluated with verbal praise. Establishing Links Pupils recall the concepts and associations related to the topic/theme “classroom life” by calling their preexisting background knowledge about it (imaginatively through thinking) to make links with the current activities in the theme in English without translating anything and without speaking any Turkish until they start learning the target words in the current (new) concept → “classroom life”. It is only thinking about the presented visuals in their own language and → if necessary → and when asked using any words about the concept of “classroom” that they have already learnt/known in English at the very beginning of the process of learning about the current (new) theme/topic “classroom life”. The vocabulary about the concept of “school” and the language chunks “What’s/is it/this? It’s/is /This is….” in English from the previous theme could help them understand the present theme more easily. Connections between pre-existing knowledge regarding school (in their minds/heads) and the present information about the concept of “classroom” are made through meaningful and contextualised activities with visuals. The teacher could ask them to look around and think where they are and what kind of a place it is in Turkish to recall their background knowledge (in Turkish) about a classroom and what they can have in it without mentioning any English words. They do not talk or translate anything from Turkish into English as this is just a thinking exercise. An example practice could be done to point correctly to a picture of classroom and pictures of classroom furniture → devices and objects in it and also “colours” correctly when they are given instructions by the teacher in English 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 “classroom life” through meaningful contextualised activities with visuals within the theme. |
| Etkinlik |
| → Kızılay Haftası, Organ Bağışı ve Nakli Haftası, Lösemili Çocuklar Haftası |
