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

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

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

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

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

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

Values V3. Diligence V4. Friendship V5. Sensitivity V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V11. Independence V12. Patience V14. Respect V15. Love and Affection V20. Benevolence

PERFORMANCE ASSIGNMENT: Pupils make self-recordings (visual audio) at school/ at home of their house their rooms the furniture in their houses and their pets by presenting the models that they can make by cardboard or Web 2.0 programmes. This performance will be evaluated using rubrics. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on the pupils’ knowledge of homes & houses & neighbourhoods with its components such as a house and its parts rooms and furniture in it in their own language. As the pupils are 7 years old they can know what a house is and what we have in it. They are also expected to know that pets are animals that live with families in houses. Besides they know how to describe the location of furniture people and pets (if there are any) in a house in their own language Turkish. This knowledge would prepare them to identify the same concepts in their foreign language English as well. It is assumed that as they have learnt how to ask what things/people are and how to introduce them using language chunks such as “What’s/is it/ this? This is a …”; “What colour…? It’s/is blue” in English from the previous themes. These chunks can be used as a basis for learning the new language chunks in the current theme making the new chunks easier to learn. In the classroom a fun warm-up activity which is not related to the theme “home & houses & neighbourhood” can be conducted as an ice-breaking session to help learners be ready for the whole learning process in the class with positive feelings for their well-being. This can be an activity such as a short game a physical activity listening to a song/chant/rhyme and so on which will not require any English knowledge and also there will not be a need to speak Turkish. Pre-Evaluation Process It is expected that pupils’ physical cognitive affective and social factors are appropriate and suitable for learning about a house and the rooms furniture and pets that live in it as well as their numbers locations and very simple descriptions. Recalling and practising with basic colours (white black etc…) simple adjectives (small big etc…) and body parts (ears noses etc…) in English which they have learnt in the previous themes would be helpful as a basis for moving on and learning the current content about the concept of “house”. Therefore a dialogue game can be played to revise colours simple adjectives for physical descriptions (small big short long) body parts (ears nose legs eyes) and language chunks such as “What’s/is it? This is a…” “What colour is it? It’s/is blue” and “I’ve/have got a … She’s/has got a …” (since they are going to learn “We’ve/have got…” in the current theme)” by giving instructions in English as a preparation practice. In this way their performance can be taken into consideration by seeing how much they remember and how much they are able to understand and use previously learnt vocabulary and chunks to build their competence in the current theme. It can be decided what to emphasise or practise in order to revise the previous knowledge and to facilitate the new vocabulary and chunks in the current theme. Establishing Links Pupils are asked to recall the concept of “house” by remembering their pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current (new) concept “house” in English. To remind them of the pre-existing background knowledge they already have about the concept of a house a short cartoon or animated story that is well known to the with very well-known characters from a well-known cartoon is shown on the blackboard/Smart Board before the main teaching/learning flow of the class begins. The cartoon shows a house with rooms inside. (To prepare the short cartoon or animated story some Web 2.0 programmes can be used). The pupils are asked to watch the cartoon and they do. When they have finished watching it the teacher asks them in Turkish if they have understood what it is in the cartoon. She/He wants them to nod yes or to indicate whether they understood what it was about or not. The teacher asks them to think about it until they watch the next film which is the main entry material of the theme the digital story without asking any further questions in Turkish or English. An example practice could be done to point correctly to a picture of a house and pictures of parts of the house in it correctly when they are given instructions by the teacher with English Turkish and/or with mimics and gestures. Pupils give responses by pointing out relevant so-called pictures without speaking any English and/or Turkish. In this way connections are made between pre-existing knowledge about school (in their minds) in their own language and the present information about the concept of “house” through meaningful contextualised activities with visuals within the theme.

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

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

Values V3. Diligence V4. Friendship V5. Sensitivity V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V11. Independence V12. Patience V14. Respect V15. Love and Affection V20. Benevolence

PERFORMANCE ASSIGNMENT: Pupils make self-recordings (visual audio) at school/ at home of their house their rooms the furniture in their houses and their pets by presenting the models that they can make by cardboard or Web 2.0 programmes. This performance will be evaluated using rubrics. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on the pupils’ knowledge of homes & houses & neighbourhoods with its components such as a house and its parts rooms and furniture in it in their own language. As the pupils are 7 years old they can know what a house is and what we have in it. They are also expected to know that pets are animals that live with families in houses. Besides they know how to describe the location of furniture people and pets (if there are any) in a house in their own language Turkish. This knowledge would prepare them to identify the same concepts in their foreign language English as well. It is assumed that as they have learnt how to ask what things/people are and how to introduce them using language chunks such as “What’s/is it/ this? This is a …”; “What colour…? It’s/is blue” in English from the previous themes. These chunks can be used as a basis for learning the new language chunks in the current theme making the new chunks easier to learn. In the classroom a fun warm-up activity which is not related to the theme “home & houses & neighbourhood” can be conducted as an ice-breaking session to help learners be ready for the whole learning process in the class with positive feelings for their well-being. This can be an activity such as a short game a physical activity listening to a song/chant/rhyme and so on which will not require any English knowledge and also there will not be a need to speak Turkish. Pre-Evaluation Process It is expected that pupils’ physical cognitive affective and social factors are appropriate and suitable for learning about a house and the rooms furniture and pets that live in it as well as their numbers locations and very simple descriptions. Recalling and practising with basic colours (white black etc…) simple adjectives (small big etc…) and body parts (ears noses etc…) in English which they have learnt in the previous themes would be helpful as a basis for moving on and learning the current content about the concept of “house”. Therefore a dialogue game can be played to revise colours simple adjectives for physical descriptions (small big short long) body parts (ears nose legs eyes) and language chunks such as “What’s/is it? This is a…” “What colour is it? It’s/is blue” and “I’ve/have got a … She’s/has got a …” (since they are going to learn “We’ve/have got…” in the current theme)” by giving instructions in English as a preparation practice. In this way their performance can be taken into consideration by seeing how much they remember and how much they are able to understand and use previously learnt vocabulary and chunks to build their competence in the current theme. It can be decided what to emphasise or practise in order to revise the previous knowledge and to facilitate the new vocabulary and chunks in the current theme. Establishing Links Pupils are asked to recall the concept of “house” by remembering their pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current (new) concept “house” in English. To remind them of the pre-existing background knowledge they already have about the concept of a house a short cartoon or animated story that is well known to the with very well-known characters from a well-known cartoon is shown on the blackboard/Smart Board before the main teaching/learning flow of the class begins. The cartoon shows a house with rooms inside. (To prepare the short cartoon or animated story some Web 2.0 programmes can be used). The pupils are asked to watch the cartoon and they do. When they have finished watching it the teacher asks them in Turkish if they have understood what it is in the cartoon. She/He wants them to nod yes or to indicate whether they understood what it was about or not. The teacher asks them to think about it until they watch the next film which is the main entry material of the theme the digital story without asking any further questions in Turkish or English. An example practice could be done to point correctly to a picture of a house and pictures of parts of the house in it correctly when they are given instructions by the teacher with English Turkish and/or with mimics and gestures. Pupils give responses by pointing out relevant so-called pictures without speaking any English and/or Turkish. In this way connections are made between pre-existing knowledge about school (in their minds) in their own language and the present information about the concept of “house” through meaningful contextualised activities with visuals within the theme.

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

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

Values V3. Diligence V4. Friendship V5. Sensitivity V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V11. Independence V12. Patience V14. Respect V15. Love and Affection V20. Benevolence

PERFORMANCE ASSIGNMENT: Pupils make self-recordings (visual audio) at school/ at home of their house their rooms the furniture in their houses and their pets by presenting the models that they can make by cardboard or Web 2.0 programmes. This performance will be evaluated using rubrics. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on the pupils’ knowledge of homes & houses & neighbourhoods with its components such as a house and its parts rooms and furniture in it in their own language. As the pupils are 7 years old they can know what a house is and what we have in it. They are also expected to know that pets are animals that live with families in houses. Besides they know how to describe the location of furniture people and pets (if there are any) in a house in their own language Turkish. This knowledge would prepare them to identify the same concepts in their foreign language English as well. It is assumed that as they have learnt how to ask what things/people are and how to introduce them using language chunks such as “What’s/is it/ this? This is a …”; “What colour…? It’s/is blue” in English from the previous themes. These chunks can be used as a basis for learning the new language chunks in the current theme making the new chunks easier to learn. In the classroom a fun warm-up activity which is not related to the theme “home & houses & neighbourhood” can be conducted as an ice-breaking session to help learners be ready for the whole learning process in the class with positive feelings for their well-being. This can be an activity such as a short game a physical activity listening to a song/chant/rhyme and so on which will not require any English knowledge and also there will not be a need to speak Turkish. Pre-Evaluation Process It is expected that pupils’ physical cognitive affective and social factors are appropriate and suitable for learning about a house and the rooms furniture and pets that live in it as well as their numbers locations and very simple descriptions. Recalling and practising with basic colours (white black etc…) simple adjectives (small big etc…) and body parts (ears noses etc…) in English which they have learnt in the previous themes would be helpful as a basis for moving on and learning the current content about the concept of “house”. Therefore a dialogue game can be played to revise colours simple adjectives for physical descriptions (small big short long) body parts (ears nose legs eyes) and language chunks such as “What’s/is it? This is a…” “What colour is it? It’s/is blue” and “I’ve/have got a … She’s/has got a …” (since they are going to learn “We’ve/have got…” in the current theme)” by giving instructions in English as a preparation practice. In this way their performance can be taken into consideration by seeing how much they remember and how much they are able to understand and use previously learnt vocabulary and chunks to build their competence in the current theme. It can be decided what to emphasise or practise in order to revise the previous knowledge and to facilitate the new vocabulary and chunks in the current theme. Establishing Links Pupils are asked to recall the concept of “house” by remembering their pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current (new) concept “house” in English. To remind them of the pre-existing background knowledge they already have about the concept of a house a short cartoon or animated story that is well known to the with very well-known characters from a well-known cartoon is shown on the blackboard/Smart Board before the main teaching/learning flow of the class begins. The cartoon shows a house with rooms inside. (To prepare the short cartoon or animated story some Web 2.0 programmes can be used). The pupils are asked to watch the cartoon and they do. When they have finished watching it the teacher asks them in Turkish if they have understood what it is in the cartoon. She/He wants them to nod yes or to indicate whether they understood what it was about or not. The teacher asks them to think about it until they watch the next film which is the main entry material of the theme the digital story without asking any further questions in Turkish or English. An example practice could be done to point correctly to a picture of a house and pictures of parts of the house in it correctly when they are given instructions by the teacher with English Turkish and/or with mimics and gestures. Pupils give responses by pointing out relevant so-called pictures without speaking any English and/or Turkish. In this way connections are made between pre-existing knowledge about school (in their minds) in their own language and the present information about the concept of “house” through meaningful contextualised activities with visuals within the theme.

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

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

Values V3. Diligence V4. Friendship V5. Sensitivity V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V11. Independence V12. Patience V14. Respect V15. Love and Affection V20. Benevolence

PERFORMANCE ASSIGNMENT: Pupils make self-recordings (visual audio) at school/ at home of their house their rooms the furniture in their houses and their pets by presenting the models that they can make by cardboard or Web 2.0 programmes. This performance will be evaluated using rubrics. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on the pupils’ knowledge of homes & houses & neighbourhoods with its components such as a house and its parts rooms and furniture in it in their own language. As the pupils are 7 years old they can know what a house is and what we have in it. They are also expected to know that pets are animals that live with families in houses. Besides they know how to describe the location of furniture people and pets (if there are any) in a house in their own language Turkish. This knowledge would prepare them to identify the same concepts in their foreign language English as well. It is assumed that as they have learnt how to ask what things/people are and how to introduce them using language chunks such as “What’s/is it/ this? This is a …”; “What colour…? It’s/is blue” in English from the previous themes. These chunks can be used as a basis for learning the new language chunks in the current theme making the new chunks easier to learn. In the classroom a fun warm-up activity which is not related to the theme “home & houses & neighbourhood” can be conducted as an ice-breaking session to help learners be ready for the whole learning process in the class with positive feelings for their well-being. This can be an activity such as a short game a physical activity listening to a song/chant/rhyme and so on which will not require any English knowledge and also there will not be a need to speak Turkish. Pre-Evaluation Process It is expected that pupils’ physical cognitive affective and social factors are appropriate and suitable for learning about a house and the rooms furniture and pets that live in it as well as their numbers locations and very simple descriptions. Recalling and practising with basic colours (white black etc…) simple adjectives (small big etc…) and body parts (ears noses etc…) in English which they have learnt in the previous themes would be helpful as a basis for moving on and learning the current content about the concept of “house”. Therefore a dialogue game can be played to revise colours simple adjectives for physical descriptions (small big short long) body parts (ears nose legs eyes) and language chunks such as “What’s/is it? This is a…” “What colour is it? It’s/is blue” and “I’ve/have got a … She’s/has got a …” (since they are going to learn “We’ve/have got…” in the current theme)” by giving instructions in English as a preparation practice. In this way their performance can be taken into consideration by seeing how much they remember and how much they are able to understand and use previously learnt vocabulary and chunks to build their competence in the current theme. It can be decided what to emphasise or practise in order to revise the previous knowledge and to facilitate the new vocabulary and chunks in the current theme. Establishing Links Pupils are asked to recall the concept of “house” by remembering their pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current (new) concept “house” in English. To remind them of the pre-existing background knowledge they already have about the concept of a house a short cartoon or animated story that is well known to the with very well-known characters from a well-known cartoon is shown on the blackboard/Smart Board before the main teaching/learning flow of the class begins. The cartoon shows a house with rooms inside. (To prepare the short cartoon or animated story some Web 2.0 programmes can be used). The pupils are asked to watch the cartoon and they do. When they have finished watching it the teacher asks them in Turkish if they have understood what it is in the cartoon. She/He wants them to nod yes or to indicate whether they understood what it was about or not. The teacher asks them to think about it until they watch the next film which is the main entry material of the theme the digital story without asking any further questions in Turkish or English. An example practice could be done to point correctly to a picture of a house and pictures of parts of the house in it correctly when they are given instructions by the teacher with English Turkish and/or with mimics and gestures. Pupils give responses by pointing out relevant so-called pictures without speaking any English and/or Turkish. In this way connections are made between pre-existing knowledge about school (in their minds) in their own language and the present information about the concept of “house” through meaningful contextualised activities with visuals within the theme.

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

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

Values V3. Diligence V4. Friendship V5. Sensitivity V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V11. Independence V12. Patience V14. Respect V15. Love and Affection V20. Benevolence

PERFORMANCE ASSIGNMENT: Pupils make self-recordings (visual audio) at school/ at home of their house their rooms the furniture in their houses and their pets by presenting the models that they can make by cardboard or Web 2.0 programmes. This performance will be evaluated using rubrics. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on the pupils’ knowledge of homes & houses & neighbourhoods with its components such as a house and its parts rooms and furniture in it in their own language. As the pupils are 7 years old they can know what a house is and what we have in it. They are also expected to know that pets are animals that live with families in houses. Besides they know how to describe the location of furniture people and pets (if there are any) in a house in their own language Turkish. This knowledge would prepare them to identify the same concepts in their foreign language English as well. It is assumed that as they have learnt how to ask what things/people are and how to introduce them using language chunks such as “What’s/is it/ this? This is a …”; “What colour…? It’s/is blue” in English from the previous themes. These chunks can be used as a basis for learning the new language chunks in the current theme making the new chunks easier to learn. In the classroom a fun warm-up activity which is not related to the theme “home & houses & neighbourhood” can be conducted as an ice-breaking session to help learners be ready for the whole learning process in the class with positive feelings for their well-being. This can be an activity such as a short game a physical activity listening to a song/chant/rhyme and so on which will not require any English knowledge and also there will not be a need to speak Turkish. Pre-Evaluation Process It is expected that pupils’ physical cognitive affective and social factors are appropriate and suitable for learning about a house and the rooms furniture and pets that live in it as well as their numbers locations and very simple descriptions. Recalling and practising with basic colours (white black etc…) simple adjectives (small big etc…) and body parts (ears noses etc…) in English which they have learnt in the previous themes would be helpful as a basis for moving on and learning the current content about the concept of “house”. Therefore a dialogue game can be played to revise colours simple adjectives for physical descriptions (small big short long) body parts (ears nose legs eyes) and language chunks such as “What’s/is it? This is a…” “What colour is it? It’s/is blue” and “I’ve/have got a … She’s/has got a …” (since they are going to learn “We’ve/have got…” in the current theme)” by giving instructions in English as a preparation practice. In this way their performance can be taken into consideration by seeing how much they remember and how much they are able to understand and use previously learnt vocabulary and chunks to build their competence in the current theme. It can be decided what to emphasise or practise in order to revise the previous knowledge and to facilitate the new vocabulary and chunks in the current theme. Establishing Links Pupils are asked to recall the concept of “house” by remembering their pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current (new) concept “house” in English. To remind them of the pre-existing background knowledge they already have about the concept of a house a short cartoon or animated story that is well known to the with very well-known characters from a well-known cartoon is shown on the blackboard/Smart Board before the main teaching/learning flow of the class begins. The cartoon shows a house with rooms inside. (To prepare the short cartoon or animated story some Web 2.0 programmes can be used). The pupils are asked to watch the cartoon and they do. When they have finished watching it the teacher asks them in Turkish if they have understood what it is in the cartoon. She/He wants them to nod yes or to indicate whether they understood what it was about or not. The teacher asks them to think about it until they watch the next film which is the main entry material of the theme the digital story without asking any further questions in Turkish or English. An example practice could be done to point correctly to a picture of a house and pictures of parts of the house in it correctly when they are given instructions by the teacher with English Turkish and/or with mimics and gestures. Pupils give responses by pointing out relevant so-called pictures without speaking any English and/or Turkish. In this way connections are made between pre-existing knowledge about school (in their minds) in their own language and the present information about the concept of “house” through meaningful contextualised activities with visuals within the theme.

EID-AL FITR (MARCH 19-20-21-22 ) Social-Emotional Learning Skills SELS1.1. Self-Awareness Skill SELS1.2. Self-Regulation Skill SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill SELS2.2. Cooperation Skill SELS2.3. Social Awareness Skill SELS3.1. Adaptability Skill SELS3.2. Flexibility Skill SELS3.3. Responsible Decision-Making SkillI

EID-AL FITR (MARCH 19-20-21-22 ) Literacy Skills LS1. Information Literacy LS2. Digital Literacy LS4. Visual Literacy LS5. Cultural Literacy LS6. Civic Literacy

EID-AL FITR (MARCH 19-20-21-22 ) Values V3. Diligence V4. Friendship V5. Sensitivity V6. Honesty V7. Aesthetics V9. Compassion V10. Modesty V11. Independence V12. Patience V14. Respect V15. Love and Affection V20. Benevolence

EID-AL FITR (MARCH 19-20-21-22 ) PERFORMANCE ASSIGNMENT: Pupils make self-recordings (visual audio) at school/ at home of their house their rooms the furniture in their houses and their pets by presenting the models that they can make by cardboard or Web 2.0 programmes. This performance will be evaluated using rubrics. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on the pupils’ knowledge of homes & houses & neighbourhoods with its components such as a house and its parts rooms and furniture in it in their own language. As the pupils are 7 years old they can know what a house is and what we have in it. They are also expected to know that pets are animals that live with families in houses. Besides they know how to describe the location of furniture people and pets (if there are any) in a house in their own language Turkish. This knowledge would prepare them to identify the same concepts in their foreign language English as well. It is assumed that as they have learnt how to ask what things/people are and how to introduce them using language chunks such as “What’s/is it/ this? This is a …”; “What colour…? It’s/is blue” in English from the previous themes. These chunks can be used as a basis for learning the new language chunks in the current theme making the new chunks easier to learn. In the classroom a fun warm-up activity which is not related to the theme “home & houses & neighbourhood” can be conducted as an ice-breaking session to help learners be ready for the whole learning process in the class with positive feelings for their well-being. This can be an activity such as a short game a physical activity listening to a song/chant/rhyme and so on which will not require any English knowledge and also there will not be a need to speak Turkish. Pre-Evaluation Process It is expected that pupils’ physical cognitive affective and social factors are appropriate and suitable for learning about a house and the rooms furniture and pets that live in it as well as their numbers locations and very simple descriptions. Recalling and practising with basic colours (white black etc…) simple adjectives (small big etc…) and body parts (ears noses etc…) in English which they have learnt in the previous themes would be helpful as a basis for moving on and learning the current content about the concept of “house”. Therefore a dialogue game can be played to revise colours simple adjectives for physical descriptions (small big short long) body parts (ears nose legs eyes) and language chunks such as “What’s/is it? This is a…” “What colour is it? It’s/is blue” and “I’ve/have got a … She’s/has got a …” (since they are going to learn “We’ve/have got…” in the current theme)” by giving instructions in English as a preparation practice. In this way their performance can be taken into consideration by seeing how much they remember and how much they are able to understand and use previously learnt vocabulary and chunks to build their competence in the current theme. It can be decided what to emphasise or practise in order to revise the previous knowledge and to facilitate the new vocabulary and chunks in the current theme. Establishing Links Pupils are asked to recall the concept of “house” by remembering their pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current (new) concept “house” in English. To remind them of the pre-existing background knowledge they already have about the concept of a house a short cartoon or animated story that is well known to the with very well-known characters from a well-known cartoon is shown on the blackboard/Smart Board before the main teaching/learning flow of the class begins. The cartoon shows a house with rooms inside. (To prepare the short cartoon or animated story some Web 2.0 programmes can be used). The pupils are asked to watch the cartoon and they do. When they have finished watching it the teacher asks them in Turkish if they have understood what it is in the cartoon. She/He wants them to nod yes or to indicate whether they understood what it was about or not. The teacher asks them to think about it until they watch the next film which is the main entry material of the theme the digital story without asking any further questions in Turkish or English. An example practice could be done to point correctly to a picture of a house and pictures of parts of the house in it correctly when they are given instructions by the teacher with English Turkish and/or with mimics and gestures. Pupils give responses by pointing out relevant so-called pictures without speaking any English and/or Turkish. In this way connections are made between pre-existing knowledge about school (in their minds) in their own language and the present information about the concept of “house” through meaningful contextualised activities with visuals within the theme.