3. Sınıf · 2026-2027

3. 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		2REVISION
Week 3: 28 September- 2 October2REVISION
OCTOBERWeek 4: 5-9 October2THEME 1: SCHOOL LIFESub-themes: greetings and introductions at school; people and places at school; months of the year; ages
and birthday celebrations; national days and celebrations
-Greetings:
How are you? I’m good, thanks!
Good evening!
Good afternoon!
Good night!
Whose birthday is in October?
Do you need help?
Why not?
What’s the matter?
Be careful!
Who wants to tell me…?
Maybe!
I have an idea!
Let’s talk about…..
It sounds great!
You must be quiet!
Target Vocabulary in Use (with revisional vocabulary):
-People at school: A classmate, a librarian, a school nurse, a headteacher, a caretaker.
-Places at school: An art room, a music room, a meeting room, an office, a sports field, a corridor, a gym.
-Birthday celebrations: Birthday, a birthday party, a candle, a cake, a balloon, a gift, summer holiday, a
surprise.
Months of the year: January, February, March, April, May, June, July, August, September, October, November,
December.
Verbs: To prepare, to decorate, to bring, to play the guitar, write a song, to ask, to find, to run, to help. *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:
(“To be-present”) (am, is, are): (+), (-), (?)
Who’s/is this/she/he? This is Mr. Blue.
Where is Daphne? She’s/is in the library.
What month is it now? It’s/is September.
How old are you? I’m 8 years old.
When’s/is your birthday? It’s/is in July.
Function: Telling who people are, where people and things are, what month it is.
-There is / There are (+), (-), (?)(Only countable nouns with numbers will be used).
Is there a nurse at school? Yes, there is a nurse at school. How many caretakers (are there at school)? (There are) two caretakers (at school).
Function: Describing the presence and quantity of countable nouns.
-Must/ mustn’t (for obligation): (+), (-), (?)
You must follow the rules at school. You mustn’t run in the corridor/at school.
Function: Expressing obligations and prohibitions clearly.
-Personal Pronouns: I, you, we, they, he, she, it
Function: Referring to the speaker as the subject.
-Prepositions: in, on, at
Function: Describing locations, time, and positions.
-WH-question words: what, where, who, when
Function: Asking what a thing is, where a place is, who a person is, when a time is.
-Question words: how
Function: Asking how a thing is.
-Demonstrative pronouns: this, that
Function: “this”: Referring to something specific that is close to the speaker in space, time, or context; and
“that”: referring to something specific that is farther away in space, time, or context from the speaker.
Target Social Language in Use:
See you later!
Have a nice/good day!
Have a nice/good weekend!
It’s great/nice/good to see you.
Take care!
Cool!
Happy Birthday!
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.3.1.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations”.
ENG.3.1.L2. Pupils can bring information about the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” together with key details and main components while listening/watching it.
ENG.3.1.L3. Pupils can make meaning of/derive meaning from the current content on “school life with greetings and introductions at school, people and places at school, months of the year,
ages and birthday celebrations; national days and celebrations” through details by listening/
watching it carefully.
ENG.3.1.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” in a very simple way.
ENG.3.1.P1. Pupils can select and use the target phonological elements of the current content about “school life with greetings and introductions at school, people and places at school, months of the
year, ages and birthday celebrations; national days and celebrations” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when ommunicating with others.
ENG.3.1.R1. Pupils can get ready for the reading-comprehension process about the current content on “school life with greetings and introductions at school, people and places at school, months of
the year, ages and birthday celebrations; national days and celebrations”.
ENG.3.1.R2. Pupils can bring information about the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” through skimming (looking quickly at) the audiovisual elements and reading the content very quickly.
ENG.3.1.R3. Pupils can make meaning of/derive meaning from the current content about “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” by reading it carefully.
ENG.3.1.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with greetings and
introductions at school, people and places at school, months of the year, ages and birthday
celebrations; national days and celebrations” for reflection in relation to themselves or others,
both individually and/or with others.
ENG.3.1.V1. Pupils can select and use the target vocabulary of the current content about “school life
with greetings and introductions at school, people and places at school, months of the year,
ages and birthday celebrations; national days and celebrations” accurately, authentically,
spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.1.G1. Pupils can select and use the language including target grammatical elements of the current content about “school life with greetings and introductions at school, people and places at
school, months of the year, ages and birthday celebrations; national days and celebrations”
accurately, authentically, spontaneously, and naturally and use it appropriately and effectively
when communicating with others.
ENG.3.1.W1. Pupils can get ready for the writing-expression process about the current content on “school life with greetings and introductions at school, people and places at school, months of the
year, ages and birthday celebrations; national days and celebrations” in an age- and levelappropriate way.
ENG.3.1.W2. Pupils can copy the model/example on the writing task about the current content on “school life with greetings and introductions at school, people and places at school, months of the
year, ages and birthday celebrations; national days and celebrations” based on the model/
example provided to practise for further writing activities.
ENG.3.1.W3. Pupils can organise and form a content for the assigned writing task on the current content “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” based on the model/example provided.
ENG.3.1.W4. Pupils can practise writing by constructing content for the assigned writing task on the
current content “school life with greetings and introductions at school, people and places at
school, months of the year, ages and birthday celebrations; national days and celebrations”.
ENG.3.1.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” to
communicate with other people.
ENG.3.1.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.3.1.S1. Pupils can get ready for speaking-expression process about the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” with the help of supplementary audio-visual materials.
ENG.3.1.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations”.
ENG.3.1.S3. Pupils can organise simple new verbal content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.3.1.S4. Pupils can form a simple new verbal content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” through reconstruction by speaking accurately, efficiently,
and authentically.
ENG.3.1.S5. Pupils can reorganise and use information about the current theme on “school life with
greetings and introductions at school, people and places at school, months of the year, ages
and birthday celebrations; national days and celebrations” by reconstructing it to communicate
with other people.
ENG.3.1.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; 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 LIFE
Week 6: 19-23 October2THEME 1: SCHOOL LIFE
Week 7: 26-30 October2THEME 1: SCHOOL LIFE
NOVEMBERWeek 8: 2-6 November2SCHOOL BASED PLANNING
Week 9:
9-13 November		2THEME 2: CLASSROOM LIFESub-themes: Classroom instructions and language; classroom furniture, objects, and devices; school
subjects; seasons of the year
Target Vocabulary in Use (with revisional vocabulary):
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)
Open/ Close your book, please!
Open page.…in your books, please!
Take your seat, please!
Say it again, please!
Listen and repeat, please!
Repeat after me, please!
Watch the video, please!
May/Can I come in?
Colour it, please!
Circle it, please!
Work in pairs, please!
Match the words, please!
Try again, please!
Answer the question, please!
Speak louder, please!
Spell the word, please!
Classroom language:
Let’s start the lesson!
That’s correct!
Have you finished?
Last five minutes!
Nice/great job!
Thank you!
You’re welcome!
Time’s over!
It’s on time!
Perfect!
Look outside!
Turn on the lights!
Answer the question!
Try again!
Classroom furniture: A teacher’s desk, a student’s desk, a bookshelf, a teacher’s chair, a locker, a basket
Classroom features: lights.
Classroom objects: A pen, a ruler, a coursebook, a workbook, an exercise book (notebook-AmE.), a map, a
school bag, a paintbrush, a bin (trash can-AmE.), a white-blackboard, a duster, a flashcard, a card.
Classroom devices: A keyboard, a mouse, a microphone.
School subjects: A lesson (class-AmE.), Life Study, Maths, Turkish, English, Music, Sports, PE.
Nouns: A word, a letter, a point, a winner, a prize
Colours: Dark, light: (red, white, black, pink, grey, blue, purple, yellow, brown, green)
Weather: Sunny, (it’s) raining (rainy-AmE.), (it’s) snowing (snowy-AmE.), warm, windy.
Cardinal Numbers: 20-50
The alphabet (song) *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): (+), (-), (?):
What time is it? It’s five o’clock.
What lesson is it now? It’s/is Maths.
How’s/is the weather today/now? It’s/is raining today .(It’s rainy (AmE.) today).
Function: Telling what things are, what colour things are, existence of lessons, number of things and people,
what people are wearing, how the weather is.
-Countable nouns: a ruler- rulers
What are they? They are rulers.
Function: Describing countable nouns builds understanding of singular and plural forms.
-There is/there are: (only for countable nouns)
Is there a Maths lesson on Monday?
(Yes, there’s/is a Maths lesson on Monday). Yes, there is.
Function: Expressing the existence of things and people.
-How many rulers are there on the table?
There are two rulers on the table. There are two rulers. Two rulers.
Function: Counting and describing quantities.
-Have got/has got: (+) (?) (only with countable nouns and with numbers)
How many pencils have you got? I’ve/have got two pencils.
Function: Describing possession of objects.
-Possessive adjectives: my, his, her,its, our, your, their
Function: Describing ownership by modifying a noun to show ownership
-Question words: what time, how many
Function: Asking time and quantity.
-Time expressions: today, now
Function: Describing the present.
Target Social Language in Use:
You look great!
What nice weather!
It’s freezing!
Everything is all right!
That’s right!
Target Phonological Sounds in Use:
Consonants: c, d,
Consonants: 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. her,its, our, your, their
Function: Describing ownership by modifying a noun to show ownership
-Question words: what time, how many
Function: Asking time and quantity.
-Time expressions: today, now
Function: Describing the present.
Target Social Language in Use:
You look great!
What nice weather!
It’s freezing!
Everything is all right!
That’s right!
Target Phonological Sounds in Use:
Consonants: c, d,
Consonants: 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. her,its, our, your, their
Function: Describing ownership by modifying a noun to show ownership
-Question words: what time, how many
Function: Asking time and quantity.
-Time expressions: today, now
Function: Describing the present.
Target Social Language in Use:
You look great!
What nice weather!
It’s freezing!
Everything is all right!
That’s right!
Target Phonological Sounds in Use:
Consonants: c, d,
Consonants: 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. her,its, our, your, their
Function: Describing ownership by modifying a noun to show ownership
-Question words: what time, how many
Function: Asking time and quantity.
-Time expressions: today, now
Function: Describing the present.
Target Social Language in Use:
You look great!
What nice weather!
It’s freezing!
Everything is all right!
That’s right!
Target Phonological Sounds in Use:
Consonants: c, d,
Consonants: 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.3.2.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, objects, and devices, school subjects, seasons of the year”.
ENG.3.2.L2. Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” together with key details and main components while listening/watching it.
ENG.3.2.L3. Pupils can make meaning of/derive meaning from the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” through details by listening/watching it carefully.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year” in a very simple way.
ENG.3.2.P1. Pupils can select and use the target phonological elements of the current content about “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
ENG.3.2.R1. Pupils can get ready for the reading-comprehension process about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year”.
ENG.3.2.R2. Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.3.2.R3. Pupils can make meaning of/derive meaning from the current content about “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” by reading it carefully.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year” for reflection in relation to themselves or others, both individually and/or with others.
ENG.3.2.V1. Pupils can select and use the target vocabulary of the current content about “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.2.W1. Pupils can get ready for the writing-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” in an age- and level-appropriate way.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year” based on the model/example provided to practise for further writing activities.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year” based on the model/example provided.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year”.
ENG.3.2.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, objects,
and devices, school subjects, seasons of the year” to communicate with other people.
ENG.3.2.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, objects, and devices, school subjects, seasons of the
year” very simply for reflection in relation to themselves or others, both individually and/or
with others.
ENG.3.2.S1. Pupils can get ready for speaking-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” with the help of supplementary audio-visual materials.
ENG.3.2.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, objects,
and devices, school subjects, seasons of the year”.
ENG.3.2.S3. Pupils can organise simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” by speaking accurately, efficiently, and authentically.
ENG.3.2.S4. Pupils can form a simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” through reconstruction by speaking accurately, efficiently, and authentically.
ENG.3.2.S5. Pupils can reorganise and use information about the current theme on “classroom life with
classroom instructions and language; classroom furniture, objects, and devices, school
subjects, seasons of the year” by reconstructing it to communicate with other people.
ENG.3.2.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, objects, and devices, school subjects, seasons of the
year” 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, objects, and devices; school
subjects; seasons of the year
Target Vocabulary in Use (with revisional vocabulary):
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)
Open/ Close your book, please!
Open page.…in your books, please!
Take your seat, please!
Say it again, please!
Listen and repeat, please!
Repeat after me, please!
Watch the video, please!
May/Can I come in?
Colour it, please!
Circle it, please!
Work in pairs, please!
Match the words, please!
Try again, please!
Answer the question, please!
Speak louder, please!
Spell the word, please!
Classroom language:
Let’s start the lesson!
That’s correct!
Have you finished?
Last five minutes!
Nice/great job!
Thank you!
You’re welcome!
Time’s over!
It’s on time!
Perfect!
Look outside!
Turn on the lights!
Answer the question!
Try again!
Classroom furniture: A teacher’s desk, a student’s desk, a bookshelf, a teacher’s chair, a locker, a basket
Classroom features: lights.
Classroom objects: A pen, a ruler, a coursebook, a workbook, an exercise book (notebook-AmE.), a map, a
school bag, a paintbrush, a bin (trash can-AmE.), a white-blackboard, a duster, a flashcard, a card.
Classroom devices: A keyboard, a mouse, a microphone.
School subjects: A lesson (class-AmE.), Life Study, Maths, Turkish, English, Music, Sports, PE.
Nouns: A word, a letter, a point, a winner, a prize
Colours: Dark, light: (red, white, black, pink, grey, blue, purple, yellow, brown, green)
Weather: Sunny, (it’s) raining (rainy-AmE.), (it’s) snowing (snowy-AmE.), warm, windy.
Cardinal Numbers: 20-50
The alphabet (song) *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): (+), (-), (?):
What time is it? It’s five o’clock.
What lesson is it now? It’s/is Maths.
How’s/is the weather today/now? It’s/is raining today .(It’s rainy (AmE.) today).
Function: Telling what things are, what colour things are, existence of lessons, number of things and people,
what people are wearing, how the weather is.
-Countable nouns: a ruler- rulers
What are they? They are rulers.
Function: Describing countable nouns builds understanding of singular and plural forms.
-There is/there are: (only for countable nouns)
Is there a Maths lesson on Monday?
(Yes, there’s/is a Maths lesson on Monday). Yes, there is.
Function: Expressing the existence of things and people.
-How many rulers are there on the table?
There are two rulers on the table. There are two rulers. Two rulers.
Function: Counting and describing quantities.
-Have got/has got: (+) (?) (only with countable nouns and with numbers)
How many pencils have you got? I’ve/have got two pencils.
Function: Describing possession of objects.
-Possessive adjectives: my, his, her,its, our, your, their
Function: Describing ownership by modifying a noun to show ownership
-Question words: what time, how many
Function: Asking time and quantity.
-Time expressions: today, now
Function: Describing the present.
Target Social Language in Use:
You look great!
What nice weather!
It’s freezing!
Everything is all right!
That’s right!
Target Phonological Sounds in Use:
Consonants: c, d,
Consonants: 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. her,its, our, your, their
Function: Describing ownership by modifying a noun to show ownership
-Question words: what time, how many
Function: Asking time and quantity.
-Time expressions: today, now
Function: Describing the present.
Target Social Language in Use:
You look great!
What nice weather!
It’s freezing!
Everything is all right!
That’s right!
Target Phonological Sounds in Use:
Consonants: c, d,
Consonants: 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. her,its, our, your, their
Function: Describing ownership by modifying a noun to show ownership
-Question words: what time, how many
Function: Asking time and quantity.
-Time expressions: today, now
Function: Describing the present.
Target Social Language in Use:
You look great!
What nice weather!
It’s freezing!
Everything is all right!
That’s right!
Target Phonological Sounds in Use:
Consonants: c, d,
Consonants: 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. her,its, our, your, their
Function: Describing ownership by modifying a noun to show ownership
-Question words: what time, how many
Function: Asking time and quantity.
-Time expressions: today, now
Function: Describing the present.
Target Social Language in Use:
You look great!
What nice weather!
It’s freezing!
Everything is all right!
That’s right!
Target Phonological Sounds in Use:
Consonants: c, d,
Consonants: 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.3.2.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, objects, and devices, school subjects, seasons of the year”.
ENG.3.2.L2. Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” together with key details and main components while listening/watching it.
ENG.3.2.L3. Pupils can make meaning of/derive meaning from the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” through details by listening/watching it carefully.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year” in a very simple way.
ENG.3.2.P1. Pupils can select and use the target phonological elements of the current content about “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
ENG.3.2.R1. Pupils can get ready for the reading-comprehension process about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year”.
ENG.3.2.R2. Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.3.2.R3. Pupils can make meaning of/derive meaning from the current content about “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” by reading it carefully.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year” for reflection in relation to themselves or others, both individually and/or with others.
ENG.3.2.V1. Pupils can select and use the target vocabulary of the current content about “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.2.W1. Pupils can get ready for the writing-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” in an age- and level-appropriate way.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year” based on the model/example provided to practise for further writing activities.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year” based on the model/example provided.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year”.
ENG.3.2.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, objects,
and devices, school subjects, seasons of the year” to communicate with other people.
ENG.3.2.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, objects, and devices, school subjects, seasons of the
year” very simply for reflection in relation to themselves or others, both individually and/or
with others.
ENG.3.2.S1. Pupils can get ready for speaking-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” with the help of supplementary audio-visual materials.
ENG.3.2.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, objects,
and devices, school subjects, seasons of the year”.
ENG.3.2.S3. Pupils can organise simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” by speaking accurately, efficiently, and authentically.
ENG.3.2.S4. Pupils can form a simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” through reconstruction by speaking accurately, efficiently, and authentically.
ENG.3.2.S5. Pupils can reorganise and use information about the current theme on “classroom life with
classroom instructions and language; classroom furniture, objects, and devices, school
subjects, seasons of the year” by reconstructing it to communicate with other people.
ENG.3.2.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, objects, and devices, school subjects, seasons of the
year” 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 LIFESub-themes: Parts of the body and physical features; personal characters; weather conditions; clothing
according to seasons and weather conditions; preferences for clothing
Target Vocabulary in Use (with revisional vocabulary):
Parts of the body: A foot, feet, back, a tooth, teeth, a chin, an eyelash(es), an eyebrow(s).
Adjectives: Hair: Blond(e), curly, straight; physical features: little, strong, weak, beautiful, pretty, nice,
handsome, fat, ugly; personal characters: nice, good, bad, happy, sad, lazy, hardworking, young, old.
Weather: Sunny, (it’s) raining (rainy- AmE.), (it’s) snowing (snowy- AmE.), warm, windy.
Verbs for feelings about body parts: To like, to dislike.
Clothes: Tops: A sweatshirt, a jumper (a sweater- AmE.); Bottoms: jeans, a skirt; Dresses: a dress Outwear:
a jacket, a coat, a uniform Footwear: boots, shoes; Accessories: a necklace, an earring, a bag, sunglasses,
socks.
*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.
(Background and) Target Language Chunks in Use:
Language Chunk: (“To be”): (What’s your name? I’m/ am… / My name is…).
( What does she look like? She’s tall and beautiful).
Function: Asking and answering about ages of people, talking about birthdays and celebrating birthdays,
talking about physical features.
Language Chunks: (“Have got/ Has got: (+) (-) (?)”):
(Have you got a big or small nose? I’ve/have got a small nose).
(Have you got any T-shirts? Yes, I’ve/have got some T-shirts).
(What colour hair has she got? She’s/has got blonde hair).
(How is her hair? What’s her hair like? She’s/has got curly hair).
Function: Describing possession of clothes and body parts.
Language Chunks: (“Like/dislike”):(I like/hate/dislike/love big sunglasses).
Function: Expressing personal preferences and opinions about clothing.
Language Chunk: (“Possessive “s”):( Whose dress is this? This is Jasmine’s dress).
Function: Indicating ownership or relationships between people and objects.
Language Chunks (“Present Progressive”): (What are you wearing today? I’m/am wearing a T-shirt today. I’m
wearing a coat. It’s winter and it’s cold).
Function: Describing what people are wearing
Countable and uncountable nouns with some, any, much, many.
(Have you got any shirts? Yes, I’ve got some shirts).
Function: Asking and answering questions about quantity and availability.
Question words: Whose, what…like.
Function: Asking about ownership, characteristics, or descriptions of people or objects.
Conjunctions: and, or.
Function: Connecting similar ideas, options, or items in a sentence.
Target Social Language in Use:
You look great!
Anytime!
It’s my pleasure!
Go on , please!
Nice shirt/T-shirt/etc.!
I’m so excited!
Come on!
Calm down!
Don’t forget to…..
Be careful!
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.3.3.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing”.
ENG.3.3.L2. Pupils can bring information about the current content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” together with key details and main components while listening/watching it.
ENG.3.3.L3. Pupils can make meaning of/derive meaning from the current content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing
according to seasons and weather conditions; preferences for clothing” through details by
listening/watching it carefully.
ENG.3.3.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 parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” in a very simple way.
ENG.3.3.P1. Pupils can select and use the target phonological elements of the current content about “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
ENG.3.3.R1. Pupils can get ready for the reading-comprehension process about the current content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing”.
ENG.3.3.R2. Pupils can bring information about the current content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.3.3.R3. Pupils can make meaning of/derive meaning from the current content about “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” by reading it carefully.
ENG.3.3.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “personal life with parts of the body and
physical features; personal characters; weather conditions; clothing according to seasons
and weather conditions; preferences for clothing” for reflection in relation to themselves or others, both individually and/or with others.
ENG.3.3.V1. Pupils can select and use the target vocabulary of the current content about “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” accurately,
authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.3.G1. Pupils can select and use the language including target grammatical elements of the current content about “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for
clothing” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.3.W1. Pupils can get ready for the writing-expression process about the current content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” in an age and level-appropriate way.
ENG.3.3.W2. Pupils can copy the model/example on the writing task about the current content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” based on the model/example provided to practise for further writing activities.
ENG.3.3.W3. Pupils can organise and form a content for the assigned writing task on the current content “personal life with parts of the body and physical features; personal characters; weather
conditions; clothing according to seasons and weather conditions; preferences for clothing” based on the model/example provided.
ENG.3.3.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing”.
ENG.3.3.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “personal life with parts of the body and physical features; personal characters; weather
conditions; clothing according to seasons and weather conditions; preferences for clothing” to communicate with other people.
ENG.3.3.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression
process about the current content, “personal life with parts of the body and
physical features; personal characters; weather conditions; clothing according to seasons
and weather conditions; preferences for clothing” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.3.3.S1. Pupils can get ready for speaking-expression process about the current content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” with the help
of supplementary audio-visual materials.
ENG.3.3.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing”.
ENG.3.3.S3. Pupils can organise simple new verbal content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” by speaking accurately, efficiently, and
authentically.
ENG.3.3.S4. Pupils can form a simple new verbal content on “personal life with parts of the body and
physical features; personal characters; weather conditions; clothing according to seasons
and weather conditions; preferences for clothing” through reconstruction by speaking
accurately, efficiently, and authentically.
ENG.3.3.S5. Pupils can reorganise and use information about the current theme on “personal life with
parts of the body and physical features; personal characters; weather conditions; clothing
according to seasons and weather conditions; preferences for clothing” by reconstructing it
to communicate with other people.
ENG.3.3.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “personal life with parts of the body and
physical features; personal characters; weather conditions; clothing according to seasons
and weather conditions; preferences for clothing” very simply for reflection in relation to
themselves or others, both individually and/or with others.
Week 15: 28-31 December2THEME 3: PERSONAL LIFE
JANUARYWeek 16: 4-8 January2THEME 3: PERSONAL LIFE
Week 17: 11-15 January2THEME 3: PERSONAL LIFE
Week 18: 18-22 January2THEME 3: PERSONAL LIFE
SEMESTER HOLIDAY (25 JANUARY- 5 FEBRUARY 2027)
FEBRUARYWeek 19: 8-12 February2THEME 4: FAMILY LIFESub-themes: Family members; ages of family members; daily routines and chores of family members;
hobbies and abilities of family members
Target Vocabulary in Use (with revisional vocabulary):
Family members: A cousin, an aunt, an uncle, a parent, a grandparent, a grandson, a granddaughter, a girl, a
boy, a child, children, a man, men, a woman, women, dad, mum (mom-AmE.), a kid.
Daily routines: To wake up, to wash face, to brush teeth, to put on (a dress), to have breakfast, to go to school,
to work, to study, to have lunch, to go home, to have dinner, to watch TV, to read a book, to play games, to do
homework, to go to bed.
Hobbies: To swim, to play basketball/football, to play the guitar/piano/violin, to play chess.
Chores /housework: To cook, to prepare, to clean, to iron, to wash (the dishes), to make (the bed), to help
(mother/family/ etc.), to put the garbage out (to take out the trash-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 is your mother? She’s/is thirty-five years old. Is this her
birthday today? Yes, it’s/is her birthday today).
Function: Asking and answering about ages, birthdays and celebrations.
Language Chunks: (“The Simple Present Tense”): (What does she do every morning? She prepares breakfast
every morning. What do you do at home? I clean my room every morning).
Function: Describing habitual actions and routines.
Language Chunks: (“Can/can’t”): (My father can cook. My father can’t cook)
Function: Describing ability for personal life.
Language Chunks: (“Could”): (Could you help me, please?)
Function: Asking for requests.
Question word: How often?
Function: Asking about frequency of actions.
Adverbs of time: Every, sometimes, always, often, never.
Function: Indicating the frequency of actions or events.
Adverbs of manner: Well
Function: Describing how an action is performed.
Conjunctions: But
Function: Connecting contrasting ideas or statements.
Target Social Language in Use:
Can I have some water, please?
Let’s eat together!
That’s so cool.
Do me a favour!
Give me a hand!
No problem!
I hope you will…..
It’s my pleasure!
Follow me!
Target Phonological Sounds in Use:
Vowel: o
Consonants: k, l, m, n, p
Vowel: o: (/əʊ/, /ɒ/, )
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.3.4.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members”.
ENG.3.4.L2. Pupils can bring information about the current content on “family life with family members;
ages of family members; daily routines and chores of family members; hobbies and abilities of family members” together with key details and main components while listening/watching it.
ENG.3.4.L3. Pupils can make meaning of/derive meaning from the current content on “family life with family
members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” through details by listening/watching it carefully.
ENG.3.4.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; ages of family members; daily routines and chores of family members;
hobbies and abilities of family members” in a very simple way.
ENG.3.4.P1. Pupils can select and use the target phonological elements of the current content about “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” accurately, authentically, and naturally
through spontaneous selection and using it in an appropriate and effective way when
communicating with others.
ENG.3.4.R1. Pupils can get ready for the reading-comprehension process about the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members”.
ENG.3.4.R2. Pupils can bring information about the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of
family members” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.3.4.R3. Pupils can make meaning of/derive meaning from the current content about “family life with family members; ages of family members; daily routines and chores of family members;
hobbies and abilities of family members” by reading it carefully.
ENG.3.4.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; ages of family members; daily routines and chores of family members; hobbies and abilities
of family members” for reflection in relation to themselves or others, both individually and/or with others.
ENG.3.4.V1. Pupils can select and use the target vocabulary of the current content about “family life with family members; ages of family members; daily routines and chores of family members;
hobbies and abilities of family members” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.4.G1. Pupils can select and use the language including target grammatical elements of the current content about “family life with family members; ages of family members; daily routines and
chores of family members; hobbies and abilities of family members” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.4.W1. Pupils can get ready for the writing-expression process about the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” in an age- and level-appropriate way.
ENG.3.4.W2. Pupils can copy the model/example on the writing task about the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” based on the model/example provided to
practise for further writing activities.
ENG.3.4.W3. Pupils can organise and form a content for the assigned writing task on the current content “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” based on the model/example provided.
ENG.3.4.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members”.
ENG.3.4.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” to communicate with other people.
ENG.3.4.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family
members” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.3.4.S1. Pupils can get ready for speaking-expression process about the current content on “family life with family members; ages of family members; daily routines and chores of family members;
hobbies and abilities of family members” with the help of supplementary audio-visual materials.
ENG.3.4.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members”.
ENG.3.4.S3. Pupils can organise simple new verbal content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family
members” by speaking accurately, efficiently, and authentically.
ENG.3.4.S4. Pupils can form a simple new verbal content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family
members” through reconstruction by speaking accurately, efficiently, and authentically.
ENG.3.4.S5. Pupils can reorganise and use information about the current theme on “family life with family
members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” by reconstructing it to communicate with other people.
ENG.3.4.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “family life with family members; ages of
family members; daily routines and chores of family members; hobbies and abilities of family
members” very simply for reflection in relation to themselves or others, both individually and/
or with others.
Week 20: 15-19 February2THEME 4: FAMILY LIFE
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 LIFESub-themes: Family members; ages of family members; daily routines and chores of family members;
hobbies and abilities of family members
Target Vocabulary in Use (with revisional vocabulary):
Family members: A cousin, an aunt, an uncle, a parent, a grandparent, a grandson, a granddaughter, a girl, a
boy, a child, children, a man, men, a woman, women, dad, mum (mom-AmE.), a kid.
Daily routines: To wake up, to wash face, to brush teeth, to put on (a dress), to have breakfast, to go to school,
to work, to study, to have lunch, to go home, to have dinner, to watch TV, to read a book, to play games, to do
homework, to go to bed.
Hobbies: To swim, to play basketball/football, to play the guitar/piano/violin, to play chess.
Chores /housework: To cook, to prepare, to clean, to iron, to wash (the dishes), to make (the bed), to help
(mother/family/ etc.), to put the garbage out (to take out the trash-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 is your mother? She’s/is thirty-five years old. Is this her
birthday today? Yes, it’s/is her birthday today).
Function: Asking and answering about ages, birthdays and celebrations.
Language Chunks: (“The Simple Present Tense”): (What does she do every morning? She prepares breakfast
every morning. What do you do at home? I clean my room every morning).
Function: Describing habitual actions and routines.
Language Chunks: (“Can/can’t”): (My father can cook. My father can’t cook)
Function: Describing ability for personal life.
Language Chunks: (“Could”): (Could you help me, please?)
Function: Asking for requests.
Question word: How often?
Function: Asking about frequency of actions.
Adverbs of time: Every, sometimes, always, often, never.
Function: Indicating the frequency of actions or events.
Adverbs of manner: Well
Function: Describing how an action is performed.
Conjunctions: But
Function: Connecting contrasting ideas or statements.
Target Social Language in Use:
Can I have some water, please?
Let’s eat together!
That’s so cool.
Do me a favour!
Give me a hand!
No problem!
I hope you will…..
It’s my pleasure!
Follow me!
Target Phonological Sounds in Use:
Vowel: o
Consonants: k, l, m, n, p
Vowel: o: (/əʊ/, /ɒ/, )
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.3.4.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members”.
ENG.3.4.L2. Pupils can bring information about the current content on “family life with family members;
ages of family members; daily routines and chores of family members; hobbies and abilities of family members” together with key details and main components while listening/watching it.
ENG.3.4.L3. Pupils can make meaning of/derive meaning from the current content on “family life with family
members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” through details by listening/watching it carefully.
ENG.3.4.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; ages of family members; daily routines and chores of family members;
hobbies and abilities of family members” in a very simple way.
ENG.3.4.P1. Pupils can select and use the target phonological elements of the current content about “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” accurately, authentically, and naturally
through spontaneous selection and using it in an appropriate and effective way when
communicating with others.
ENG.3.4.R1. Pupils can get ready for the reading-comprehension process about the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members”.
ENG.3.4.R2. Pupils can bring information about the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of
family members” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.3.4.R3. Pupils can make meaning of/derive meaning from the current content about “family life with family members; ages of family members; daily routines and chores of family members;
hobbies and abilities of family members” by reading it carefully.
ENG.3.4.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; ages of family members; daily routines and chores of family members; hobbies and abilities
of family members” for reflection in relation to themselves or others, both individually and/or with others.
ENG.3.4.V1. Pupils can select and use the target vocabulary of the current content about “family life with family members; ages of family members; daily routines and chores of family members;
hobbies and abilities of family members” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.4.G1. Pupils can select and use the language including target grammatical elements of the current content about “family life with family members; ages of family members; daily routines and
chores of family members; hobbies and abilities of family members” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.4.W1. Pupils can get ready for the writing-expression process about the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” in an age- and level-appropriate way.
ENG.3.4.W2. Pupils can copy the model/example on the writing task about the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” based on the model/example provided to
practise for further writing activities.
ENG.3.4.W3. Pupils can organise and form a content for the assigned writing task on the current content “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” based on the model/example provided.
ENG.3.4.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members”.
ENG.3.4.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” to communicate with other people.
ENG.3.4.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family
members” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.3.4.S1. Pupils can get ready for speaking-expression process about the current content on “family life with family members; ages of family members; daily routines and chores of family members;
hobbies and abilities of family members” with the help of supplementary audio-visual materials.
ENG.3.4.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members”.
ENG.3.4.S3. Pupils can organise simple new verbal content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family
members” by speaking accurately, efficiently, and authentically.
ENG.3.4.S4. Pupils can form a simple new verbal content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family
members” through reconstruction by speaking accurately, efficiently, and authentically.
ENG.3.4.S5. Pupils can reorganise and use information about the current theme on “family life with family
members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” by reconstructing it to communicate with other people.
ENG.3.4.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “family life with family members; ages of
family members; daily routines and chores of family members; hobbies and abilities of family
members” 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 & THE NEIGHBOURHOODSub-themes: Life in the countryside; farmhouses and farm animals; activities and chores on a farm
Target Vocabulary in Use (with revisional vocabulary):
Farm animals: A cow, a donkey, chicken(hen), a goat, a horse, a sheep, a duck, a turkey, a rabbit.
Vocabulary for the house types in the countryside: A farmhouse, a cottage, a barn.
Vocabulary for the countryside: A village, a farm, a field, a tractor, grass, a plant.
Activities/chores on a farm: To feed (animals), to bake, to water (flowers, vegetables, plants), to milk (cows),
to garden, to plant (trees, vegetables, flowers), to grow (plants, vegetables, flowers), to collect (eggs).
*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 (“There is/There are”): (What is there on your farm? There’s/is a farmhouse on our farm).
(How many cows are there on your farm? There are five cows on our farm).
Function: Describing existence and quantity of objects or entities in a specific location.
Language Chunks (“The Simple Present Tense”): (What do you do on your farm every day? I milk our cows
every day).
Function: Describing habitual actions or routines.
Language Chunks (“The Present Progressive Tense”): (What is the farmer doing now? He’s/is watering the
vegetables now).
Function: Describing actions happening at the moment of speaking.
Adverbs of time: Now, at present, today
Target Social Language in Use:
No way!
No idea.
Fantastic!
Help me!
Why not?
What a surprise!
How beautiful!
Let me…
Cute!
Target Phonological Sounds in Use:
Consonants: q, r, s, t, v
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.3.5.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm”.
ENG.3.5.L2. Pupils can bring information about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” together with key details and main components while listening/watching it.
ENG.3.5.L3. Pupils can make meaning of/derive meaning from the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and
chores on a farm” through details by listening/watching it carefully.
ENG.3.5.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 the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” in a very simple way.
ENG.3.5.P1. Pupils can select and use the target phonological elements of the current content about “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
ENG.3.5.R1. Pupils can get ready for the reading-comprehension process about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm”.
ENG.3.5.R2. Pupils can bring information about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.3.5.R3. Pupils can make meaning of/derive meaning from the current content about “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities
and chores on a farm” by reading it carefully.
ENG.3.5.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” for
reflection in relation to themselves or others, both individually and/or with others.
ENG.3.5.V1. Pupils can select and use the target vocabulary of the current content about “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities
and chores on a farm” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.5.G1. Pupils can select and use the language including target grammatical elements of the current content about “homes, houses and the neighbourhood with life in the countryside; farmhouses
and farm animals; activities and chores on a farm” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.5.W1. Pupils can get ready for the writing-expression process about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” in an age- and level-appropriate way.
ENG.3.5.W2. Pupils can copy the model/example on the writing task about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” based on the model/example provided to practise for further writing activities.
ENG.3.5.W3. Pupils can organise and form a content for the assigned writing task on the current content “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” based on the model/example provided.
ENG.3.5.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm”.
ENG.3.5.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” to communicate with other people.
ENG.3.5.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression
process about the current content, “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.3.5.S1. Pupils can get ready for speaking-expression process about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” with the help of supplementary audio-visual materials.
ENG.3.5.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm
animals; activities and chores on a farm”.
ENG.3.5.S3. Pupils can organise simple new verbal content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” by speaking accurately, efficiently, and authentically.
ENG.3.5.S4. Pupils can form a simple new verbal content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” through
reconstruction by speaking accurately, efficiently, and authentically.
ENG.3.5.S5. Pupils can reorganise and use information about the current theme on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” by reconstructing it to communicate with other people.
ENG.3.5.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression
process about the current content, “homes, houses and the neighbourhood with
life in the countryside; farmhouses and farm animals; activities and chores on a farm” very simply for reflection in relation to themselves or others, both individually and/or with others.
APRILWeek 26: 5-9 April2THEME 5: HOMES & HOUSES & THE NEIGHBOURHOOD
Week 27: 12-16 April2THEME 5: HOMES & HOUSES & THE NEIGHBOURHOOD
Week 28: 19-22 April2THEME 5: HOMES & HOUSES & THE NEIGHBOURHOOD
Week 29: 26-30 April2THEME 5: HOMES & HOUSES & THE NEIGHBOURHOOD
MAYWeek 30: 03-07 May2THEME 5: HOMES & HOUSES & THE NEIGHBOURHOOD
Week 31: 10-14 May2THEME 6: LIFE IN THE CITY & THE WORLDSub-themes: Food items and meals, eating outside and ordering food
Target Vocabulary in Use (with revisional vocabulary):
Meals: Breakfast, lunch, dinner.
Food Items: Water, milk, tea, bread, fruit juice/juice, cheese, cake, butter, pasta, soup, rice, salad, a
sandwich, a pancake, a toast, an olive (s).
Vocabulary for eating outside: Fast food, takeaway, a restaurant, a café, a bill, a waiter, a waitress, to eat, to
drink, to order, to have, to want.
Quantifiers: Some and any (to be used naturally and automatically with all food items, without explaining its
grammatical function, with language chunks.
*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 Chunk: (“The Simple Present Tense”): (What do you want? I want some salad, please).
Function: Stating desires or preferences.
Language Chunk: (“Will”): (What do you want? I’ll/will take some fruit, please).
Function: Stating spontaneous decisions.
Language Chunk: (“Can”): (Can I have some soup ,please? Yes, you can. Can I see the menu, please? Yes, of
course).
Function: Asking for permission or making requests.
Language Chunks: (“Have got/Has got”): Have you got any olives? Yes, I’ve/have got some olives.
Have you got any fruit juice? Yes, we’ve/have got some fruit juice.
What have you got for lunch? We’ve/have got some bread.
Function: Asking and answering about possession or availability of items.
Target Social Language in Use:
Dinner is ready!
What’s for breakfast/dinner/lunch?
I am full.
Enjoy your meal!
Breakfast/Lunch/Dinner time!
Pass me the salt, please.
Here you are.
Target Phonological Sounds in Use:
Vowel: 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.3.6.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “life in the city and the world with food items and meals, eating outside and ordering food”.
ENG.3.6.L2. Pupils can bring information about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” together with key details and main components while listening/watching it.
ENG.3.6.L3. Pupils can make meaning of/derive meaning from the current content on “life in the city and the world with food items and meals, eating outside and ordering food” through details by
listening/watching it carefully.
ENG.3.6.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 food items and meals, eating outside and ordering food” in a very simple way.
ENG.3.6.P1. Pupils can select and use the target phonological elements of the current content about “life in the city and the world with food items and meals, eating outside and ordering food” accurately,
authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
ENG.3.6.R1. Pupils can get ready for the reading-comprehension process about the current content on “life in the city and the world with food items and meals, eating outside and ordering food”.
ENG.3.6.R2. Pupils can bring information about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” through skimming (looking quickly at)
the audio-visual elements and reading the content very quickly.
ENG.3.6.R3. Pupils can make meaning of/derive meaning from the current content about “life in the city and the world with food items and meals, eating outside and ordering food” by reading it carefully.
ENG.3.6.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “life in the city and the world with food items and meals, eating outside and ordering food” for reflection in relation to themselves or
others, both individually and/or with others.
ENG.3.6.V1. Pupils can select and use the target vocabulary of the current content about “life in the city and the world with food items and meals, eating outside and ordering food” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.6.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 food items and meals, eating outside and ordering food” accurately, authentically, spontaneously, and naturally and use it appropriately
and effectively when communicating with others.
ENG.3.6.W1. Pupils can get ready for the writing-expression process about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” in an ageand
level-appropriate way.
ENG.3.6.W2. Pupils can copy the model/example on the writing task about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” based on the model/example provided to practise for further writing activities.
ENG.3.6.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 food items and meals, eating outside and ordering food” based on the model/example provided.
ENG.3.6.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 food items and meals, eating outside and ordering food”.
ENG.3.6.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 food items and meals, eating outside and ordering food” to communicate with other people.
ENG.3.6.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the city and the world with food items and meals, eating outside and ordering food” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.3.6.S1. Pupils can get ready for speaking-expression process about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” with the help of supplementary audio-visual materials.
ENG.3.6.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “life in the city and the world with food items and meals, eating outside and ordering food”.
ENG.3.6.S3. Pupils can organise simple new verbal content on “life in the city and the world with food items and meals, eating outside and ordering food” by speaking accurately, efficiently, and authentically.
ENG.3.6.S4. Pupils can form a simple new verbal content on “life in the city and the world with food items and meals, eating outside and ordering food” through reconstruction by speaking accurately,
efficiently, and authentically.
ENG.3.6.S5. Pupils can reorganise and use information about the current theme on “life in the city and the world with food items and meals, eating outside and ordering food” by reconstructing it to communicate with other people.
ENG.3.6.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the city and the world with food items and meals, eating outside and ordering food” very simply for reflection in relation to themselves or others, both individually and/or with others.
EID-AL-ADHA (16-19 MAY)
Week 32: 20-21 May2THEME 6: LIFE IN THE CITY & THE WORLDSub-themes: Food items and meals, eating outside and ordering food
Target Vocabulary in Use (with revisional vocabulary):
Meals: Breakfast, lunch, dinner.
Food Items: Water, milk, tea, bread, fruit juice/juice, cheese, cake, butter, pasta, soup, rice, salad, a
sandwich, a pancake, a toast, an olive (s).
Vocabulary for eating outside: Fast food, takeaway, a restaurant, a café, a bill, a waiter, a waitress, to eat, to
drink, to order, to have, to want.
Quantifiers: Some and any (to be used naturally and automatically with all food items, without explaining its
grammatical function, with language chunks.
*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 Chunk: (“The Simple Present Tense”): (What do you want? I want some salad, please).
Function: Stating desires or preferences.
Language Chunk: (“Will”): (What do you want? I’ll/will take some fruit, please).
Function: Stating spontaneous decisions.
Language Chunk: (“Can”): (Can I have some soup ,please? Yes, you can. Can I see the menu, please? Yes, of
course).
Function: Asking for permission or making requests.
Language Chunks: (“Have got/Has got”): Have you got any olives? Yes, I’ve/have got some olives.
Have you got any fruit juice? Yes, we’ve/have got some fruit juice.
What have you got for lunch? We’ve/have got some bread.
Function: Asking and answering about possession or availability of items.
Target Social Language in Use:
Dinner is ready!
What’s for breakfast/dinner/lunch?
I am full.
Enjoy your meal!
Breakfast/Lunch/Dinner time!
Pass me the salt, please.
Here you are.
Target Phonological Sounds in Use:
Vowel: 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.3.6.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “life in the city and the world with food items and meals, eating outside and ordering food”.
ENG.3.6.L2. Pupils can bring information about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” together with key details and main components while listening/watching it.
ENG.3.6.L3. Pupils can make meaning of/derive meaning from the current content on “life in the city and the world with food items and meals, eating outside and ordering food” through details by
listening/watching it carefully.
ENG.3.6.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 food items and meals, eating outside and ordering food” in a very simple way.
ENG.3.6.P1. Pupils can select and use the target phonological elements of the current content about “life in the city and the world with food items and meals, eating outside and ordering food” accurately,
authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
ENG.3.6.R1. Pupils can get ready for the reading-comprehension process about the current content on “life in the city and the world with food items and meals, eating outside and ordering food”.
ENG.3.6.R2. Pupils can bring information about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” through skimming (looking quickly at)
the audio-visual elements and reading the content very quickly.
ENG.3.6.R3. Pupils can make meaning of/derive meaning from the current content about “life in the city and the world with food items and meals, eating outside and ordering food” by reading it carefully.
ENG.3.6.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “life in the city and the world with food items and meals, eating outside and ordering food” for reflection in relation to themselves or
others, both individually and/or with others.
ENG.3.6.V1. Pupils can select and use the target vocabulary of the current content about “life in the city and the world with food items and meals, eating outside and ordering food” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.6.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 food items and meals, eating outside and ordering food” accurately, authentically, spontaneously, and naturally and use it appropriately
and effectively when communicating with others.
ENG.3.6.W1. Pupils can get ready for the writing-expression process about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” in an ageand
level-appropriate way.
ENG.3.6.W2. Pupils can copy the model/example on the writing task about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” based on the model/example provided to practise for further writing activities.
ENG.3.6.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 food items and meals, eating outside and ordering food” based on the model/example provided.
ENG.3.6.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 food items and meals, eating outside and ordering food”.
ENG.3.6.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 food items and meals, eating outside and ordering food” to communicate with other people.
ENG.3.6.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the city and the world with food items and meals, eating outside and ordering food” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.3.6.S1. Pupils can get ready for speaking-expression process about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” with the help of supplementary audio-visual materials.
ENG.3.6.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “life in the city and the world with food items and meals, eating outside and ordering food”.
ENG.3.6.S3. Pupils can organise simple new verbal content on “life in the city and the world with food items and meals, eating outside and ordering food” by speaking accurately, efficiently, and authentically.
ENG.3.6.S4. Pupils can form a simple new verbal content on “life in the city and the world with food items and meals, eating outside and ordering food” through reconstruction by speaking accurately,
efficiently, and authentically.
ENG.3.6.S5. Pupils can reorganise and use information about the current theme on “life in the city and the world with food items and meals, eating outside and ordering food” by reconstructing it to communicate with other people.
ENG.3.6.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the city and the world with food items and meals, eating outside and ordering food” 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 WORLDSub-themes: Food items and meals, eating outside and ordering food
Target Vocabulary in Use (with revisional vocabulary):
Meals: Breakfast, lunch, dinner.
Food Items: Water, milk, tea, bread, fruit juice/juice, cheese, cake, butter, pasta, soup, rice, salad, a
sandwich, a pancake, a toast, an olive (s).
Vocabulary for eating outside: Fast food, takeaway, a restaurant, a café, a bill, a waiter, a waitress, to eat, to
drink, to order, to have, to want.
Quantifiers: Some and any (to be used naturally and automatically with all food items, without explaining its
grammatical function, with language chunks.
*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 Chunk: (“The Simple Present Tense”): (What do you want? I want some salad, please).
Function: Stating desires or preferences.
Language Chunk: (“Will”): (What do you want? I’ll/will take some fruit, please).
Function: Stating spontaneous decisions.
Language Chunk: (“Can”): (Can I have some soup ,please? Yes, you can. Can I see the menu, please? Yes, of
course).
Function: Asking for permission or making requests.
Language Chunks: (“Have got/Has got”): Have you got any olives? Yes, I’ve/have got some olives.
Have you got any fruit juice? Yes, we’ve/have got some fruit juice.
What have you got for lunch? We’ve/have got some bread.
Function: Asking and answering about possession or availability of items.
Target Social Language in Use:
Dinner is ready!
What’s for breakfast/dinner/lunch?
I am full.
Enjoy your meal!
Breakfast/Lunch/Dinner time!
Pass me the salt, please.
Here you are.
Target Phonological Sounds in Use:
Vowel: 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.3.6.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “life in the city and the world with food items and meals, eating outside and ordering food”.
ENG.3.6.L2. Pupils can bring information about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” together with key details and main components while listening/watching it.
ENG.3.6.L3. Pupils can make meaning of/derive meaning from the current content on “life in the city and the world with food items and meals, eating outside and ordering food” through details by
listening/watching it carefully.
ENG.3.6.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 food items and meals, eating outside and ordering food” in a very simple way.
ENG.3.6.P1. Pupils can select and use the target phonological elements of the current content about “life in the city and the world with food items and meals, eating outside and ordering food” accurately,
authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
ENG.3.6.R1. Pupils can get ready for the reading-comprehension process about the current content on “life in the city and the world with food items and meals, eating outside and ordering food”.
ENG.3.6.R2. Pupils can bring information about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” through skimming (looking quickly at)
the audio-visual elements and reading the content very quickly.
ENG.3.6.R3. Pupils can make meaning of/derive meaning from the current content about “life in the city and the world with food items and meals, eating outside and ordering food” by reading it carefully.
ENG.3.6.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension
process about the current content, “life in the city and the world with food items and meals, eating outside and ordering food” for reflection in relation to themselves or
others, both individually and/or with others.
ENG.3.6.V1. Pupils can select and use the target vocabulary of the current content about “life in the city and the world with food items and meals, eating outside and ordering food” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.6.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 food items and meals, eating outside and ordering food” accurately, authentically, spontaneously, and naturally and use it appropriately
and effectively when communicating with others.
ENG.3.6.W1. Pupils can get ready for the writing-expression process about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” in an ageand
level-appropriate way.
ENG.3.6.W2. Pupils can copy the model/example on the writing task about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” based on the model/example provided to practise for further writing activities.
ENG.3.6.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 food items and meals, eating outside and ordering food” based on the model/example provided.
ENG.3.6.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 food items and meals, eating outside and ordering food”.
ENG.3.6.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 food items and meals, eating outside and ordering food” to communicate with other people.
ENG.3.6.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the city and the world with food items and meals, eating outside and ordering food” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.3.6.S1. Pupils can get ready for speaking-expression process about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” with the help of supplementary audio-visual materials.
ENG.3.6.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “life in the city and the world with food items and meals, eating outside and ordering food”.
ENG.3.6.S3. Pupils can organise simple new verbal content on “life in the city and the world with food items and meals, eating outside and ordering food” by speaking accurately, efficiently, and authentically.
ENG.3.6.S4. Pupils can form a simple new verbal content on “life in the city and the world with food items and meals, eating outside and ordering food” through reconstruction by speaking accurately,
efficiently, and authentically.
ENG.3.6.S5. Pupils can reorganise and use information about the current theme on “life in the city and the world with food items and meals, eating outside and ordering food” by reconstructing it to communicate with other people.
ENG.3.6.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the city and the world with food items and meals, eating outside and ordering food” 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		2SOCIAL ACTIVITES

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