İngilizce (MEB)-2
02-06
Mart
2
Ünite/Tema/ğrenme Alanı
THEME 4 FAMILY LIFE
Konu (İçerik Çerçevesi)
Sub-theme: Family members and family members’ physical appearances and physical features Target Vocabulary in Use (with revisional vocabulary): Family members: A family, a father, a mother, a sister, a brother, a grandfather, a grandmother, a baby, a son, a daughter, a friend, mum, dad. Physical appearances (Descriptive adjectives): Nice, beautiful, blond, tall, short, handsome.Target Language Chunks: - “To be-present (+), (-), (?)”: Language Chunks: Who is he? Who is she? He’s/is my father. She’s/is my mother. Function: Asking and identifying people -Have/has got: Chunks: What colour eyes has your mother got? My mother’s/has got blue eyes. She’s/has got blue eyes (Description with eye colour is used to describe family members but the question form as “What colour eyes has she got? is NOT taught at this stage). Function: Describing physical features Target Social Language in Use: I’m sorry! I’m sorry, Mum! Dad! Grandma! Grandpa! That’s fine! It’s/That’s all right! All right! What about me? You look great! It’s very lovely! Look! Over there! It’s lunchtime! I’m hungry! Target Phonological Sounds in Use: Vowel: o Consonants: k, l, m, n, p Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonants: k: (/k/); l: (/ɛl/, /l/); m: (/ɛm/, /m/); n: (/ɛn/, /n/); p: (piː/, /p/) *No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the words including them will be practised through pronunciation activities in the theme.
Öğrenme Çıktısı (Kazanımlar)
ENG.2.4.W4.
Pupils can practise writing by constructing content for the assigned writing task on the current content “family life with family members and family members’ physical appearances and physical features”.
ENG.2.4.W5.
Pupils can reorganise and use information by reconstructing it in the new written tasks about the “family life with family members and family members’ physical appearances and physical features” to communicate with other people.
ENG.2.4.W6.
Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.2.4.S1.
Pupils can get ready for the speaking-expression process about the current content on “family life with family members and family members’ physical appearances and physical features” with the help of supplementary audio-visual materials.
Pupils can practise writing by constructing content for the assigned writing task on the current content “family life with family members and family members’ physical appearances and physical features”.
ENG.2.4.W5.
Pupils can reorganise and use information by reconstructing it in the new written tasks about the “family life with family members and family members’ physical appearances and physical features” to communicate with other people.
ENG.2.4.W6.
Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.2.4.S1.
Pupils can get ready for the speaking-expression process about the current content on “family life with family members and family members’ physical appearances and physical features” with the help of supplementary audio-visual materials.
Süre Bileşenleri
a) Pupils use materials, structural features, discourse forms, and punctuation appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task.
b)Pupils select and use target words, language chunks, and social language expressions appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task related to the theme.
c)Pupils express simple messages clearly for a prepared and/or unprepared writing task related to the current theme.
a)Pupils use similar information from the current content in different contexts by simply, meaningfully and individually reorganising it.
b)Pupils engage in simple written communication by sharing reconstructed meaningful information related to the current theme with others.
a)Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process very simply.
b)Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others very simply.
a)Pupils become familiar with model/example content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listening/watching/reading and associating it with the current content.
b)Pupils select and use target words, language chunks, and social language expressions appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task related to the theme.
c)Pupils express simple messages clearly for a prepared and/or unprepared writing task related to the current theme.
a)Pupils use similar information from the current content in different contexts by simply, meaningfully and individually reorganising it.
b)Pupils engage in simple written communication by sharing reconstructed meaningful information related to the current theme with others.
a)Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process very simply.
b)Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others very simply.
a)Pupils become familiar with model/example content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listening/watching/reading and associating it with the current content.
Sosyal-Duygusal Becerileri
Social-Emotional Learning Skills SELS1.1. Self-Awareness Skill
SELS1.2. Self-Regulation Skill
SELS1.3. Self- Reflection Skill
SELS2.1. Communication Skill
SELS2.2. Cooperation Skill
SELS2.3. Social Awareness Skill
SELS3.1. Adaptability Skill
SELS3.2. Flexibility Skill
SELS3.3. Responsible Decision-Making Skill
Okur Yazarlık Becerileri
Literacy Skills LS1. Information Literacy
LS2. Digital Literacy
LS4. Visual Literacy
LS5. Cultural Literacy
LS6. Civic Literacy
Değerler
Values V2. Family Integrity
V3. Diligence
V4. Friendship
V6. Honesty
V7. Aesthetics
V8. Privacy
V10. Modesty
V11. Independence
V12. Patience
V14. Respect
V15. Love and Affection
V20. Benevolence
lçme
PERFORMANCE ASSIGNMENT: Pupils are asked to make self-recordings (visual
audio) at school/ about their family members and their physical features such as the colour of their eyes or hair
or saying whether their noses or ears are big or small or whether their legs are short or long etc. They can present their work to the class by using Fact Files and avatars that they have made. They can use both digital resources and papers/cardboard. Then they can give feedback to each other using emoticons. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on the pupils’ knowledge of family members in their own language. As Year 2 Primary school pupils
they can know what a family is and what its members are. It is also assumed that they know how to describe their physical traits such as the colour of their eyes or hair
in their own language
Turkish. They know some language chunks such as “This is … What colour…? as well as the basic colours (black
white
pink
red
yellow
blue
and green) in English
that they learned in the previous themes
which could help them ask and answer questions about family members and their physical traits such as “My mother’s/ has got blue eyes” in this theme. As an initial start
a fun non-theme warm-up activity is done as an icebreaker to help the pupils feel positive and ready for the whole learning process in class for their well-being. This could be an activity such as a short game
a physical activity
listening to/singing a song/chant/rhyme and so on that does not require any knowledge of English and also there will not be a need to speak Turkish. Pre-Evaluation Process It is assumed that pupils have the knowledge of their family members such as their father
mother
sister
brother
grandmother
and grandfather in their own language. This knowledge prepares them to identify the same concept in English as their foreign language. Besides
they could use some additional language elements such as colours (blue
green…)
numbers (1-2) and basic adjectives (small
big…) to describe the physical features of family members in a simple way. It is expected that pupils’ physical
cognitive
affective
and social factors are appropriate and suitable for learning about family members and related physical descriptions using basic colours to talk about their eye colours or using adjectives such as small
big
long
and short in English. An example of an exercise might be to point correctly to family members in a picture by giving instructions in Turkish without speaking any English without letting the pupils speak Turkish or English. Instructions such as “Show me the father in this family! Show me the grandfather in this family!” are given in Turkish and pupils can respond physically by pointing to the relevant family members without speaking. Establishing Links Pupils are asked to recall the concept of “family and family members” by remembering their pre-existing background knowledge about them (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current (new) concept
“family” in English.To remind them of the pre-existing background knowledge about the concept of “family”
a very short cartoon film of a very famous and popular family known to the pupils is shown on the Smart Board before the main teaching/learning flow in the class begins. The teacher asks pupils to watch the film and they do it. When they have finished watching the film
the teacher asks them in Turkish what the film was about and wants the answer aloud in chorus as the whole class in Turkish: “… family!” The teacher asks them to think about this until they watch the next film
which is the main entry material of the theme
the digital story
without asking any further questions in Turkish or English. An example practice could be done to point correctly to a picture of a family and pictures of family members in it correctly when they are given instructions by the teacher with English
Turkish and/or with mimics and gestures. Pupils give responses by pointing out relevant so-called pictures without speaking any English and/or Turkish. In this way
connections are made between pre-existing knowledge about school (in their minds) in their own language and the present information about the concept of “family” through meaningful contextualised activities with visuals within the theme.
Etkinlik
→ Girişimcilik Haftası
23-27
Şubat
2
Ünite/Tema/ğrenme Alanı
THEME 4 FAMILY LIFE
Konu (İçerik Çerçevesi)
Sub-theme: Family members and family members’ physical appearances and physical features Target Vocabulary in Use (with revisional vocabulary): Family members: A family, a father, a mother, a sister, a brother, a grandfather, a grandmother, a baby, a son, a daughter, a friend, mum, dad. Physical appearances (Descriptive adjectives): Nice, beautiful, blond, tall, short, handsome.Target Language Chunks: - “To be-present (+), (-), (?)”: Language Chunks: Who is he? Who is she? He’s/is my father. She’s/is my mother. Function: Asking and identifying people -Have/has got: Chunks: What colour eyes has your mother got? My mother’s/has got blue eyes. She’s/has got blue eyes (Description with eye colour is used to describe family members but the question form as “What colour eyes has she got? is NOT taught at this stage). Function: Describing physical features Target Social Language in Use: I’m sorry! I’m sorry, Mum! Dad! Grandma! Grandpa! That’s fine! It’s/That’s all right! All right! What about me? You look great! It’s very lovely! Look! Over there! It’s lunchtime! I’m hungry! Target Phonological Sounds in Use: Vowel: o Consonants: k, l, m, n, p Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonants: k: (/k/); l: (/ɛl/, /l/); m: (/ɛm/, /m/); n: (/ɛn/, /n/); p: (piː/, /p/) *No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the words including them will be practised through pronunciation activities in the theme.
Öğrenme Çıktısı (Kazanımlar)
ENG.2.4.G1.
Pupils can select and use the language including target grammatical elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.4.W1.
Pupils can get ready for the writing-expression process about the current content on “family life with family members and family members’ physical appearances and physical features” in an age- and level-appropriate way.
ENG.2.4.W2.
Pupils can copy the model/example on the writing task about the current content on “family life with family members and family members’ physical appearances and physical features” based on the model/example provided to practise for further writing activities.
ENG.2.4.W3.
Pupils can organise and form a content for the assigned writing task on the current content “family life with family members and family members’ physical appearances and physical features” based on the model/example provided.
Pupils can select and use the language including target grammatical elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.4.W1.
Pupils can get ready for the writing-expression process about the current content on “family life with family members and family members’ physical appearances and physical features” in an age- and level-appropriate way.
ENG.2.4.W2.
Pupils can copy the model/example on the writing task about the current content on “family life with family members and family members’ physical appearances and physical features” based on the model/example provided to practise for further writing activities.
ENG.2.4.W3.
Pupils can organise and form a content for the assigned writing task on the current content “family life with family members and family members’ physical appearances and physical features” based on the model/example provided.
Süre Bileşenleri
a) Pupils become familiar with the current content by listening, viewing, and reading it several times.
b)Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it.
c)Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition.
d)Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition.
e)Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically and by pointing.
f)Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules.g) Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules.
h)Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules.
i)Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules.
a)Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way.
b)Pupils understand correctly what the current writing task is as guided and assigned.
a)Pupils rewrite model/example content and some similar content by imitating it in order to gain familiarity with the content to be produced and to develop manual copying skills.
a)Pupils organise very simple, short, and meaningful content for a prepared and/or unprepared writing task related to the current theme with suitable materials appropriate to the assigned writing type, age, and language level.
b)Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it.
c)Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition.
d)Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition.
e)Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically and by pointing.
f)Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules.g) Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules.
h)Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules.
i)Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules.
a)Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way.
b)Pupils understand correctly what the current writing task is as guided and assigned.
a)Pupils rewrite model/example content and some similar content by imitating it in order to gain familiarity with the content to be produced and to develop manual copying skills.
a)Pupils organise very simple, short, and meaningful content for a prepared and/or unprepared writing task related to the current theme with suitable materials appropriate to the assigned writing type, age, and language level.
Sosyal-Duygusal Becerileri
Social-Emotional Learning Skills SELS1.1. Self-Awareness Skill
SELS1.2. Self-Regulation Skill
SELS1.3. Self- Reflection Skill
SELS2.1. Communication Skill
SELS2.2. Cooperation Skill
SELS2.3. Social Awareness Skill
SELS3.1. Adaptability Skill
SELS3.2. Flexibility Skill
SELS3.3. Responsible Decision-Making Skill
Okur Yazarlık Becerileri
Literacy Skills LS1. Information Literacy
LS2. Digital Literacy
LS4. Visual Literacy
LS5. Cultural Literacy
LS6. Civic Literacy
Değerler
Values V2. Family Integrity
V3. Diligence
V4. Friendship
V6. Honesty
V7. Aesthetics
V8. Privacy
V10. Modesty
V11. Independence
V12. Patience
V14. Respect
V15. Love and Affection
V20. Benevolence
lçme
PERFORMANCE ASSIGNMENT: Pupils are asked to make self-recordings (visual
audio) at school/ about their family members and their physical features such as the colour of their eyes or hair
or saying whether their noses or ears are big or small or whether their legs are short or long etc. They can present their work to the class by using Fact Files and avatars that they have made. They can use both digital resources and papers/cardboard. Then they can give feedback to each other using emoticons. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on the pupils’ knowledge of family members in their own language. As Year 2 Primary school pupils
they can know what a family is and what its members are. It is also assumed that they know how to describe their physical traits such as the colour of their eyes or hair
in their own language
Turkish. They know some language chunks such as “This is … What colour…? as well as the basic colours (black
white
pink
red
yellow
blue
and green) in English
that they learned in the previous themes
which could help them ask and answer questions about family members and their physical traits such as “My mother’s/ has got blue eyes” in this theme. As an initial start
a fun non-theme warm-up activity is done as an icebreaker to help the pupils feel positive and ready for the whole learning process in class for their well-being. This could be an activity such as a short game
a physical activity
listening to/singing a song/chant/rhyme and so on that does not require any knowledge of English and also there will not be a need to speak Turkish. Pre-Evaluation Process It is assumed that pupils have the knowledge of their family members such as their father
mother
sister
brother
grandmother
and grandfather in their own language. This knowledge prepares them to identify the same concept in English as their foreign language. Besides
they could use some additional language elements such as colours (blue
green…)
numbers (1-2) and basic adjectives (small
big…) to describe the physical features of family members in a simple way. It is expected that pupils’ physical
cognitive
affective
and social factors are appropriate and suitable for learning about family members and related physical descriptions using basic colours to talk about their eye colours or using adjectives such as small
big
long
and short in English. An example of an exercise might be to point correctly to family members in a picture by giving instructions in Turkish without speaking any English without letting the pupils speak Turkish or English. Instructions such as “Show me the father in this family! Show me the grandfather in this family!” are given in Turkish and pupils can respond physically by pointing to the relevant family members without speaking. Establishing Links Pupils are asked to recall the concept of “family and family members” by remembering their pre-existing background knowledge about them (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current (new) concept
“family” in English.To remind them of the pre-existing background knowledge about the concept of “family”
a very short cartoon film of a very famous and popular family known to the pupils is shown on the Smart Board before the main teaching/learning flow in the class begins. The teacher asks pupils to watch the film and they do it. When they have finished watching the film
the teacher asks them in Turkish what the film was about and wants the answer aloud in chorus as the whole class in Turkish: “… family!” The teacher asks them to think about this until they watch the next film
which is the main entry material of the theme
the digital story
without asking any further questions in Turkish or English. An example practice could be done to point correctly to a picture of a family and pictures of family members in it correctly when they are given instructions by the teacher with English
Turkish and/or with mimics and gestures. Pupils give responses by pointing out relevant so-called pictures without speaking any English and/or Turkish. In this way
connections are made between pre-existing knowledge about school (in their minds) in their own language and the present information about the concept of “family” through meaningful contextualised activities with visuals within the theme.
Etkinlik
→ Vergi Haftası, Yeşilay Haftası
16-20
Şubat
2
Ünite/Tema/ğrenme Alanı
THEME 4 FAMILY LIFE
Konu (İçerik Çerçevesi)
Sub-theme: Family members and family members’ physical appearances and physical features Target Vocabulary in Use (with revisional vocabulary): Family members: A family, a father, a mother, a sister, a brother, a grandfather, a grandmother, a baby, a son, a daughter, a friend, mum, dad. Physical appearances (Descriptive adjectives): Nice, beautiful, blond, tall, short, handsome.Target Language Chunks: - “To be-present (+), (-), (?)”: Language Chunks: Who is he? Who is she? He’s/is my father. She’s/is my mother. Function: Asking and identifying people -Have/has got: Chunks: What colour eyes has your mother got? My mother’s/has got blue eyes. She’s/has got blue eyes (Description with eye colour is used to describe family members but the question form as “What colour eyes has she got? is NOT taught at this stage). Function: Describing physical features Target Social Language in Use: I’m sorry! I’m sorry, Mum! Dad! Grandma! Grandpa! That’s fine! It’s/That’s all right! All right! What about me? You look great! It’s very lovely! Look! Over there! It’s lunchtime! I’m hungry! Target Phonological Sounds in Use: Vowel: o Consonants: k, l, m, n, p Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonants: k: (/k/); l: (/ɛl/, /l/); m: (/ɛm/, /m/); n: (/ɛn/, /n/); p: (piː/, /p/) *No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the words including them will be practised through pronunciation activities in the theme.
Öğrenme Çıktısı (Kazanımlar)
ENG.2.4.R4.
Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members and family members’ physical appearances and physical features” for reflection in relation tothemselves or others, both individually and/or with others.
ENG.2.4.V1.
Pupils can select and use the target vocabulary of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.4.G1.
Pupils can select and use the language including target grammatical elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members and family members’ physical appearances and physical features” for reflection in relation tothemselves or others, both individually and/or with others.
ENG.2.4.V1.
Pupils can select and use the target vocabulary of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.4.G1.
Pupils can select and use the language including target grammatical elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
Süre Bileşenleri
a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process very simply.
b)Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process by sharing them with others very simply.
a)Pupils hear/view target vocabulary in the current content as a whole in context.
b)Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class.
c)Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept.
d)Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind.
e)Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group, and individual repetition.
f)Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind).
g)Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences.
a)Pupils become familiar with the current content by listening, viewing, and reading it several times.
b)Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it.
c)Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition.
d)Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition.
e)Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically and by pointing.
f)Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules.g) Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules.
h)Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules.
i)Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules.
b)Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process by sharing them with others very simply.
a)Pupils hear/view target vocabulary in the current content as a whole in context.
b)Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class.
c)Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept.
d)Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind.
e)Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group, and individual repetition.
f)Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind).
g)Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences.
a)Pupils become familiar with the current content by listening, viewing, and reading it several times.
b)Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it.
c)Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition.
d)Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition.
e)Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically and by pointing.
f)Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules.g) Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules.
h)Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules.
i)Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules.
Sosyal-Duygusal Becerileri
Social-Emotional Learning Skills SELS1.1. Self-Awareness Skill
SELS1.2. Self-Regulation Skill
SELS1.3. Self- Reflection Skill
SELS2.1. Communication Skill
SELS2.2. Cooperation Skill
SELS2.3. Social Awareness Skill
SELS3.1. Adaptability Skill
SELS3.2. Flexibility Skill
SELS3.3. Responsible Decision-Making Skill
Okur Yazarlık Becerileri
Literacy Skills LS1. Information Literacy
LS2. Digital Literacy
LS4. Visual Literacy
LS5. Cultural Literacy
LS6. Civic Literacy
Değerler
Values V2. Family Integrity
V3. Diligence
V4. Friendship
V6. Honesty
V7. Aesthetics
V8. Privacy
V10. Modesty
V11. Independence
V12. Patience
V14. Respect
V15. Love and Affection
V20. Benevolence
lçme
PERFORMANCE ASSIGNMENT: Pupils are asked to make self-recordings (visual
audio) at school/ about their family members and their physical features such as the colour of their eyes or hair
or saying whether their noses or ears are big or small or whether their legs are short or long etc. They can present their work to the class by using Fact Files and avatars that they have made. They can use both digital resources and papers/cardboard. Then they can give feedback to each other using emoticons. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on the pupils’ knowledge of family members in their own language. As Year 2 Primary school pupils
they can know what a family is and what its members are. It is also assumed that they know how to describe their physical traits such as the colour of their eyes or hair
in their own language
Turkish. They know some language chunks such as “This is … What colour…? as well as the basic colours (black
white
pink
red
yellow
blue
and green) in English
that they learned in the previous themes
which could help them ask and answer questions about family members and their physical traits such as “My mother’s/ has got blue eyes” in this theme. As an initial start
a fun non-theme warm-up activity is done as an icebreaker to help the pupils feel positive and ready for the whole learning process in class for their well-being. This could be an activity such as a short game
a physical activity
listening to/singing a song/chant/rhyme and so on that does not require any knowledge of English and also there will not be a need to speak Turkish. Pre-Evaluation Process It is assumed that pupils have the knowledge of their family members such as their father
mother
sister
brother
grandmother
and grandfather in their own language. This knowledge prepares them to identify the same concept in English as their foreign language. Besides
they could use some additional language elements such as colours (blue
green…)
numbers (1-2) and basic adjectives (small
big…) to describe the physical features of family members in a simple way. It is expected that pupils’ physical
cognitive
affective
and social factors are appropriate and suitable for learning about family members and related physical descriptions using basic colours to talk about their eye colours or using adjectives such as small
big
long
and short in English. An example of an exercise might be to point correctly to family members in a picture by giving instructions in Turkish without speaking any English without letting the pupils speak Turkish or English. Instructions such as “Show me the father in this family! Show me the grandfather in this family!” are given in Turkish and pupils can respond physically by pointing to the relevant family members without speaking. Establishing Links Pupils are asked to recall the concept of “family and family members” by remembering their pre-existing background knowledge about them (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current (new) concept
“family” in English.To remind them of the pre-existing background knowledge about the concept of “family”
a very short cartoon film of a very famous and popular family known to the pupils is shown on the Smart Board before the main teaching/learning flow in the class begins. The teacher asks pupils to watch the film and they do it. When they have finished watching the film
the teacher asks them in Turkish what the film was about and wants the answer aloud in chorus as the whole class in Turkish: “… family!” The teacher asks them to think about this until they watch the next film
which is the main entry material of the theme
the digital story
without asking any further questions in Turkish or English. An example practice could be done to point correctly to a picture of a family and pictures of family members in it correctly when they are given instructions by the teacher with English
Turkish and/or with mimics and gestures. Pupils give responses by pointing out relevant so-called pictures without speaking any English and/or Turkish. In this way
connections are made between pre-existing knowledge about school (in their minds) in their own language and the present information about the concept of “family” through meaningful contextualised activities with visuals within the theme.
09-13
Şubat
2
Ünite/Tema/ğrenme Alanı
THEME 4 FAMILY LIFE
Konu (İçerik Çerçevesi)
Sub-theme: Family members and family members’ physical appearances and physical features Target Vocabulary in Use (with revisional vocabulary): Family members: A family, a father, a mother, a sister, a brother, a grandfather, a grandmother, a baby, a son, a daughter, a friend, mum, dad. Physical appearances (Descriptive adjectives): Nice, beautiful, blond, tall, short, handsome.Target Language Chunks: - “To be-present (+), (-), (?)”: Language Chunks: Who is he? Who is she? He’s/is my father. She’s/is my mother. Function: Asking and identifying people -Have/has got: Chunks: What colour eyes has your mother got? My mother’s/has got blue eyes. She’s/has got blue eyes (Description with eye colour is used to describe family members but the question form as “What colour eyes has she got? is NOT taught at this stage). Function: Describing physical features Target Social Language in Use: I’m sorry! I’m sorry, Mum! Dad! Grandma! Grandpa! That’s fine! It’s/That’s all right! All right! What about me? You look great! It’s very lovely! Look! Over there! It’s lunchtime! I’m hungry! Target Phonological Sounds in Use: Vowel: o Consonants: k, l, m, n, p Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonants: k: (/k/); l: (/ɛl/, /l/); m: (/ɛm/, /m/); n: (/ɛn/, /n/); p: (piː/, /p/) *No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the words including them will be practised through pronunciation activities in the theme.
Öğrenme Çıktısı (Kazanımlar)
ENG.2.4.P1.
Pupils can select and use the target phonological elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
ENG.2.4.R1.
Pupils can get ready for the reading-comprehension process about the current content on “family life with family members and family members’ physical appearances and physical features”.
ENG.2.4.R2.
Pupils can bring information about the current content on “family life with family members and family members’ physical appearances and physical features” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.4.R3.
Pupils can make meaning of/derive meaning from the current content about “family life with family members and family members’ physical appearances and physical features” by reading it carefully.
Pupils can select and use the target phonological elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
ENG.2.4.R1.
Pupils can get ready for the reading-comprehension process about the current content on “family life with family members and family members’ physical appearances and physical features”.
ENG.2.4.R2.
Pupils can bring information about the current content on “family life with family members and family members’ physical appearances and physical features” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.4.R3.
Pupils can make meaning of/derive meaning from the current content about “family life with family members and family members’ physical appearances and physical features” by reading it carefully.
Süre Bileşenleri
a) Pupils listen to/watch the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b)Pupils reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.
c)Pupils recognise the target phonological elements of the current content when they are heard in different contexts.
d)Pupils recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Pupils use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others.
a)Pupils activate their pre-existing knowledge and past experiences related to the current theme and content.
b)Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences, and clues to the current content.
c)Pupils make simple preliminary predictions about the current content based on recognised relationships.
a)Pupils make simple predictions about the topic of the current content by exploring the audiovisual clues surrounding it.
b)Pupils grasp the topic of the current content generally by looking at the surrounding audio/ visual materials quickly through skimming.
c)Pupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning.
a)Pupils check the current content in detail for the accuracy of initial predictions that are made earlier.
b)Pupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way.
c)Pupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way.
d)Pupils recognise basic horizontal/vertical relationships within the current content that contribute to the perception of it in a simple and meaningful way.
e)Pupils make simple, basic, and meaningful inferences from the information in the current content by examining it.
f)Pupils internalise the information in the current content in an individualised and appropriate way according to their age and language level.
b)Pupils reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually.
c)Pupils recognise the target phonological elements of the current content when they are heard in different contexts.
d)Pupils recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e)Pupils use the target theme-specific phonological elements of the current content appropriately, spontaneously, and effectively when communicating with others.
a)Pupils activate their pre-existing knowledge and past experiences related to the current theme and content.
b)Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences, and clues to the current content.
c)Pupils make simple preliminary predictions about the current content based on recognised relationships.
a)Pupils make simple predictions about the topic of the current content by exploring the audiovisual clues surrounding it.
b)Pupils grasp the topic of the current content generally by looking at the surrounding audio/ visual materials quickly through skimming.
c)Pupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning.
a)Pupils check the current content in detail for the accuracy of initial predictions that are made earlier.
b)Pupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way.
c)Pupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way.
d)Pupils recognise basic horizontal/vertical relationships within the current content that contribute to the perception of it in a simple and meaningful way.
e)Pupils make simple, basic, and meaningful inferences from the information in the current content by examining it.
f)Pupils internalise the information in the current content in an individualised and appropriate way according to their age and language level.
Sosyal-Duygusal Becerileri
Social-Emotional Learning Skills SELS1.1. Self-Awareness Skill
SELS1.2. Self-Regulation Skill
SELS1.3. Self- Reflection Skill
SELS2.1. Communication Skill
SELS2.2. Cooperation Skill
SELS2.3. Social Awareness Skill
SELS3.1. Adaptability Skill
SELS3.2. Flexibility Skill
SELS3.3. Responsible Decision-Making Skill
Okur Yazarlık Becerileri
Literacy Skills LS1. Information Literacy
LS2. Digital Literacy
LS4. Visual Literacy
LS5. Cultural Literacy
LS6. Civic Literacy
Değerler
Values V2. Family Integrity
V3. Diligence
V4. Friendship
V6. Honesty
V7. Aesthetics
V8. Privacy
V10. Modesty
V11. Independence
V12. Patience
V14. Respect
V15. Love and Affection
V20. Benevolence
lçme
PERFORMANCE ASSIGNMENT: Pupils are asked to make self-recordings (visual
audio) at school/ about their family members and their physical features such as the colour of their eyes or hair
or saying whether their noses or ears are big or small or whether their legs are short or long etc. They can present their work to the class by using Fact Files and avatars that they have made. They can use both digital resources and papers/cardboard. Then they can give feedback to each other using emoticons. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on the pupils’ knowledge of family members in their own language. As Year 2 Primary school pupils
they can know what a family is and what its members are. It is also assumed that they know how to describe their physical traits such as the colour of their eyes or hair
in their own language
Turkish. They know some language chunks such as “This is … What colour…? as well as the basic colours (black
white
pink
red
yellow
blue
and green) in English
that they learned in the previous themes
which could help them ask and answer questions about family members and their physical traits such as “My mother’s/ has got blue eyes” in this theme. As an initial start
a fun non-theme warm-up activity is done as an icebreaker to help the pupils feel positive and ready for the whole learning process in class for their well-being. This could be an activity such as a short game
a physical activity
listening to/singing a song/chant/rhyme and so on that does not require any knowledge of English and also there will not be a need to speak Turkish. Pre-Evaluation Process It is assumed that pupils have the knowledge of their family members such as their father
mother
sister
brother
grandmother
and grandfather in their own language. This knowledge prepares them to identify the same concept in English as their foreign language. Besides
they could use some additional language elements such as colours (blue
green…)
numbers (1-2) and basic adjectives (small
big…) to describe the physical features of family members in a simple way. It is expected that pupils’ physical
cognitive
affective
and social factors are appropriate and suitable for learning about family members and related physical descriptions using basic colours to talk about their eye colours or using adjectives such as small
big
long
and short in English. An example of an exercise might be to point correctly to family members in a picture by giving instructions in Turkish without speaking any English without letting the pupils speak Turkish or English. Instructions such as “Show me the father in this family! Show me the grandfather in this family!” are given in Turkish and pupils can respond physically by pointing to the relevant family members without speaking. Establishing Links Pupils are asked to recall the concept of “family and family members” by remembering their pre-existing background knowledge about them (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current (new) concept
“family” in English.To remind them of the pre-existing background knowledge about the concept of “family”
a very short cartoon film of a very famous and popular family known to the pupils is shown on the Smart Board before the main teaching/learning flow in the class begins. The teacher asks pupils to watch the film and they do it. When they have finished watching the film
the teacher asks them in Turkish what the film was about and wants the answer aloud in chorus as the whole class in Turkish: “… family!” The teacher asks them to think about this until they watch the next film
which is the main entry material of the theme
the digital story
without asking any further questions in Turkish or English. An example practice could be done to point correctly to a picture of a family and pictures of family members in it correctly when they are given instructions by the teacher with English
Turkish and/or with mimics and gestures. Pupils give responses by pointing out relevant so-called pictures without speaking any English and/or Turkish. In this way
connections are made between pre-existing knowledge about school (in their minds) in their own language and the present information about the concept of “family” through meaningful contextualised activities with visuals within the theme.
02-06
Şubat
2
Ünite/Tema/ğrenme Alanı
THEME 4 FAMILY LIFE
Konu (İçerik Çerçevesi)
Sub-theme: Family members and family members’ physical appearances and physical features Target Vocabulary in Use (with revisional vocabulary): Family members: A family, a father, a mother, a sister, a brother, a grandfather, a grandmother, a baby, a son, a daughter, a friend, mum, dad. Physical appearances (Descriptive adjectives): Nice, beautiful, blond, tall, short, handsome.Target Language Chunks: - “To be-present (+), (-), (?)”: Language Chunks: Who is he? Who is she? He’s/is my father. She’s/is my mother. Function: Asking and identifying people -Have/has got: Chunks: What colour eyes has your mother got? My mother’s/has got blue eyes. She’s/has got blue eyes (Description with eye colour is used to describe family members but the question form as “What colour eyes has she got? is NOT taught at this stage). Function: Describing physical features Target Social Language in Use: I’m sorry! I’m sorry, Mum! Dad! Grandma! Grandpa! That’s fine! It’s/That’s all right! All right! What about me? You look great! It’s very lovely! Look! Over there! It’s lunchtime! I’m hungry! Target Phonological Sounds in Use: Vowel: o Consonants: k, l, m, n, p Vowel: o: (/əʊ/, /ɒ/, /əʊ/) Consonants: k: (/k/); l: (/ɛl/, /l/); m: (/ɛm/, /m/); n: (/ɛn/, /n/); p: (piː/, /p/) *No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the words including them will be practised through pronunciation activities in the theme.
Öğrenme Çıktısı (Kazanımlar)
ENG.2.4.L1.
Pupils can get ready for the listening/watching-comprehension process for the current content on “family life with family members and family members’ physical appearances and physical features”.
ENG.2.4.L2.
Pupils can bring information about the current content on “family life with family members and family members’ physical appearances and physical features” together with key details and main components while listening/watching it.
ENG.2.4.L3.
Pupils can make meaning of/derive meaning from the current content on “family life with family members and family members’ physical appearances and physical features” through details by listening/watching it carefully.
ENG.2.4.L4.
Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “family life with family members and family members’ physical appearances and physical features” in a very simple way.
Pupils can get ready for the listening/watching-comprehension process for the current content on “family life with family members and family members’ physical appearances and physical features”.
ENG.2.4.L2.
Pupils can bring information about the current content on “family life with family members and family members’ physical appearances and physical features” together with key details and main components while listening/watching it.
ENG.2.4.L3.
Pupils can make meaning of/derive meaning from the current content on “family life with family members and family members’ physical appearances and physical features” through details by listening/watching it carefully.
ENG.2.4.L4.
Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “family life with family members and family members’ physical appearances and physical features” in a very simple way.
Süre Bileşenleri
a) Pupils activate their pre-existing knowledge and experiences related to the current theme and content, by recalling it in her/his own language in their minds.
b)Pupils recognise concrete and simple relationships between the previous knowledge and experience and the clues to the current content, by responding to simple questions with physical actions without speaking Turkish or without having a translation.
c)Pupils make simple predictions about the current content, by using pre-existing knowledge and experience based on the realia, pictures and context.
a)Pupils make simple predictions about the current content based on the surrounding audio/ visual elements scattered around the classroom in relation to the current theme.
b)Pupils comprehend the topic of the current content by listening (to)/watching it as a whole without having intervals.
c)Pupils recognise concrete/simple/basic details and components within the whole introductory content by watching and listening to it by noticing the basic components.
a)Pupils check all initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals about the concept.
b)Pupils locate the components of the current content within the whole by listening and watching it.
c)Pupils make simple and basic classifications of the current content when necessary by grouping components, words, and other aspects with the help of visuals.
d)Pupils make very simple comparisons of the current content when necessary to be aware of the differences between components, words, and other aspects with the help of visuals.
e)Pupils recognise very concrete/simple/basic horizontal and vertical relationships within the current content by being aware that some vocabulary relates to one set of components while another set relates to other components.
f)Pupils internalise the current content personally in an age- and level-appropriate manner, recognising that it is about her/his present life at school.
a)Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content in a very simple way.
b)Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content by sharing them with others in a very simple way.
b)Pupils recognise concrete and simple relationships between the previous knowledge and experience and the clues to the current content, by responding to simple questions with physical actions without speaking Turkish or without having a translation.
c)Pupils make simple predictions about the current content, by using pre-existing knowledge and experience based on the realia, pictures and context.
a)Pupils make simple predictions about the current content based on the surrounding audio/ visual elements scattered around the classroom in relation to the current theme.
b)Pupils comprehend the topic of the current content by listening (to)/watching it as a whole without having intervals.
c)Pupils recognise concrete/simple/basic details and components within the whole introductory content by watching and listening to it by noticing the basic components.
a)Pupils check all initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals about the concept.
b)Pupils locate the components of the current content within the whole by listening and watching it.
c)Pupils make simple and basic classifications of the current content when necessary by grouping components, words, and other aspects with the help of visuals.
d)Pupils make very simple comparisons of the current content when necessary to be aware of the differences between components, words, and other aspects with the help of visuals.
e)Pupils recognise very concrete/simple/basic horizontal and vertical relationships within the current content by being aware that some vocabulary relates to one set of components while another set relates to other components.
f)Pupils internalise the current content personally in an age- and level-appropriate manner, recognising that it is about her/his present life at school.
a)Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content in a very simple way.
b)Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content by sharing them with others in a very simple way.
Sosyal-Duygusal Becerileri
Social-Emotional Learning Skills SELS1.1. Self-Awareness Skill
SELS1.2. Self-Regulation Skill
SELS1.3. Self- Reflection Skill
SELS2.1. Communication Skill
SELS2.2. Cooperation Skill
SELS2.3. Social Awareness Skill
SELS3.1. Adaptability Skill
SELS3.2. Flexibility Skill
SELS3.3. Responsible Decision-Making Skill
Okur Yazarlık Becerileri
Literacy Skills LS1. Information Literacy
LS2. Digital Literacy
LS4. Visual Literacy
LS5. Cultural Literacy
LS6. Civic Literacy
Değerler
Values V2. Family Integrity
V3. Diligence
V4. Friendship
V6. Honesty
V7. Aesthetics
V8. Privacy
V10. Modesty
V11. Independence
V12. Patience
V14. Respect
V15. Love and Affection
V20. Benevolence
lçme
PERFORMANCE ASSIGNMENT: Pupils are asked to make self-recordings (visual
audio) at school/ about their family members and their physical features such as the colour of their eyes or hair
or saying whether their noses or ears are big or small or whether their legs are short or long etc. They can present their work to the class by using Fact Files and avatars that they have made. They can use both digital resources and papers/cardboard. Then they can give feedback to each other using emoticons. LEARNING-TEACHING EXPERIENCES Basic Acceptations: Preparedness/ Readiness This theme is based on the pupils’ knowledge of family members in their own language. As Year 2 Primary school pupils
they can know what a family is and what its members are. It is also assumed that they know how to describe their physical traits such as the colour of their eyes or hair
in their own language
Turkish. They know some language chunks such as “This is … What colour…? as well as the basic colours (black
white
pink
red
yellow
blue
and green) in English
that they learned in the previous themes
which could help them ask and answer questions about family members and their physical traits such as “My mother’s/ has got blue eyes” in this theme. As an initial start
a fun non-theme warm-up activity is done as an icebreaker to help the pupils feel positive and ready for the whole learning process in class for their well-being. This could be an activity such as a short game
a physical activity
listening to/singing a song/chant/rhyme and so on that does not require any knowledge of English and also there will not be a need to speak Turkish. Pre-Evaluation Process It is assumed that pupils have the knowledge of their family members such as their father
mother
sister
brother
grandmother
and grandfather in their own language. This knowledge prepares them to identify the same concept in English as their foreign language. Besides
they could use some additional language elements such as colours (blue
green…)
numbers (1-2) and basic adjectives (small
big…) to describe the physical features of family members in a simple way. It is expected that pupils’ physical
cognitive
affective
and social factors are appropriate and suitable for learning about family members and related physical descriptions using basic colours to talk about their eye colours or using adjectives such as small
big
long
and short in English. An example of an exercise might be to point correctly to family members in a picture by giving instructions in Turkish without speaking any English without letting the pupils speak Turkish or English. Instructions such as “Show me the father in this family! Show me the grandfather in this family!” are given in Turkish and pupils can respond physically by pointing to the relevant family members without speaking. Establishing Links Pupils are asked to recall the concept of “family and family members” by remembering their pre-existing background knowledge about them (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current (new) concept
“family” in English.To remind them of the pre-existing background knowledge about the concept of “family”
a very short cartoon film of a very famous and popular family known to the pupils is shown on the Smart Board before the main teaching/learning flow in the class begins. The teacher asks pupils to watch the film and they do it. When they have finished watching the film
the teacher asks them in Turkish what the film was about and wants the answer aloud in chorus as the whole class in Turkish: “… family!” The teacher asks them to think about this until they watch the next film
which is the main entry material of the theme
the digital story
without asking any further questions in Turkish or English. An example practice could be done to point correctly to a picture of a family and pictures of family members in it correctly when they are given instructions by the teacher with English
Turkish and/or with mimics and gestures. Pupils give responses by pointing out relevant so-called pictures without speaking any English and/or Turkish. In this way
connections are made between pre-existing knowledge about school (in their minds) in their own language and the present information about the concept of “family” through meaningful contextualised activities with visuals within the theme.
26-30
Ocak
2
Ünite/Tema/ğrenme Alanı
SEMESTER HOLIDAY: JANUARY 19 - 30
Konu (İçerik Çerçevesi)
SEMESTER HOLIDAY: JANUARY 19 - 30
Öğrenme Çıktısı (Kazanımlar)
SEMESTER HOLIDAY: JANUARY 19 - 30
Süre Bileşenleri
SEMESTER HOLIDAY: JANUARY 19
-30
-30
Sosyal-Duygusal Becerileri
SEMESTER HOLIDAY: JANUARY 19 - 30
Okur Yazarlık Becerileri
SEMESTER HOLIDAY: JANUARY 19 - 30
Değerler
SEMESTER HOLIDAY: JANUARY 19 - 30
lçme
SEMESTER HOLIDAY: JANUARY 19 - 30
19-23
Ocak
2
Ünite/Tema/ğrenme Alanı
SEMESTER HOLIDAY: JANUARY 19 - 30
Konu (İçerik Çerçevesi)
SEMESTER HOLIDAY: JANUARY 19 - 30
Öğrenme Çıktısı (Kazanımlar)
SEMESTER HOLIDAY: JANUARY 19 - 30
Süre Bileşenleri
SEMESTER HOLIDAY: JANUARY 19
-30
-30
Sosyal-Duygusal Becerileri
SEMESTER HOLIDAY: JANUARY 19 - 30
Okur Yazarlık Becerileri
SEMESTER HOLIDAY: JANUARY 19 - 30
Değerler
SEMESTER HOLIDAY: JANUARY 19 - 30
lçme
SEMESTER HOLIDAY: JANUARY 19 - 30