2. Sınıf · 2026-2027

2. Sınıf İngilizce Yıllık Planı 2026-2027

Millî Eğitim Bakanlığı çerçeve planına uygun, hafta hafta ünitelendirilmiş yıllık plan. Tabloda ay, hafta, ders saati, ünite/tema, öğrenme çıktıları, süreç bileşenleri, ölçme ve değerlendirme, değerler, okuryazarlık becerileri ve farklılaştırma sütunları yer alır.

Bu görünümde planın ilk 6 sütunu var (toplam 14). Planı tüm sütunlarıyla görmek için Word olarak indirmelisiniz.

MONTHWEEKCLASS HOURTHEMECONTENT FRAMELEARNING OUTCOMES
SeptemberWeek 1:
14-18 September		2ORIENTATION
Week 2:
21-25 September		2THEME 1: SCHOOL LIFESub-themes: Greetings and introductions at school; people and places at school; days of the week; national and religious days and celebrations
Target Vocabulary in Use (with revisional vocabulary): People in the school: A teacher, a pupil (pupil), a headmaster/headmistress (principal-AmE.), a friend, a boy, a girl, a kid.
Places in the school: A classroom, a lunch hall (lunchroom), a canteen, a library, a sports hall, a garden, a playground, a teacher’s room.
Target Language Chunks in Use:
Language Chunks (“To be-present”): What’s/is it/this? It’s/is a/an…
Function: Asking what things and places are.
Language Chunks (“To be-present”): Who’s she/he? She’s Mr Aras. He’s my English teacher. This is Mr/Mrs/Miss Hopkins. She/He is a teacher/headmaster., etc.
Where is she? She is in the garden.
Function: Introductions and telling names.
Preposition: in.
Language Chunks (“To be-present”): What’s your name? I’m/ am… / My name is…
Function: Introductions, asking and telling names.
Language Chunks (Imperatives): Come here, please.
Function: Giving commands, making requests (polite or firm) and giving instructions or directions.
Language Chunks (“To be-present”): What day of the week is it? What day is it today? It’s/is Monday today.
Function: Asking and answering days of the week.
Personal Pronouns: I, he, she, it, we, you, they.
Function: Referring to the speaker as the subject.
Demonstrative pronoun: This.
Function: Referring to something specific that is close to the speaker in space, time, or context.
WH-question words: What, who, where.
Function: Asking what a thing is, who a person is.
Greetings:
Good morning! Hello!, Hi!..
How are you? I’m fine, thanks! And you?
Target Social Language in Use:
Excuse me!, Sorry!, That’s OK!, Sure! Goodbye!, Bye!, See you tomorrow!, Hurray!, Welcome!, Well done!,
Thank you!, Nice!, Really!, That’s great!, Let’s start!, Look!, Good morning everybody!, Can I sit here?, Nice
to meet ycou!
Target Phonological Sounds in Use:
a, b
Vowel a:
a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/)
Consonant: b
b: (/b/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.1.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.L2. Pupils can bring information about the current content on “greetings and introductions
at school; people and places at school; days of the week; national days and celebrations”
together with key details and main components while listening/watching it.
ENG.2.1.L3. Pupils can make meaning of/derive meaning from the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through details by listening/watching it carefully.
ENG.2.1.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” in a very simple way.
ENG.2.1.P1. Pupils can select and use the target phonological elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, and naturally through spontaneous selection
and using it in an appropriate and effective way when communicating with others.
ENG.2.1.R1. Pupils can get ready for the reading-comprehension process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.R2. Pupils can bring information about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through
skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.1.R3. Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
ENG.2.1.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “greetings and introductions at school;
people and places at school; days of the week; national days and celebrations” for reflection
in relation to themselves or others, both individually and/or with others.
ENG.2.1.V1. Pupils can select and use the target vocabulary of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.1.G1. Pupils can select and use the language including target grammatical elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally
and use it appropriately and effectively when communicating with others.
ENG.2.1.W1. Pupils can get ready for the writing-expression process about the current content on “greetings
and introductions at school; people and places at school; days of the week; national days and celebrations” in an age- and level-appropriate way.
ENG.2.1.W2. Pupils can copy the model/example on the writing task about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided to practise for further writing activities.
ENG.2.1.W3. Pupils can organise and form a content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided.
ENG.2.1.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “greetings and introductions at school; people and places at school; days of the week;
national days and celebrations” to communicate with other people.
ENG.2.1.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others.
ENG.2.1.S1. Pupils can get ready for speaking-expression process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” with the help of supplementary audio-visual materials.
ENG.2.1.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.S3. Pupils can organise simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.2.1.S4. Pupils can form a simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through reconstruction
by speaking accurately, efficiently, and authentically.
ENG.2.1.S5. Pupils can reorganise and use information about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by reconstructing it to communicate with other people.
ENG.2.1.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others
Week 3: 28 September- 2 October2THEME 1: SCHOOL LIFESub-themes: Greetings and introductions at school; people and places at school; days of the week; national and religious days and celebrations
Target Vocabulary in Use (with revisional vocabulary): People in the school: A teacher, a pupil (pupil), a headmaster/headmistress (principal-AmE.), a friend, a boy, a girl, a kid.
Places in the school: A classroom, a lunch hall (lunchroom), a canteen, a library, a sports hall, a garden, a playground, a teacher’s room.
Target Language Chunks in Use:
Language Chunks (“To be-present”): What’s/is it/this? It’s/is a/an…
Function: Asking what things and places are.
Language Chunks (“To be-present”): Who’s she/he? She’s Mr Aras. He’s my English teacher. This is Mr/Mrs/Miss Hopkins. She/He is a teacher/headmaster., etc.
Where is she? She is in the garden.
Function: Introductions and telling names.
Preposition: in.
Language Chunks (“To be-present”): What’s your name? I’m/ am… / My name is…
Function: Introductions, asking and telling names.
Language Chunks (Imperatives): Come here, please.
Function: Giving commands, making requests (polite or firm) and giving instructions or directions.
Language Chunks (“To be-present”): What day of the week is it? What day is it today? It’s/is Monday today.
Function: Asking and answering days of the week.
Personal Pronouns: I, he, she, it, we, you, they.
Function: Referring to the speaker as the subject.
Demonstrative pronoun: This.
Function: Referring to something specific that is close to the speaker in space, time, or context.
WH-question words: What, who, where.
Function: Asking what a thing is, who a person is.
Greetings:
Good morning! Hello!, Hi!..
How are you? I’m fine, thanks! And you?
Target Social Language in Use:
Excuse me!, Sorry!, That’s OK!, Sure! Goodbye!, Bye!, See you tomorrow!, Hurray!, Welcome!, Well done!,
Thank you!, Nice!, Really!, That’s great!, Let’s start!, Look!, Good morning everybody!, Can I sit here?, Nice
to meet ycou!
Target Phonological Sounds in Use:
a, b
Vowel a:
a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/)
Consonant: b
b: (/b/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.1.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.L2. Pupils can bring information about the current content on “greetings and introductions
at school; people and places at school; days of the week; national days and celebrations”
together with key details and main components while listening/watching it.
ENG.2.1.L3. Pupils can make meaning of/derive meaning from the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through details by listening/watching it carefully.
ENG.2.1.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” in a very simple way.
ENG.2.1.P1. Pupils can select and use the target phonological elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, and naturally through spontaneous selection
and using it in an appropriate and effective way when communicating with others.
ENG.2.1.R1. Pupils can get ready for the reading-comprehension process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.R2. Pupils can bring information about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through
skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.1.R3. Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
ENG.2.1.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “greetings and introductions at school;
people and places at school; days of the week; national days and celebrations” for reflection
in relation to themselves or others, both individually and/or with others.
ENG.2.1.V1. Pupils can select and use the target vocabulary of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.1.G1. Pupils can select and use the language including target grammatical elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally
and use it appropriately and effectively when communicating with others.
ENG.2.1.W1. Pupils can get ready for the writing-expression process about the current content on “greetings
and introductions at school; people and places at school; days of the week; national days and celebrations” in an age- and level-appropriate way.
ENG.2.1.W2. Pupils can copy the model/example on the writing task about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided to practise for further writing activities.
ENG.2.1.W3. Pupils can organise and form a content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided.
ENG.2.1.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “greetings and introductions at school; people and places at school; days of the week;
national days and celebrations” to communicate with other people.
ENG.2.1.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others.
ENG.2.1.S1. Pupils can get ready for speaking-expression process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” with the help of supplementary audio-visual materials.
ENG.2.1.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.S3. Pupils can organise simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.2.1.S4. Pupils can form a simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through reconstruction
by speaking accurately, efficiently, and authentically.
ENG.2.1.S5. Pupils can reorganise and use information about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by reconstructing it to communicate with other people.
ENG.2.1.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others
OCTOBERWeek 4: 5-9 October2THEME 1: SCHOOL LIFESub-themes: Greetings and introductions at school; people and places at school; days of the week; national and religious days and celebrations
Target Vocabulary in Use (with revisional vocabulary): People in the school: A teacher, a pupil (pupil), a headmaster/headmistress (principal-AmE.), a friend, a boy, a girl, a kid.
Places in the school: A classroom, a lunch hall (lunchroom), a canteen, a library, a sports hall, a garden, a playground, a teacher’s room.
Target Language Chunks in Use:
Language Chunks (“To be-present”): What’s/is it/this? It’s/is a/an…
Function: Asking what things and places are.
Language Chunks (“To be-present”): Who’s she/he? She’s Mr Aras. He’s my English teacher. This is Mr/Mrs/Miss Hopkins. She/He is a teacher/headmaster., etc.
Where is she? She is in the garden.
Function: Introductions and telling names.
Preposition: in.
Language Chunks (“To be-present”): What’s your name? I’m/ am… / My name is…
Function: Introductions, asking and telling names.
Language Chunks (Imperatives): Come here, please.
Function: Giving commands, making requests (polite or firm) and giving instructions or directions.
Language Chunks (“To be-present”): What day of the week is it? What day is it today? It’s/is Monday today.
Function: Asking and answering days of the week.
Personal Pronouns: I, he, she, it, we, you, they.
Function: Referring to the speaker as the subject.
Demonstrative pronoun: This.
Function: Referring to something specific that is close to the speaker in space, time, or context.
WH-question words: What, who, where.
Function: Asking what a thing is, who a person is.
Greetings:
Good morning! Hello!, Hi!..
How are you? I’m fine, thanks! And you?
Target Social Language in Use:
Excuse me!, Sorry!, That’s OK!, Sure! Goodbye!, Bye!, See you tomorrow!, Hurray!, Welcome!, Well done!,
Thank you!, Nice!, Really!, That’s great!, Let’s start!, Look!, Good morning everybody!, Can I sit here?, Nice
to meet ycou!
Target Phonological Sounds in Use:
a, b
Vowel a:
a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/)
Consonant: b
b: (/b/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.1.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.L2. Pupils can bring information about the current content on “greetings and introductions
at school; people and places at school; days of the week; national days and celebrations”
together with key details and main components while listening/watching it.
ENG.2.1.L3. Pupils can make meaning of/derive meaning from the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through details by listening/watching it carefully.
ENG.2.1.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” in a very simple way.
ENG.2.1.P1. Pupils can select and use the target phonological elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, and naturally through spontaneous selection
and using it in an appropriate and effective way when communicating with others.
ENG.2.1.R1. Pupils can get ready for the reading-comprehension process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.R2. Pupils can bring information about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through
skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.1.R3. Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
ENG.2.1.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “greetings and introductions at school;
people and places at school; days of the week; national days and celebrations” for reflection
in relation to themselves or others, both individually and/or with others.
ENG.2.1.V1. Pupils can select and use the target vocabulary of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.1.G1. Pupils can select and use the language including target grammatical elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally
and use it appropriately and effectively when communicating with others.
ENG.2.1.W1. Pupils can get ready for the writing-expression process about the current content on “greetings
and introductions at school; people and places at school; days of the week; national days and celebrations” in an age- and level-appropriate way.
ENG.2.1.W2. Pupils can copy the model/example on the writing task about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided to practise for further writing activities.
ENG.2.1.W3. Pupils can organise and form a content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided.
ENG.2.1.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “greetings and introductions at school; people and places at school; days of the week;
national days and celebrations” to communicate with other people.
ENG.2.1.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others.
ENG.2.1.S1. Pupils can get ready for speaking-expression process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” with the help of supplementary audio-visual materials.
ENG.2.1.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.S3. Pupils can organise simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.2.1.S4. Pupils can form a simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through reconstruction
by speaking accurately, efficiently, and authentically.
ENG.2.1.S5. Pupils can reorganise and use information about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by reconstructing it to communicate with other people.
ENG.2.1.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others
Week 5: 12-16 October2THEME 1: SCHOOL LIFESub-themes: Greetings and introductions at school; people and places at school; days of the week; national and religious days and celebrations
Target Vocabulary in Use (with revisional vocabulary): People in the school: A teacher, a pupil (pupil), a headmaster/headmistress (principal-AmE.), a friend, a boy, a girl, a kid.
Places in the school: A classroom, a lunch hall (lunchroom), a canteen, a library, a sports hall, a garden, a playground, a teacher’s room.
Target Language Chunks in Use:
Language Chunks (“To be-present”): What’s/is it/this? It’s/is a/an…
Function: Asking what things and places are.
Language Chunks (“To be-present”): Who’s she/he? She’s Mr Aras. He’s my English teacher. This is Mr/Mrs/Miss Hopkins. She/He is a teacher/headmaster., etc.
Where is she? She is in the garden.
Function: Introductions and telling names.
Preposition: in.
Language Chunks (“To be-present”): What’s your name? I’m/ am… / My name is…
Function: Introductions, asking and telling names.
Language Chunks (Imperatives): Come here, please.
Function: Giving commands, making requests (polite or firm) and giving instructions or directions.
Language Chunks (“To be-present”): What day of the week is it? What day is it today? It’s/is Monday today.
Function: Asking and answering days of the week.
Personal Pronouns: I, he, she, it, we, you, they.
Function: Referring to the speaker as the subject.
Demonstrative pronoun: This.
Function: Referring to something specific that is close to the speaker in space, time, or context.
WH-question words: What, who, where.
Function: Asking what a thing is, who a person is.
Greetings:
Good morning! Hello!, Hi!..
How are you? I’m fine, thanks! And you?
Target Social Language in Use:
Excuse me!, Sorry!, That’s OK!, Sure! Goodbye!, Bye!, See you tomorrow!, Hurray!, Welcome!, Well done!,
Thank you!, Nice!, Really!, That’s great!, Let’s start!, Look!, Good morning everybody!, Can I sit here?, Nice
to meet ycou!
Target Phonological Sounds in Use:
a, b
Vowel a:
a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/)
Consonant: b
b: (/b/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.1.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.L2. Pupils can bring information about the current content on “greetings and introductions
at school; people and places at school; days of the week; national days and celebrations”
together with key details and main components while listening/watching it.
ENG.2.1.L3. Pupils can make meaning of/derive meaning from the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through details by listening/watching it carefully.
ENG.2.1.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” in a very simple way.
ENG.2.1.P1. Pupils can select and use the target phonological elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, and naturally through spontaneous selection
and using it in an appropriate and effective way when communicating with others.
ENG.2.1.R1. Pupils can get ready for the reading-comprehension process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.R2. Pupils can bring information about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through
skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.1.R3. Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
ENG.2.1.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “greetings and introductions at school;
people and places at school; days of the week; national days and celebrations” for reflection
in relation to themselves or others, both individually and/or with others.
ENG.2.1.V1. Pupils can select and use the target vocabulary of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.1.G1. Pupils can select and use the language including target grammatical elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally
and use it appropriately and effectively when communicating with others.
ENG.2.1.W1. Pupils can get ready for the writing-expression process about the current content on “greetings
and introductions at school; people and places at school; days of the week; national days and celebrations” in an age- and level-appropriate way.
ENG.2.1.W2. Pupils can copy the model/example on the writing task about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided to practise for further writing activities.
ENG.2.1.W3. Pupils can organise and form a content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided.
ENG.2.1.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “greetings and introductions at school; people and places at school; days of the week;
national days and celebrations” to communicate with other people.
ENG.2.1.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others.
ENG.2.1.S1. Pupils can get ready for speaking-expression process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” with the help of supplementary audio-visual materials.
ENG.2.1.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.S3. Pupils can organise simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.2.1.S4. Pupils can form a simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through reconstruction
by speaking accurately, efficiently, and authentically.
ENG.2.1.S5. Pupils can reorganise and use information about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by reconstructing it to communicate with other people.
ENG.2.1.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others
Week 6: 19-23 October2THEME 1: SCHOOL LIFESub-themes: Greetings and introductions at school; people and places at school; days of the week; national and religious days and celebrations
Target Vocabulary in Use (with revisional vocabulary): People in the school: A teacher, a pupil (pupil), a headmaster/headmistress (principal-AmE.), a friend, a boy, a girl, a kid.
Places in the school: A classroom, a lunch hall (lunchroom), a canteen, a library, a sports hall, a garden, a playground, a teacher’s room.
Target Language Chunks in Use:
Language Chunks (“To be-present”): What’s/is it/this? It’s/is a/an…
Function: Asking what things and places are.
Language Chunks (“To be-present”): Who’s she/he? She’s Mr Aras. He’s my English teacher. This is Mr/Mrs/Miss Hopkins. She/He is a teacher/headmaster., etc.
Where is she? She is in the garden.
Function: Introductions and telling names.
Preposition: in.
Language Chunks (“To be-present”): What’s your name? I’m/ am… / My name is…
Function: Introductions, asking and telling names.
Language Chunks (Imperatives): Come here, please.
Function: Giving commands, making requests (polite or firm) and giving instructions or directions.
Language Chunks (“To be-present”): What day of the week is it? What day is it today? It’s/is Monday today.
Function: Asking and answering days of the week.
Personal Pronouns: I, he, she, it, we, you, they.
Function: Referring to the speaker as the subject.
Demonstrative pronoun: This.
Function: Referring to something specific that is close to the speaker in space, time, or context.
WH-question words: What, who, where.
Function: Asking what a thing is, who a person is.
Greetings:
Good morning! Hello!, Hi!..
How are you? I’m fine, thanks! And you?
Target Social Language in Use:
Excuse me!, Sorry!, That’s OK!, Sure! Goodbye!, Bye!, See you tomorrow!, Hurray!, Welcome!, Well done!,
Thank you!, Nice!, Really!, That’s great!, Let’s start!, Look!, Good morning everybody!, Can I sit here?, Nice
to meet ycou!
Target Phonological Sounds in Use:
a, b
Vowel a:
a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/)
Consonant: b
b: (/b/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.1.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.L2. Pupils can bring information about the current content on “greetings and introductions
at school; people and places at school; days of the week; national days and celebrations”
together with key details and main components while listening/watching it.
ENG.2.1.L3. Pupils can make meaning of/derive meaning from the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through details by listening/watching it carefully.
ENG.2.1.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” in a very simple way.
ENG.2.1.P1. Pupils can select and use the target phonological elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, and naturally through spontaneous selection
and using it in an appropriate and effective way when communicating with others.
ENG.2.1.R1. Pupils can get ready for the reading-comprehension process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.R2. Pupils can bring information about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through
skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.1.R3. Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
ENG.2.1.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “greetings and introductions at school;
people and places at school; days of the week; national days and celebrations” for reflection
in relation to themselves or others, both individually and/or with others.
ENG.2.1.V1. Pupils can select and use the target vocabulary of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.1.G1. Pupils can select and use the language including target grammatical elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally
and use it appropriately and effectively when communicating with others.
ENG.2.1.W1. Pupils can get ready for the writing-expression process about the current content on “greetings
and introductions at school; people and places at school; days of the week; national days and celebrations” in an age- and level-appropriate way.
ENG.2.1.W2. Pupils can copy the model/example on the writing task about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided to practise for further writing activities.
ENG.2.1.W3. Pupils can organise and form a content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided.
ENG.2.1.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “greetings and introductions at school; people and places at school; days of the week;
national days and celebrations” to communicate with other people.
ENG.2.1.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others.
ENG.2.1.S1. Pupils can get ready for speaking-expression process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” with the help of supplementary audio-visual materials.
ENG.2.1.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.S3. Pupils can organise simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.2.1.S4. Pupils can form a simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through reconstruction
by speaking accurately, efficiently, and authentically.
ENG.2.1.S5. Pupils can reorganise and use information about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by reconstructing it to communicate with other people.
ENG.2.1.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others
Week 7: 26-30 October2THEME 1: SCHOOL LIFESub-themes: Greetings and introductions at school; people and places at school; days of the week; national and religious days and celebrations
Target Vocabulary in Use (with revisional vocabulary): People in the school: A teacher, a pupil (pupil), a headmaster/headmistress (principal-AmE.), a friend, a boy, a girl, a kid.
Places in the school: A classroom, a lunch hall (lunchroom), a canteen, a library, a sports hall, a garden, a playground, a teacher’s room.
Target Language Chunks in Use:
Language Chunks (“To be-present”): What’s/is it/this? It’s/is a/an…
Function: Asking what things and places are.
Language Chunks (“To be-present”): Who’s she/he? She’s Mr Aras. He’s my English teacher. This is Mr/Mrs/Miss Hopkins. She/He is a teacher/headmaster., etc.
Where is she? She is in the garden.
Function: Introductions and telling names.
Preposition: in.
Language Chunks (“To be-present”): What’s your name? I’m/ am… / My name is…
Function: Introductions, asking and telling names.
Language Chunks (Imperatives): Come here, please.
Function: Giving commands, making requests (polite or firm) and giving instructions or directions.
Language Chunks (“To be-present”): What day of the week is it? What day is it today? It’s/is Monday today.
Function: Asking and answering days of the week.
Personal Pronouns: I, he, she, it, we, you, they.
Function: Referring to the speaker as the subject.
Demonstrative pronoun: This.
Function: Referring to something specific that is close to the speaker in space, time, or context.
WH-question words: What, who, where.
Function: Asking what a thing is, who a person is.
Greetings:
Good morning! Hello!, Hi!..
How are you? I’m fine, thanks! And you?
Target Social Language in Use:
Excuse me!, Sorry!, That’s OK!, Sure! Goodbye!, Bye!, See you tomorrow!, Hurray!, Welcome!, Well done!,
Thank you!, Nice!, Really!, That’s great!, Let’s start!, Look!, Good morning everybody!, Can I sit here?, Nice
to meet ycou!
Target Phonological Sounds in Use:
a, b
Vowel a:
a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/)
Consonant: b
b: (/b/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.1.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.L2. Pupils can bring information about the current content on “greetings and introductions
at school; people and places at school; days of the week; national days and celebrations”
together with key details and main components while listening/watching it.
ENG.2.1.L3. Pupils can make meaning of/derive meaning from the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through details by listening/watching it carefully.
ENG.2.1.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” in a very simple way.
ENG.2.1.P1. Pupils can select and use the target phonological elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, and naturally through spontaneous selection
and using it in an appropriate and effective way when communicating with others.
ENG.2.1.R1. Pupils can get ready for the reading-comprehension process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.R2. Pupils can bring information about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through
skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.1.R3. Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
ENG.2.1.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “greetings and introductions at school;
people and places at school; days of the week; national days and celebrations” for reflection
in relation to themselves or others, both individually and/or with others.
ENG.2.1.V1. Pupils can select and use the target vocabulary of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.1.G1. Pupils can select and use the language including target grammatical elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally
and use it appropriately and effectively when communicating with others.
ENG.2.1.W1. Pupils can get ready for the writing-expression process about the current content on “greetings
and introductions at school; people and places at school; days of the week; national days and celebrations” in an age- and level-appropriate way.
ENG.2.1.W2. Pupils can copy the model/example on the writing task about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided to practise for further writing activities.
ENG.2.1.W3. Pupils can organise and form a content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided.
ENG.2.1.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “greetings and introductions at school; people and places at school; days of the week;
national days and celebrations” to communicate with other people.
ENG.2.1.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others.
ENG.2.1.S1. Pupils can get ready for speaking-expression process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” with the help of supplementary audio-visual materials.
ENG.2.1.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
ENG.2.1.S3. Pupils can organise simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.2.1.S4. Pupils can form a simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through reconstruction
by speaking accurately, efficiently, and authentically.
ENG.2.1.S5. Pupils can reorganise and use information about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by reconstructing it to communicate with other people.
ENG.2.1.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “greetings and introductions at school; people
and places at school; days of the week; national days and celebrations” very simply for
reflection in relation to themselves or others, both individually and/or with others
NOVEMBERWeek 8: 2-6 NovemberSCHOOL BASED PLANNING (2- 6 NOVEMBER)
Week 9:
9-13 November		2THEME 2: CLASSROOM LIFESub-themes: Classroom instructions and language; classroom furniture, devices and objects; colours.
Basic Classroom Instructions and classroom language (Not to teach as target language chunks with
structural rules but to be used constantly by the teacher as meta-language):
Come here, please!
Look at me! Look here!
Open/Close your book!
Open the door, please! Close the door, please!
Stand up, please! Sit down, please!
Listen! Be quiet, please!
Repeat, please!
Point to…, please!
Pass the pencil/rubber etc. please!
Put your pencils/rubbers etc. in the box/bag, please!
Colour it, please!
Draw it, please!
Say… please!
Look at the board, please!
Raise your hand, please!
Come to the board, please!
Show your picture, please!
Good job!
Are you ready?
Classroom language:
Good!
Well done!
(Can I go to the bathroom/toilet?) Yes, you can!
Here you are!
Thanks!
Hurry up!
It’s break time now!
Time’s up!
Do you need help?
Not yet!
Can I come in?
Can you pass the blue crayon, please?
I’m sorry, I’m late.
Target Vocabulary in Use (with revisional vocabulary):
Classroom furniture: A desk, a table, a Smart Board, a blackboard/whiteboard, a chair, a bookcase, a clock
(classroom features: a door, a window, a wall).
Classroom objects: A pencil, a coloured pencil, a rubber (an eraser-AmE.), a notebook, a book, a crayon, a
pencil case, a sharpener, a (piece of) chalk, a glue, scissors.
Classroom devices: A computer, a tablet, Smart Board.
Basic colours: Red, white, black, pink, blue, purple, yellow, brown, green, orange.
Numbers: 1-20
The alphabet (song):
*National and religious days, festivals, and celeberations: “29 October Republic Day”, “23 April National
Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July
Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of
Sacrifice (Eid-al-Adha)”.
*(Relevant language content and (communicative) activities related to these national and religious days,
festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections
wherever and whenever possible.)
*Local Cultural, Social, and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural,
and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will
be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A
table for this section is provided in the introduction to the whole English Language Curriculum.
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
words including them will be practised through pronunciation activities in the theme.		ENG.2.2.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “classroom life with classroom instructions and language; classroom furniture devices and objects; colours”.
ENG.2.2.L2. Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” together with key details and main components while listening/watching it.
ENG.2.2.L3. Pupils can make meaning of/derive meaning from the current content on “classroom life with
classroom instructions and language; classroom furniture, devices and objects; colours”
through details by listening/watching it carefully.
ENG.2.2.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects;
colours” in a very simple way.
ENG.2.2.P1. Pupils can select and use the target phonological elements of the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
ENG.2.2.R1. Pupils can get ready for the reading-comprehension process about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”.
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.
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”.
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”.
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.
MIDTERM BREAK (16-20 NOVEMBER)
Week 10: 23-27 November2THEME 2: CLASSROOM LIFESub-themes: Classroom instructions and language; classroom furniture, devices and objects; colours.
Basic Classroom Instructions and classroom language (Not to teach as target language chunks with
structural rules but to be used constantly by the teacher as meta-language):
Come here, please!
Look at me! Look here!
Open/Close your book!
Open the door, please! Close the door, please!
Stand up, please! Sit down, please!
Listen! Be quiet, please!
Repeat, please!
Point to…, please!
Pass the pencil/rubber etc. please!
Put your pencils/rubbers etc. in the box/bag, please!
Colour it, please!
Draw it, please!
Say… please!
Look at the board, please!
Raise your hand, please!
Come to the board, please!
Show your picture, please!
Good job!
Are you ready?
Classroom language:
Good!
Well done!
(Can I go to the bathroom/toilet?) Yes, you can!
Here you are!
Thanks!
Hurry up!
It’s break time now!
Time’s up!
Do you need help?
Not yet!
Can I come in?
Can you pass the blue crayon, please?
I’m sorry, I’m late.
Target Vocabulary in Use (with revisional vocabulary):
Classroom furniture: A desk, a table, a Smart Board, a blackboard/whiteboard, a chair, a bookcase, a clock
(classroom features: a door, a window, a wall).
Classroom objects: A pencil, a coloured pencil, a rubber (an eraser-AmE.), a notebook, a book, a crayon, a
pencil case, a sharpener, a (piece of) chalk, a glue, scissors.
Classroom devices: A computer, a tablet, Smart Board.
Basic colours: Red, white, black, pink, blue, purple, yellow, brown, green, orange.
Numbers: 1-20
The alphabet (song):
*National and religious days, festivals, and celeberations: “29 October Republic Day”, “23 April National
Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July
Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of
Sacrifice (Eid-al-Adha)”.
*(Relevant language content and (communicative) activities related to these national and religious days,
festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections
wherever and whenever possible.)
*Local Cultural, Social, and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural,
and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will
be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A
table for this section is provided in the introduction to the whole English Language Curriculum.
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
words including them will be practised through pronunciation activities in the theme.		ENG.2.2.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “classroom life with classroom instructions and language; classroom furniture devices and objects; colours”.
ENG.2.2.L2. Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” together with key details and main components while listening/watching it.
ENG.2.2.L3. Pupils can make meaning of/derive meaning from the current content on “classroom life with
classroom instructions and language; classroom furniture, devices and objects; colours”
through details by listening/watching it carefully.
ENG.2.2.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects;
colours” in a very simple way.
ENG.2.2.P1. Pupils can select and use the target phonological elements of the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
ENG.2.2.R1. Pupils can get ready for the reading-comprehension process about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”.
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.
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”.
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”.
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.
DECEMBERWeek 11:
30 November- 4 December		2THEME 2: CLASSROOM LIFE
Week 12: 7-11 December2THEME 2: CLASSROOM LIFE
Week 13:
14-18 December		2THEME 2: CLASSROOM LIFE
Week 14: 21-25 December2THEME 3: PERSONAL LIFEPERSONAL LIFE:
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.)
*National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National
Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July
Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of
Sacrifice (Eid-al-Adha)”.
*(Relevant language content and (communicative) activities related to these national and religious days,
festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections
wherever and whenever possible.)
*Local Cultural, Social, and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural,
and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will
be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A
table for this section is provided in the introduction to the whole English Language Curriculum.
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!
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.		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.
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.
ENG.2.3.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the
reading-comprehension process about the current content, “personal life with basic parts of
the human body, physical features, clothes, days of the week, ages, and birthdays; weather
conditions” for reflection in relation to themselves or others, both individually and/or with
others.
ENG.2.3.V1. Pupils can select and use the target vocabulary of the current content about “personal life
with basic parts of the human body, physical features, clothes, days of the week, ages, and
birthdays; weather conditions”accurately, authentically, spontaneously, and naturally and use
it appropriately and effectively when communicating with others.
ENG.2.3.G1. Pupils can select and use the language including target grammatical elements of the
current content about “personal life with basic parts of the human body, physical features,
clothes, days of the week, ages, and birthdays; weather conditions”accurately, authentically,
spontaneously, and naturally and use it appropriately and effectively when communicating
with others.
ENG.2.3.W1. Pupils can get ready for the writing-expression process about the current content on “personal
life with basic parts of the human body, physical features, clothes, days of the week, ages, and
birthdays; weather conditions”in an age- and level-appropriate way.
ENG.2.3.W2. Pupils can copy the model/example on the writing task about the current content on “personal
life with basic parts of the human body, physical features, clothes, days of the week, ages,
and birthdays; weather conditions”based on the model/example provided to practise for
further writing activities.
ENG.2.3.W3. Pupils can organise and form a content for the assigned writing task on the current content
“personal life with basic parts of the human body, physical features, clothes, days of the week,
ages, and birthdays; weather conditions”based on the model/example provided.
ENG.2.3.W4. Pupils can practise writing by constructing content for the assigned writing task on the
current content “personal life with basic parts of the human body, physical features, clothes,
days of the week, ages, and birthdays”.
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”.
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.
Week 15: 28 -31December2THEME 3: PERSONAL LIFE
JANUARYWeek 16: 4-8 January2THEME 3: PERSONAL LIFE
Week 17: 11-15 January2THEME 3: PERSONAL LIFE
Week 18: 18-22 JanuarySOCIAL ACTIVITIES
SEMESTER HOLIDAY (25 JANUARY- 05 FEBRUARY 2027)
FEBRUARYWeek 19: 8-12 February2THEME 3: PERSONAL LIFEPERSONAL LIFE:
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.)
*National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National
Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July
Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of
Sacrifice (Eid-al-Adha)”.
*(Relevant language content and (communicative) activities related to these national and religious days,
festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections
wherever and whenever possible.)
*Local Cultural, Social, and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural,
and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will
be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A
table for this section is provided in the introduction to the whole English Language Curriculum.
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!
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.		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.
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.
ENG.2.3.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the
reading-comprehension process about the current content, “personal life with basic parts of
the human body, physical features, clothes, days of the week, ages, and birthdays; weather
conditions” for reflection in relation to themselves or others, both individually and/or with
others.
ENG.2.3.V1. Pupils can select and use the target vocabulary of the current content about “personal life
with basic parts of the human body, physical features, clothes, days of the week, ages, and
birthdays; weather conditions”accurately, authentically, spontaneously, and naturally and use
it appropriately and effectively when communicating with others.
ENG.2.3.G1. Pupils can select and use the language including target grammatical elements of the
current content about “personal life with basic parts of the human body, physical features,
clothes, days of the week, ages, and birthdays; weather conditions”accurately, authentically,
spontaneously, and naturally and use it appropriately and effectively when communicating
with others.
ENG.2.3.W1. Pupils can get ready for the writing-expression process about the current content on “personal
life with basic parts of the human body, physical features, clothes, days of the week, ages, and
birthdays; weather conditions”in an age- and level-appropriate way.
ENG.2.3.W2. Pupils can copy the model/example on the writing task about the current content on “personal
life with basic parts of the human body, physical features, clothes, days of the week, ages,
and birthdays; weather conditions”based on the model/example provided to practise for
further writing activities.
ENG.2.3.W3. Pupils can organise and form a content for the assigned writing task on the current content
“personal life with basic parts of the human body, physical features, clothes, days of the week,
ages, and birthdays; weather conditions”based on the model/example provided.
ENG.2.3.W4. Pupils can practise writing by constructing content for the assigned writing task on the
current content “personal life with basic parts of the human body, physical features, clothes,
days of the week, ages, and birthdays”.
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”.
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.
Week 20: 15-19 February2THEME 4: FAMILY LIFEFAMILY LIFE:
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.
*National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National
Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July
Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of
Sacrifice (Eid-al-Adha)”.
*(Relevant language content and (communicative) activities related to these national and religious days,
festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections
wherever and whenever possible.)
*Local Cultural, Social, and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural,
and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will
be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A
table for this section is provided in the introduction to the whole English Language Curriculum.
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:
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.
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.
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 to
themselves 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.
ENG.2.4.W1. Pupils can get ready for the writing-expression process about the current content on “family
life with family members and family members’ physical appearances and physical features” in
an age- and level-appropriate way.
ENG.2.4.W2. Pupils can copy the model/example on the writing task about the current content on “family
life with family members and family members’ physical appearances and physical features”
based on the model/example provided to practise for further writing activities.
ENG.2.4.W3. Pupils can organise and form a content for the assigned writing task on the current content
“family life with family members and family members’ physical appearances and physical
features” based on the model/example provided.
ENG.2.4.W4. Pupils can practise writing by constructing content for the assigned writing task on the
current content “family life with family members and family members’ physical appearances
and physical features”.
ENG.2.4.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about
the “family life with family members and family members’ physical appearances and physical
features” to communicate with other people.
ENG.2.4.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “family life with family members and family
members’ physical appearances and physical features” very simply for reflection in relation
to themselves or others, both individually and/or with others.
ENG.2.4.S1. Pupils can get ready for the speaking-expression process about the current content on “family
life with family members and family members’ physical appearances and physical features”
with the help of supplementary audio-visual materials.
ENG.2.4.S2. Pupils can imitate the model/example for producing verbal content about the current theme
on “family life with family members and family members’ physical appearances and physical
features”.
ENG.2.4.S3. Pupils can organise simple new verbal content on “family life with family members and family
members’ physical appearances and physical features” by speaking accurately, efficiently,
and authentically.
ENG.2.4.S4. Pupils can form a simple new verbal content on “family life with family members and family
members’ physical appearances and physical features” through reconstruction by speaking
accurately, efficiently, and authentically.
ENG.2.4.S5. Pupils can reorganise and use information about the current theme on “family life with family
members and family members’ physical appearances and physical features” by reconstructing
it to communicate with other people.
ENG.2.4.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “family life with family members and family
members’ physical appearances and physical features” very simply for reflection in relation to
themselves or others, both individually and/or with others.
Week 21: 22-26 February2THEME 4: FAMILY LIFE
MARCHWeek 22: 1-5 March2THEME 4: FAMILY LIFE
EID-AL-FITR (08-11 MARCH)
MIDTERM BREAK ( 08-12 MARCH )
Week 23: 15-19 March2THEME 4: FAMILY LIFEFAMILY LIFE:
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.
*National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National
Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July
Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of
Sacrifice (Eid-al-Adha)”.
*(Relevant language content and (communicative) activities related to these national and religious days,
festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections
wherever and whenever possible.)
*Local Cultural, Social, and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural,
and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will
be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A
table for this section is provided in the introduction to the whole English Language Curriculum.
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:
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.
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.
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 to
themselves 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.
ENG.2.4.W1. Pupils can get ready for the writing-expression process about the current content on “family
life with family members and family members’ physical appearances and physical features” in
an age- and level-appropriate way.
ENG.2.4.W2. Pupils can copy the model/example on the writing task about the current content on “family
life with family members and family members’ physical appearances and physical features”
based on the model/example provided to practise for further writing activities.
ENG.2.4.W3. Pupils can organise and form a content for the assigned writing task on the current content
“family life with family members and family members’ physical appearances and physical
features” based on the model/example provided.
ENG.2.4.W4. Pupils can practise writing by constructing content for the assigned writing task on the
current content “family life with family members and family members’ physical appearances
and physical features”.
ENG.2.4.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about
the “family life with family members and family members’ physical appearances and physical
features” to communicate with other people.
ENG.2.4.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “family life with family members and family
members’ physical appearances and physical features” very simply for reflection in relation
to themselves or others, both individually and/or with others.
ENG.2.4.S1. Pupils can get ready for the speaking-expression process about the current content on “family
life with family members and family members’ physical appearances and physical features”
with the help of supplementary audio-visual materials.
ENG.2.4.S2. Pupils can imitate the model/example for producing verbal content about the current theme
on “family life with family members and family members’ physical appearances and physical
features”.
ENG.2.4.S3. Pupils can organise simple new verbal content on “family life with family members and family
members’ physical appearances and physical features” by speaking accurately, efficiently,
and authentically.
ENG.2.4.S4. Pupils can form a simple new verbal content on “family life with family members and family
members’ physical appearances and physical features” through reconstruction by speaking
accurately, efficiently, and authentically.
ENG.2.4.S5. Pupils can reorganise and use information about the current theme on “family life with family
members and family members’ physical appearances and physical features” by reconstructing
it to communicate with other people.
ENG.2.4.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “family life with family members and family
members’ physical appearances and physical features” very simply for reflection in relation to
themselves or others, both individually and/or with others.
Week 24: 22-26 March2THEME 4: FAMILY LIFE
Week 25: 29 March-2 April2THEME 5: HOMES & HOUSES & NEIGHBOURHOODSHOMES & HOUSES & NEIGHBOURHOODS
Sub-themes: Parts, rooms and furniture in the house; pets in the house
Target Vocabulary in Use (with revisional vocabulary):
Parts of the house: A bedroom, a bathroom, sitting-room (living room-AmE.), a kitchen, a garden, a dining
room, a balcony, a doorbell, a dollhouse.
House furniture: A bed, a sofa, a coffee table.
Pets in the house: A pet, a dog, a cat, a rabbit, a bird, a (gold)fish.
Parts of the body of a pet: A tail, whiskers, a claw, a paw, a beak.
Preposition of a place: In, on.
Verbs: to dance.
*National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National
Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July
Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of
Sacrifice (Eid-al-Adha)”.
*(Relevant language content and (communicative) activities related to these national and religious days,
festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections
wherever and whenever possible.)
*Local Cultural, Social, and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural,
and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will
be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A
table for this section is provided in the introduction to the whole English Language Curriculum.
Target Language Chunks:
“Have got/has got”: (We’ve/have got a house. We’ve got two pets).
Function: Expressing possession or ownership of objects.
“To be” - present: (Where’s/is the bed? The bed is in the bedroom. Where’s/is the cat? The cat is in the kitchen).
Function: Describing the location of objects.
“There is/there are”: (There are five cats in the sitting room).
Function: Describing the existence or presence of objects.
Target Social Language in Use:
Here’s a…!
Come and see!
Let’s look at…!
Come on!
Hold on.
Really?
That looks great!
Look around!
Listen to music!
Target Phonological Sounds in Use:
q, r, s, t, v, w
Consonants: q: (/kjuː/); r: (/ɑː/(Br), /r/ (AmE.)); s: (/s/, /ɛs/, /z/); t: (/tiː/, /t/); v: (/viː/, /v/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.5.L1. Pupils can get ready for the listening/watching-comprehension process for the current
content on “homes, houses and neighbourhoods with parts, rooms and furniture in the house;
pets in the house”.
ENG.2.5.L2. Pupils can bring information about the current content on “homes, houses and neighbourhoods
with parts, rooms and furniture in the house; pets in the house” together with key details and
main components while listening/watching it.
ENG.2.5.L3. Pupils can make meaning of/derive meaning from the current content on “homes, houses
and neighbourhoods with parts, rooms and furniture in the house; pets in the house” through
details by listening/watching it carefully.
ENG.2.5.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole
listening/watching-comprehension process in relation to the current content on “homes,
houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house”
in a very simple way.
ENG.2.5.P1. Pupils can select and use the target phonological elements of the current content about
“homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the
house” accurately, authentically, and naturally through spontaneous selection and using it in
an appropriate and effective way when communicating with others.
ENG.2.5.R1. Pupils can get ready for the reading-comprehension process about the current content on
“homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the
house”.
ENG.2.5.R2. Pupils can bring information about the current content on “homes, houses and neighbourhoods
with parts, rooms and furniture in the house; pets in the house” through skimming (looking
quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.5.R3. Pupils can make meaning of/derive meaning from the current content about “homes, houses
and neighbourhoods with parts, rooms and furniture in the house; pets in the house” by
reading it carefully.
ENG.2.5.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “homes, houses and neighbourhoods
with parts, rooms and furniture in the house; pets in the house” for reflection in relation to
themselves or others, both individually and/or with others.
ENG.2.5.V1. Pupils can select and use the target vocabulary of the current content about “homes,
houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house”
accurately, authentically, spontaneously, and naturally and use it appropriately and effectively
when communicating with others.
ENG.2.5.G1. Pupils can select and use the language including target grammatical elements of the current
content about “homes, houses and neighbourhoods with parts, rooms and furniture in the
house; pets in the house” accurately, authentically, spontaneously, and naturally and use it
appropriately and effectively when communicating with others.
ENG.2.5.W1. Pupils can get ready for the writing-expression process about the current content on “homes,
houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house”
in an age- and level-appropriate way.
ENG.2.5.W2. Pupils can copy the model/example on the writing task about the current content on “homes,
houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house”
based on the model/example provided to practise for further writing activities.
ENG.2.5.W3. Pupils can organise and form a content for the assigned writing task on the current content
“homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the
house” based on the model/example provided.
ENG.2.5.W4. Pupils can practise writing by constructing content for the assigned writing task on the
current content “homes, houses and neighbourhoods with parts, rooms and furniture in the
house; pets in the house”.
ENG.2.5.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about
the “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets
in the house” to communicate with other people.
ENG.2.5.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the
writing-expression process about the current content, “homes, houses and neighbourhoods
with parts, rooms and furniture in the house; pets in the house” very simply for reflection in
relation to themselves or others, both individually and/or with others.
ENG.2.5.S1. Pupils can get ready for speaking-expression process about the current content on “homes,
houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house”
with the help of supplementary audio-visual materials.
ENG.2.5.S2. Pupils can imitate the model/example for producing verbal content about the current theme
on “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in
the house”.
ENG.2.5.S3. Pupils can organise simple new verbal content on “homes, houses and neighbourhoods with
parts, rooms and furniture in the house; pets in the house” by speaking accurately, efficiently,
and authentically.
ENG.2.5.S4. Pupils can form a simple new verbal content on “homes, houses and neighbourhoods with
parts, rooms and furniture in the house; pets in the house” through reconstruction by speaking
accurately, efficiently, and authentically.
ENG.2.5.S5. Pupils can reorganise and use information about the current theme on “homes, houses
and neighbourhoods with parts, rooms and furniture in the house; pets in the house” by
reconstructing it to communicate with other people.
ENG.2.5.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “homes, houses and neighbourhoods with
parts, rooms and furniture in the house; pets in the house” very simply for reflection in relation
to themselves or others, both individually and/or with others.
APRILWeek 26: 5-9 April2THEME 5: HOMES & HOUSES & NEIGHBOURHOODS
Week 27: 12-16 April2THEME 5: HOMES & HOUSES & NEIGHBOURHOODS
Week 28: 19-23 April2THEME 5: HOMES & HOUSES & NEIGHBOURHOODS
Week 29: 26-30 April2THEME 5: HOMES & HOUSES & NEIGHBOURHOODS
MAYWeek 30: 03-07 May2THEME 6: LIFE IN THE CITY & THE WORLDLIFE IN THE CITY & THE WORLD
Sub-themes: Basic food types, items, and meals
Target Vocabulary in Use (with revisional vocabulary):
Liquids: Water, milk, ayran, tea, coffee.
Fruits: Tomatoes, bananas, apples, oranges, pears, strawberries, grapes, cherries.
Vegetables: Potatoes, carrots, beans, peppers, lettuce, cucumbers, spinach, broccoli, garlic, cauliflower,
courgette.
Basic food: Chicken, fish, bread, meat, eggs.
Quantifiers: Some (to be used naturally and automatically with all food items, without explaining its
grammatical function, with language chunks “I’ve/have got some beans. She’s/has got some bread”.
*National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National
Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July
Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of
Sacrifice (Eid-al-Adha)”.
*(Relevant language content and (communicative) activities related to these national and religious days,
festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections
wherever and whenever possible.)
*Local Cultural, Social, and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural,
and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will
be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A
table for this section is provided in the introduction to the whole English Language Curriculum.
Target Language Chunks in Use:
Structures will be introduced and used through language chunks rather than explicit rule teaching (no rules
will be taught).
“The Simple Present Tense”:
Do you like bread? Yes, I do.
Do you like beans? No, I don’t.
Function: Telling preferences for food.
“There is/ There are” (with only countable nouns):
(Is there a banana in the kitchen?) Yes, there is. No, there isn’t).
(Are there any bananas in the kitchen? Yes, there are. No there aren’t).
Function: Talking about the existence of food.
Can for possibility: Can I have bread? Yes, you can. No, you can’t.
Function: Making polite requests.
Target Social Language in Use:
I’m hungry!
I’m thirsty!
Yummy!
It’s delicious!
Time for breakfast/lunch/dinner!
Thanks for breakfast/lunch/dinner!
Enjoy your meal!
Let’s go and meet them!
Target Phonological Sounds in Use:
Vowels: u
Consonants: w, x, y, z
Vowel: u: (/juː/, /ʌ/, /juː/)
w: (/w/); x: (/ɛks/, /ks/, /gz/); y: (/waɪ/, /j/, /ɪ/, /iː/); z: / (zed/ (Br), /ziː/ (AmE.), /z/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.6.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.L2. Pupils can bring information about the current content on “life in the city and the world with basic food types, items, and meals” together with key details and main components while listening/watching it.
ENG.2.6.L3. Pupils can make meaning of/derive meaning from the current content on “life in the city and the world with basic food types, items, and meals” through details by listening/watching it
carefully.
ENG.2.6.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “life in the city and the world with basic food types, items, and meals” in a very simple way.
ENG.2.6.P1. Pupils can select and use the target phonological elements of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when
communicating with others.
ENG.2.6.R1. Pupils can get ready for the reading-comprehension process about the current content on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.R2. Pupils can bring information about the current content on “life in the city and the world with basic food types, items, and meals” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.6.R3. Pupils can make meaning of/derive meaning from the current content about “life in the city
and the world with basic food types, items, and meals” by reading it carefully.
ENG.2.6.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the city and the world with basic food types, items, and meals” for reflection in relation to themselves or others, both individually and/or with others.
ENG.2.6.V1. Pupils can select and use the target vocabulary of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, spontaneously,
and naturally and use it appropriately and effectively when communicating with others.
ENG.2.6.G1. Pupils can select and use the language including target grammatical elements of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.6.W1. Pupils can get ready for the writing-expression process about the current content on “life in the city and the world with basic food types, items, and meals” in an age- and level-appropriate
way.
ENG.2.6.W2. Pupils can copy the model/example on the writing task about the current content on “life in the city and the world with basic food types, items, and meals” based on the model/example provided to practise for further writing activities.
ENG.2.6.W3. Pupils can organise and form a content for the assigned writing task on the current content “life in the city and the world with basic food types, items, and meals” based on the model/ example provided.
ENG.2.6.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “life in the city and the world with basic food types, items, and meals” to communicate
with other people.
ENG.2.6.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “life in the city and the world with basic food
types, items, and meals” very simply for reflection in relation to themselves or others, both
individually and/or with others.
ENG.2.6.S1. Pupils can get ready for the speaking-expression process about the current content on “life in
the city and the world with basic food types, items, and meals” with the help of supplementary
audio-visual materials.
ENG.2.6.S2. Pupils can imitate the model/example for producing verbal content about the current theme
on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.S3. Pupils can organise simple new verbal content on “life in the city and the world with basic food types, items, and meals” by speaking accurately, efficiently, and authentically.
ENG.2.6.S4. Pupils can form a simple new verbal content on “life in the city and the world with basic food types, items, and meals” through reconstruction by speaking accurately, efficiently, and authentically.
ENG.2.6.S5. Pupils can reorganise and use information about the current theme on “life in the city and the
world with basic food types, items, and meals” by reconstructing it to communicate with other
people.
ENG.2.6.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “life in the city and the world with basic food
types, items, and meals” very simply for reflection in relation to themselves or others, both
individually and/or with others.
Week 31: 10-14 May2THEME 6: LIFE IN THE CITY & THE WORLD
EID-AL-ADHA (16-19 MAY)
Week 32: 17-21 May2THEME 6: LIFE IN THE CITY & THE WORLDLIFE IN THE CITY & THE WORLD
Sub-themes: Basic food types, items, and meals
Target Vocabulary in Use (with revisional vocabulary):
Liquids: Water, milk, ayran, tea, coffee.
Fruits: Tomatoes, bananas, apples, oranges, pears, strawberries, grapes, cherries.
Vegetables: Potatoes, carrots, beans, peppers, lettuce, cucumbers, spinach, broccoli, garlic, cauliflower,
courgette.
Basic food: Chicken, fish, bread, meat, eggs.
Quantifiers: Some (to be used naturally and automatically with all food items, without explaining its
grammatical function, with language chunks “I’ve/have got some beans. She’s/has got some bread”.
*National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National
Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July
Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of
Sacrifice (Eid-al-Adha)”.
*(Relevant language content and (communicative) activities related to these national and religious days,
festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections
wherever and whenever possible.)
*Local Cultural, Social, and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural,
and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will
be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A
table for this section is provided in the introduction to the whole English Language Curriculum.
Target Language Chunks in Use:
Structures will be introduced and used through language chunks rather than explicit rule teaching (no rules
will be taught).
“The Simple Present Tense”:
Do you like bread? Yes, I do.
Do you like beans? No, I don’t.
Function: Telling preferences for food.
“There is/ There are” (with only countable nouns):
(Is there a banana in the kitchen?) Yes, there is. No, there isn’t).
(Are there any bananas in the kitchen? Yes, there are. No there aren’t).
Function: Talking about the existence of food.
Can for possibility: Can I have bread? Yes, you can. No, you can’t.
Function: Making polite requests.
Target Social Language in Use:
I’m hungry!
I’m thirsty!
Yummy!
It’s delicious!
Time for breakfast/lunch/dinner!
Thanks for breakfast/lunch/dinner!
Enjoy your meal!
Let’s go and meet them!
Target Phonological Sounds in Use: Vowels: u
Consonants: w, x, y, z
Vowel: u: (/juː/, /ʌ/, /juː/)
w: (/w/); x: (/ɛks/, /ks/, /gz/); y: (/waɪ/, /j/, /ɪ/, /iː/); z: / (zed/ (Br), /ziː/ (AmE.), /z/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.6.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.L2. Pupils can bring information about the current content on “life in the city and the world with basic food types, items, and meals” together with key details and main components while listening/watching it.
ENG.2.6.L3. Pupils can make meaning of/derive meaning from the current content on “life in the city and the world with basic food types, items, and meals” through details by listening/watching it
carefully.
ENG.2.6.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “life in the city and the world with basic food types, items, and meals” in a very simple way.
ENG.2.6.P1. Pupils can select and use the target phonological elements of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when
communicating with others.
ENG.2.6.R1. Pupils can get ready for the reading-comprehension process about the current content on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.R2. Pupils can bring information about the current content on “life in the city and the world with basic food types, items, and meals” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.6.R3. Pupils can make meaning of/derive meaning from the current content about “life in the city
and the world with basic food types, items, and meals” by reading it carefully.
ENG.2.6.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the city and the world with basic food types, items, and meals” for reflection in relation to themselves or others, both individually and/or with others.
ENG.2.6.V1. Pupils can select and use the target vocabulary of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, spontaneously,
and naturally and use it appropriately and effectively when communicating with others.
ENG.2.6.G1. Pupils can select and use the language including target grammatical elements of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.6.W1. Pupils can get ready for the writing-expression process about the current content on “life in the city and the world with basic food types, items, and meals” in an age- and level-appropriate
way.
ENG.2.6.W2. Pupils can copy the model/example on the writing task about the current content on “life in the city and the world with basic food types, items, and meals” based on the model/example provided to practise for further writing activities.
ENG.2.6.W3. Pupils can organise and form a content for the assigned writing task on the current content “life in the city and the world with basic food types, items, and meals” based on the model/ example provided.
ENG.2.6.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “life in the city and the world with basic food types, items, and meals” to communicate
with other people.
ENG.2.6.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “life in the city and the world with basic food
types, items, and meals” very simply for reflection in relation to themselves or others, both
individually and/or with others.
ENG.2.6.S1. Pupils can get ready for the speaking-expression process about the current content on “life in
the city and the world with basic food types, items, and meals” with the help of supplementary
audio-visual materials.
ENG.2.6.S2. Pupils can imitate the model/example for producing verbal content about the current theme
on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.S3. Pupils can organise simple new verbal content on “life in the city and the world with basic food types, items, and meals” by speaking accurately, efficiently, and authentically.
ENG.2.6.S4. Pupils can form a simple new verbal content on “life in the city and the world with basic food types, items, and meals” through reconstruction by speaking accurately, efficiently, and authentically.
ENG.2.6.S5. Pupils can reorganise and use information about the current theme on “life in the city and the
world with basic food types, items, and meals” by reconstructing it to communicate with other
people.
ENG.2.6.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “life in the city and the world with basic food
types, items, and meals” very simply for reflection in relation to themselves or others, both
individually and/or with others.
Week 33: 24-28 MaySCHOOL BASED PLANNING
JUNEWeek 34: 31 May-4 June2THEME 6: LIFE IN THE CITY & THE WORLDLIFE IN THE CITY & THE WORLD
Sub-themes: Basic food types, items, and meals
Target Vocabulary in Use (with revisional vocabulary):
Liquids: Water, milk, ayran, tea, coffee.
Fruits: Tomatoes, bananas, apples, oranges, pears, strawberries, grapes, cherries.
Vegetables: Potatoes, carrots, beans, peppers, lettuce, cucumbers, spinach, broccoli, garlic, cauliflower,
courgette.
Basic food: Chicken, fish, bread, meat, eggs.
Quantifiers: Some (to be used naturally and automatically with all food items, without explaining its
grammatical function, with language chunks “I’ve/have got some beans. She’s/has got some bread”.
*National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National
Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July
Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of
Sacrifice (Eid-al-Adha)”.
*(Relevant language content and (communicative) activities related to these national and religious days,
festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections
wherever and whenever possible.)
*Local Cultural, Social, and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural,
and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will
be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A
table for this section is provided in the introduction to the whole English Language Curriculum.
Target Language Chunks in Use:
Structures will be introduced and used through language chunks rather than explicit rule teaching (no rules
will be taught).
“The Simple Present Tense”:
Do you like bread? Yes, I do.
Do you like beans? No, I don’t.
Function: Telling preferences for food.
“There is/ There are” (with only countable nouns):
(Is there a banana in the kitchen?) Yes, there is. No, there isn’t).
(Are there any bananas in the kitchen? Yes, there are. No there aren’t).
Function: Talking about the existence of food.
Can for possibility: Can I have bread? Yes, you can. No, you can’t.
Function: Making polite requests.
Target Social Language in Use:
I’m hungry!
I’m thirsty!
Yummy!
It’s delicious!
Time for breakfast/lunch/dinner!
Thanks for breakfast/lunch/dinner!
Enjoy your meal!
Let’s go and meet them!
Target Phonological Sounds in Use: Vowels: u
Consonants: w, x, y, z
Vowel: u: (/juː/, /ʌ/, /juː/)
w: (/w/); x: (/ɛks/, /ks/, /gz/); y: (/waɪ/, /j/, /ɪ/, /iː/); z: / (zed/ (Br), /ziː/ (AmE.), /z/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the
words including them will be practised through pronunciation activities in the theme.		ENG.2.6.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.L2. Pupils can bring information about the current content on “life in the city and the world with basic food types, items, and meals” together with key details and main components while listening/watching it.
ENG.2.6.L3. Pupils can make meaning of/derive meaning from the current content on “life in the city and the world with basic food types, items, and meals” through details by listening/watching it
carefully.
ENG.2.6.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “life in the city and the world with basic food types, items, and meals” in a very simple way.
ENG.2.6.P1. Pupils can select and use the target phonological elements of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when
communicating with others.
ENG.2.6.R1. Pupils can get ready for the reading-comprehension process about the current content on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.R2. Pupils can bring information about the current content on “life in the city and the world with basic food types, items, and meals” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.6.R3. Pupils can make meaning of/derive meaning from the current content about “life in the city
and the world with basic food types, items, and meals” by reading it carefully.
ENG.2.6.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the city and the world with basic food types, items, and meals” for reflection in relation to themselves or others, both individually and/or with others.
ENG.2.6.V1. Pupils can select and use the target vocabulary of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, spontaneously,
and naturally and use it appropriately and effectively when communicating with others.
ENG.2.6.G1. Pupils can select and use the language including target grammatical elements of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.6.W1. Pupils can get ready for the writing-expression process about the current content on “life in the city and the world with basic food types, items, and meals” in an age- and level-appropriate
way.
ENG.2.6.W2. Pupils can copy the model/example on the writing task about the current content on “life in the city and the world with basic food types, items, and meals” based on the model/example provided to practise for further writing activities.
ENG.2.6.W3. Pupils can organise and form a content for the assigned writing task on the current content “life in the city and the world with basic food types, items, and meals” based on the model/ example provided.
ENG.2.6.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “life in the city and the world with basic food types, items, and meals” to communicate
with other people.
ENG.2.6.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “life in the city and the world with basic food
types, items, and meals” very simply for reflection in relation to themselves or others, both
individually and/or with others.
ENG.2.6.S1. Pupils can get ready for the speaking-expression process about the current content on “life in
the city and the world with basic food types, items, and meals” with the help of supplementary
audio-visual materials.
ENG.2.6.S2. Pupils can imitate the model/example for producing verbal content about the current theme
on “life in the city and the world with basic food types, items, and meals”.
ENG.2.6.S3. Pupils can organise simple new verbal content on “life in the city and the world with basic food types, items, and meals” by speaking accurately, efficiently, and authentically.
ENG.2.6.S4. Pupils can form a simple new verbal content on “life in the city and the world with basic food types, items, and meals” through reconstruction by speaking accurately, efficiently, and authentically.
ENG.2.6.S5. Pupils can reorganise and use information about the current theme on “life in the city and the
world with basic food types, items, and meals” by reconstructing it to communicate with other
people.
ENG.2.6.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “life in the city and the world with basic food
types, items, and meals” very simply for reflection in relation to themselves or others, both
individually and/or with others.
Week 35: 7-11 June2THEME 6: LIFE IN THE CITY & THE WORLD
Week 36: 14-18 June2THEME 6: LIFE IN THE CITY & THE WORLD
Week 37:
21-25 June

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