Sub-theme: Family members and family members’ physical appearances and physical features Target Vocabulary in Use (with revisional vocabulary): Family members: A family, a father, a mother, a sister, a brother, a grandfather, a grandmother, a baby, a son, a daughter, a friend, mum, dad. Physical appearances (Descriptive adjectives): Nice, beautiful, blond, tall, short, handsome.Target Language Chunks: - “To be-present (+), (-), (?)”: Language Chunks: Who is he? Who is she? He’s/is my father. She’s/is my mother. Function: Asking and identifying people -Have/has got: Chunks: What colour eyes has your mother got? My mother’s/has got blue eyes. She’s/has got blue eyes (Description with eye colour is used to describe family members but the question form as “What colour eyes has she got? is NOT taught at this stage). Function: Describing physical features Target Social Language in Use: I’m sorry! I’m sorry, Mum! Dad! Grandma! Grandpa! That’s fine! It’s/That’s all right! All right! What about me? You look great! It’s very lovely! Look! Over there! It’s lunchtime! I’m hungry! Target Phonological Sounds in Use: Vowel: o Consonants: k, l, m, n, p Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonants: k: (/k/); l: (/ɛl/, /l/); m: (/ɛm/, /m/); n: (/ɛn/, /n/); p: (piː/, /p/) *No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the words including them will be practised through pronunciation activities in the theme.

ENG.2.4.R4.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members and family members’ physical appearances and physical features” for reflection in relation tothemselves or others, both individually and/or with others.

ENG.2.4.V1.

Pupils can select and use the target vocabulary of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

ENG.2.4.G1.

Pupils can select and use the language including target grammatical elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

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.

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

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

Values V2. Family Integrity, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V8. Privacy, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V15. Love and Affection, V20. Benevolence

PERFORMANCE ASSIGNMENT: Pupils are asked to make self-recordings (visual, audio) at school/ about their family members and their physical features such as the colour of their eyes or hair, or saying whether their noses or ears are big or small or whether their legs are short or long etc. They can present their work to the class by using Fact Files and avatars that they have made. They can use both digital resources and papers/cardboard. Then they can give feedback to each other using emoticons. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on the pupils’ knowledge of family members in their own language. As Year 2 Primary school pupils, they can know what a family is and what its members are. It is also assumed that they know how to describe their physical traits such as the colour of their eyes or hair, in their own language, Turkish. They know some language chunks such as “This is … What colour…? as well as the basic colours (black, white, pink, red, yellow, blue, and green) in English, that they learned in the previous themes, which could help them ask and answer questions about family members and their physical traits such as “My mother’s/ has got blue eyes” in this theme. As an initial start, a fun non-theme warm-up activity is done as an icebreaker to help the pupils feel positive and ready for the whole learning process in class for their well-being. This could be an activity such as a short game, a physical activity, listening to/singing a song/chant/rhyme and so on that does not require any knowledge of English and also there will not be a need to speak Turkish. Pre-Evaluation Process It is assumed that pupils have the knowledge of their family members such as their father, mother, sister, brother, grandmother, and grandfather in their own language. This knowledge prepares them to identify the same concept in English as their foreign language. Besides, they could use some additional language elements such as colours (blue, green…), numbers (1-2) and basic adjectives (small, big…) to describe the physical features of family members in a simple way. It is expected that pupils’ physical, cognitive, affective, and social factors are appropriate and suitable for learning about family members and related physical descriptions using basic colours to talk about their eye colours or using adjectives such as small, big, long, and short in English. An example of an exercise might be to point correctly to family members in a picture by giving instructions in Turkish without speaking any English without letting the pupils speak Turkish or English. Instructions such as “Show me the father in this family! Show me the grandfather in this family!” are given in Turkish and pupils can respond physically by pointing to the relevant family members without speaking. Establishing Links Pupils are asked to recall the concept of “family and family members” 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, “family” in English.To remind them of the pre-existing background knowledge about the concept of “family”, a very short cartoon film of a very famous and popular family known to the pupils is shown on the Smart Board before the main teaching/learning flow in the class begins. The teacher asks pupils to watch the film and they do it. When they have finished watching the film, the teacher asks them in Turkish what the film was about and wants the answer aloud in chorus as the whole class in Turkish: “… family!” The teacher asks them to think about this until they watch the next film, which is the main entry material of the theme, the digital story, without asking any further questions in Turkish or English. An example practice could be done to point correctly to a picture of a family and pictures of family members 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 “family” through meaningful contextualised activities with visuals within the theme.

Sub-theme: Family members and family members’ physical appearances and physical features Target Vocabulary in Use (with revisional vocabulary): Family members: A family, a father, a mother, a sister, a brother, a grandfather, a grandmother, a baby, a son, a daughter, a friend, mum, dad. Physical appearances (Descriptive adjectives): Nice, beautiful, blond, tall, short, handsome.Target Language Chunks: - “To be-present (+), (-), (?)”: Language Chunks: Who is he? Who is she? He’s/is my father. She’s/is my mother. Function: Asking and identifying people -Have/has got: Chunks: What colour eyes has your mother got? My mother’s/has got blue eyes. She’s/has got blue eyes (Description with eye colour is used to describe family members but the question form as “What colour eyes has she got? is NOT taught at this stage). Function: Describing physical features Target Social Language in Use: I’m sorry! I’m sorry, Mum! Dad! Grandma! Grandpa! That’s fine! It’s/That’s all right! All right! What about me? You look great! It’s very lovely! Look! Over there! It’s lunchtime! I’m hungry! Target Phonological Sounds in Use: Vowel: o Consonants: k, l, m, n, p Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonants: k: (/k/); l: (/ɛl/, /l/); m: (/ɛm/, /m/); n: (/ɛn/, /n/); p: (piː/, /p/) *No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the words including them will be practised through pronunciation activities in the theme.

ENG.2.4.P1.

Pupils can select and use the target phonological elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.

ENG.2.4.R1.

Pupils can get ready for the reading-comprehension process about the current content on “family life with family members and family members’ physical appearances and physical features”.

ENG.2.4.R2.

Pupils can bring information about the current content on “family life with family members and family members’ physical appearances and physical features” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

ENG.2.4.R3.

Pupils can make meaning of/derive meaning from the current content about “family life with family members and family members’ physical appearances and physical features” by reading it carefully.

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.

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

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

Values V2. Family Integrity, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V8. Privacy, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V15. Love and Affection, V20. Benevolence

PERFORMANCE ASSIGNMENT: Pupils are asked to make self-recordings (visual, audio) at school/ about their family members and their physical features such as the colour of their eyes or hair, or saying whether their noses or ears are big or small or whether their legs are short or long etc. They can present their work to the class by using Fact Files and avatars that they have made. They can use both digital resources and papers/cardboard. Then they can give feedback to each other using emoticons. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on the pupils’ knowledge of family members in their own language. As Year 2 Primary school pupils, they can know what a family is and what its members are. It is also assumed that they know how to describe their physical traits such as the colour of their eyes or hair, in their own language, Turkish. They know some language chunks such as “This is … What colour…? as well as the basic colours (black, white, pink, red, yellow, blue, and green) in English, that they learned in the previous themes, which could help them ask and answer questions about family members and their physical traits such as “My mother’s/ has got blue eyes” in this theme. As an initial start, a fun non-theme warm-up activity is done as an icebreaker to help the pupils feel positive and ready for the whole learning process in class for their well-being. This could be an activity such as a short game, a physical activity, listening to/singing a song/chant/rhyme and so on that does not require any knowledge of English and also there will not be a need to speak Turkish. Pre-Evaluation Process It is assumed that pupils have the knowledge of their family members such as their father, mother, sister, brother, grandmother, and grandfather in their own language. This knowledge prepares them to identify the same concept in English as their foreign language. Besides, they could use some additional language elements such as colours (blue, green…), numbers (1-2) and basic adjectives (small, big…) to describe the physical features of family members in a simple way. It is expected that pupils’ physical, cognitive, affective, and social factors are appropriate and suitable for learning about family members and related physical descriptions using basic colours to talk about their eye colours or using adjectives such as small, big, long, and short in English. An example of an exercise might be to point correctly to family members in a picture by giving instructions in Turkish without speaking any English without letting the pupils speak Turkish or English. Instructions such as “Show me the father in this family! Show me the grandfather in this family!” are given in Turkish and pupils can respond physically by pointing to the relevant family members without speaking. Establishing Links Pupils are asked to recall the concept of “family and family members” 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, “family” in English.To remind them of the pre-existing background knowledge about the concept of “family”, a very short cartoon film of a very famous and popular family known to the pupils is shown on the Smart Board before the main teaching/learning flow in the class begins. The teacher asks pupils to watch the film and they do it. When they have finished watching the film, the teacher asks them in Turkish what the film was about and wants the answer aloud in chorus as the whole class in Turkish: “… family!” The teacher asks them to think about this until they watch the next film, which is the main entry material of the theme, the digital story, without asking any further questions in Turkish or English. An example practice could be done to point correctly to a picture of a family and pictures of family members 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 “family” through meaningful contextualised activities with visuals within the theme.

Sub-theme: Family members and family members’ physical appearances and physical features Target Vocabulary in Use (with revisional vocabulary): Family members: A family, a father, a mother, a sister, a brother, a grandfather, a grandmother, a baby, a son, a daughter, a friend, mum, dad. Physical appearances (Descriptive adjectives): Nice, beautiful, blond, tall, short, handsome.Target Language Chunks: - “To be-present (+), (-), (?)”: Language Chunks: Who is he? Who is she? He’s/is my father. She’s/is my mother. Function: Asking and identifying people -Have/has got: Chunks: What colour eyes has your mother got? My mother’s/has got blue eyes. She’s/has got blue eyes (Description with eye colour is used to describe family members but the question form as “What colour eyes has she got? is NOT taught at this stage). Function: Describing physical features Target Social Language in Use: I’m sorry! I’m sorry, Mum! Dad! Grandma! Grandpa! That’s fine! It’s/That’s all right! All right! What about me? You look great! It’s very lovely! Look! Over there! It’s lunchtime! I’m hungry! Target Phonological Sounds in Use: Vowel: o Consonants: k, l, m, n, p Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonants: k: (/k/); l: (/ɛl/, /l/); m: (/ɛm/, /m/); n: (/ɛn/, /n/); p: (piː/, /p/) *No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the words including them will be practised through pronunciation activities in the theme.

ENG.2.4.L1.

Pupils can get ready for the listening/watching-comprehension process for the current content on “family life with family members and family members’ physical appearances and physical features”.

ENG.2.4.L2.

Pupils can bring information about the current content on “family life with family members and family members’ physical appearances and physical features” together with key details and main components while listening/watching it.

ENG.2.4.L3.

Pupils can make meaning of/derive meaning from the current content on “family life with family members and family members’ physical appearances and physical features” through details by listening/watching it carefully.

ENG.2.4.L4.

Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “family life with family members and family members’ physical appearances and physical features” in a very simple way.

a) Pupils activate their pre-existing knowledge and experiences related to the current theme and content, by recalling it in her/his own language in their minds.
b)Pupils recognise concrete and simple relationships between the previous knowledge and experience and the clues to the current content, by responding to simple questions with physical actions without speaking Turkish or without having a translation.
c)Pupils make simple predictions about the current content, by using pre-existing knowledge and experience based on the realia, pictures and context.
a)Pupils make simple predictions about the current content based on the surrounding audio/ visual elements scattered around the classroom in relation to the current theme.
b)Pupils comprehend the topic of the current content by listening (to)/watching it as a whole without having intervals.
c)Pupils recognise concrete/simple/basic details and components within the whole introductory content by watching and listening to it by noticing the basic components.
a)Pupils check all initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals about the concept.
b)Pupils locate the components of the current content within the whole by listening and watching it.
c)Pupils make simple and basic classifications of the current content when necessary by grouping components, words, and other aspects with the help of visuals.
d)Pupils make very simple comparisons of the current content when necessary to be aware of the differences between components, words, and other aspects with the help of visuals.
e)Pupils recognise very concrete/simple/basic horizontal and vertical relationships within the current content by being aware that some vocabulary relates to one set of components while another set relates to other components.
f)Pupils internalise the current content personally in an age- and level-appropriate manner, recognising that it is about her/his present life at school.
a)Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content in a very simple way.
b)Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content by sharing them with others in a very simple way.

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

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

Values V2. Family Integrity, V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V8. Privacy, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V15. Love and Affection, V20. Benevolence

PERFORMANCE ASSIGNMENT: Pupils are asked to make self-recordings (visual, audio) at school/ about their family members and their physical features such as the colour of their eyes or hair, or saying whether their noses or ears are big or small or whether their legs are short or long etc. They can present their work to the class by using Fact Files and avatars that they have made. They can use both digital resources and papers/cardboard. Then they can give feedback to each other using emoticons. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on the pupils’ knowledge of family members in their own language. As Year 2 Primary school pupils, they can know what a family is and what its members are. It is also assumed that they know how to describe their physical traits such as the colour of their eyes or hair, in their own language, Turkish. They know some language chunks such as “This is … What colour…? as well as the basic colours (black, white, pink, red, yellow, blue, and green) in English, that they learned in the previous themes, which could help them ask and answer questions about family members and their physical traits such as “My mother’s/ has got blue eyes” in this theme. As an initial start, a fun non-theme warm-up activity is done as an icebreaker to help the pupils feel positive and ready for the whole learning process in class for their well-being. This could be an activity such as a short game, a physical activity, listening to/singing a song/chant/rhyme and so on that does not require any knowledge of English and also there will not be a need to speak Turkish. Pre-Evaluation Process It is assumed that pupils have the knowledge of their family members such as their father, mother, sister, brother, grandmother, and grandfather in their own language. This knowledge prepares them to identify the same concept in English as their foreign language. Besides, they could use some additional language elements such as colours (blue, green…), numbers (1-2) and basic adjectives (small, big…) to describe the physical features of family members in a simple way. It is expected that pupils’ physical, cognitive, affective, and social factors are appropriate and suitable for learning about family members and related physical descriptions using basic colours to talk about their eye colours or using adjectives such as small, big, long, and short in English. An example of an exercise might be to point correctly to family members in a picture by giving instructions in Turkish without speaking any English without letting the pupils speak Turkish or English. Instructions such as “Show me the father in this family! Show me the grandfather in this family!” are given in Turkish and pupils can respond physically by pointing to the relevant family members without speaking. Establishing Links Pupils are asked to recall the concept of “family and family members” 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, “family” in English.To remind them of the pre-existing background knowledge about the concept of “family”, a very short cartoon film of a very famous and popular family known to the pupils is shown on the Smart Board before the main teaching/learning flow in the class begins. The teacher asks pupils to watch the film and they do it. When they have finished watching the film, the teacher asks them in Turkish what the film was about and wants the answer aloud in chorus as the whole class in Turkish: “… family!” The teacher asks them to think about this until they watch the next film, which is the main entry material of the theme, the digital story, without asking any further questions in Turkish or English. An example practice could be done to point correctly to a picture of a family and pictures of family members 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 “family” through meaningful contextualised activities with visuals within the theme.

SEMESTER HOLIDAY: JANUARY 19 - 30

SEMESTER HOLIDAY: JANUARY 19 - 30

SEMESTER HOLIDAY: JANUARY 19
-30

SEMESTER HOLIDAY: JANUARY 19 - 30

SEMESTER HOLIDAY: JANUARY 19 - 30

SEMESTER HOLIDAY: JANUARY 19 - 30

SEMESTER HOLIDAY: JANUARY 19 - 30

SEMESTER HOLIDAY: JANUARY 19 - 30

SEMESTER HOLIDAY: JANUARY 19 - 30

SEMESTER HOLIDAY: JANUARY 19
-30

SEMESTER HOLIDAY: JANUARY 19 - 30

SEMESTER HOLIDAY: JANUARY 19 - 30

SEMESTER HOLIDAY: JANUARY 19 - 30

SEMESTER HOLIDAY: JANUARY 19 - 30

Yarıyıl Tatili

ENG.2.3.S3.

Pupils can organise simple new verbal content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” by speaking accurately, efficiently, and authentically.

ENG.2.3.S4.

Pupils can form a simple new verbal content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” through reconstruction by speaking accurately, efficiently, and authentically.

ENG.2.3.S5.

Pupils can reorganise and use information about the current theme on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” by reconstructing it to communicate with other people.

ENG.2.3.S6.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” very simply for reflection in relation to themselves or others, both individually and/or with others.

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

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

Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy

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

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.

ENG.2.3.W5.

Pupils can reorganise and use information by reconstructing it in the new written tasks about the “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”to communicate with other people.

ENG.2.3.W6.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”very simply for reflection in relation to themselves or others, both individually and/or with others.

ENG.2.3.S1.

Pupils can get ready for speaking-expression process about the current content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”with the help of supplementary audio-visual materials.

ENG.2.3.S2.

Pupils can imitate the model/example for producing verbal content about the current theme on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”.

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.

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

Literacy Skills LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy

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

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.

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