İNGİLİZCE DERSİ

T.C.MİLLÎ EĞİTİM BAKANLIĞI

Talim ve Terbiye Kurulu Başkanlığı

ANKARA 2013

İLKÖĞRETİM KURUMLARI(İLKOKULLAR ve ORTAOKULLAR)

İNGİLİZCE DERSİ(2, 3, 4, 5, 6, 7 ve 8. SINIFLAR)

ÖĞRETİM PROGRAMI

LEARNING MODEL for ENGLISH ............................................................................................................................. II

The NEED for DEVELOPING COMMUNICATIVE COMPETENCE in ENGLISH ........................................... II

ORGANIZATION of the CURRICULUM ................................................................................................................ III

A FINAL WORD ............................................................................................................................................................ IV

MODEL ENGLISH LANGUAGE CURRICULUM ..................................................................................................... V

İNGİLİZCE MODELİ ..................................................................................................................................................... VI

2nd and 3rd GRADE ENGLISH PROGRAM ............................................................................................................. IX

2. ve 3. SINIF İNGİLİZCE ÖĞRETİM PROGRAMI … .............................................................................................. X

SUGGESTED MATERIAL TYPES SPECIFIC to STAGES ....................................................................................... XI

AŞAMALARA GÖRE ÖNERİLEN METİN ÇEŞİTLERİ ........................................................................................... XII

COMMUNICATIVE FUNCTIONS and SAMPLE USES of LANGUAGE for STAGES 1 and 2 ................ XIII

COMMUNICATIVE FUNCTIONS and SAMPLE USES of LANGUAGE for STAGE 3 ............................... XIV

ASSESSMENT TYPES ................................................................................................................................................. XV

REFERENCES .............................................................................................................................................................. XVI

2. SINIF İNGİLİZCE ÖĞRETİM PROGRAMI ............................................................................................................ 1

3. SINIF İNGİLİZCE ÖĞRETİM PROGRAMI .......................................................................................................... 12



6. SINIF İNGİLİZCE ÖĞRETİM PROGRAMI ......................................................................................................... 45



CONTENTS

II

Learning Model for English2nd-8th Grades

IntroductionThe teaching program for English has been prepared in accordance with the general goals of Turkish Na-

tional Education as defined in the Basic Law of the National Education No. 1739, along with the Main Principles of Turkish National Education.

In order to continue to provide a high-quality public education for Turkey’s elementary and secondary stu-dents, periodic revision of course syllabi in all subject areas is necessary to maintain an up-to-date and effec-tive curriculum that is in line with contemporary educational research and international standards for learning. Furthermore, the recent changes to the Turkish educational system, which entail a transition from the 8+4 edu-cational model to the new 4+4+4 system, have led to an immediate need for the redesign of current teaching programs. With respect to English language education, in particular, this new system mandates that English in-struction be implemented from the 2nd grade onward, rather than the 4th grade; therefore, a new curriculum which accommodates the 2nd and 3rd grades is necessary. As the newly-designed 2nd and 3rd grade syllabi will serve as the foundation for English language learning, the syllabi for the 4th through the 8th grades must also be revised in order to maintain continuity. In addition, while the existing curriculum was designed for learners who are begin-ning foreign language learning at approximately 8-8.5 years of age, children will now receive instruction in English starting at around 6-6.5 years old; thus, the new program must take the needs of younger learners into account.

In designing the new English language teaching program, the principles and descriptors of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) were closely fol-lowed. The CEFR particularly stresses the need for students to put their learning into real-life practice in order to support fluency, proficiency and language retention (CoE, 2001); accordingly, the new curricular model empha-sizes language use in an authentic communicative environment. As no single language teaching methodology was seen as flexible enough to meet the needs of learners at various stages and to address a wide range of learning styles, an eclectic mix of instructional techniques has been adopted, drawing on an action-oriented ap-proach in order to allow learners to experience English as a means of communication, rather than focusing on the language as a topic of study. Therefore, use of English is emphasized in classroom interactions of all types, supporting learners in becoming language users, rather than students of the language, as they work toward communicative competence (CoE, 2001).

As the CEFR considers language learning to be a lifelong undertaking, developing a positive attitude to-ward English from the earliest stages is essential; therefore, the new curriculum strives to foster an enjoyable and motivating learning environment where young learners/users of English feel comfortable and supported throughout the learning process. Authentic materials, drama and role play, and hands-on activities are imple-mented to stress the communicative nature of English. At the 2nd and 3rd grade levels, speaking and listening are emphasized; while reading and writing are incorporated in higher grades as students become more advanced. Throughout each stage, developmentally appropriate learning tasks provide a continued focus on building the learner autonomy and problem-solving skills that are the basis for communicative competence.

The Need for Developing Communicative Competence in EnglishThere is no question that the key to economic, political and social progress in today’s society depends on

the ability of Turkey’s citizens to communicate effectively on an international level, and competence in English is a key factor in this process. On the other hand, despite continual efforts at improving the effectiveness of language education in Turkey, a significant percentage of students leave school without the ability to interact successfully in an English-language medium. While it is understood that there are many variables at work in this ongoing problem, it is believed that one of the main reasons for the failure of such a large number of Turkey’s students to master competence in English lies in the fact that the language is presented to them as a subject to be learned in school – an academic requirement to be met – rather than as a means for communication. How-ever, in order for meaningful learning to take place, in English as in any other subject area, the material must have relevance in students’ daily lives. Therefore, scholars such as Hymes (1972) and Widdowson (1978) have argued that language learning must be carried out in context; that is, it must be used in the course of everyday interactions, for true communicative purposes, rather than practiced as an abstract exercise.

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Accordingly, in order to impress on students the role of English as a means of relaying needs and wants, voic-ing opinions and beliefs, building relationships, and so on, the new curricular model is focused on language learning as communication. The communicative approach entails use of the target language not only as an object of study, but as a means of interacting with others; the focus is not necessarily on grammatical structures and linguistic functions, but on authentic use of the language in an interactive context in order to generate real meaning (Larsen-Freeman & Anderson, 2011; Richards, 2006). In other words, learners/users engage in activities which require actual communication between peers or between students and their teacher, such as creating a game as a group and then playing it with classmates, rather than rehearsing prepared material (e.g., taking turns reading a printed dialog from a textbook or reciting memorized lists of verb forms). Classroom materials and teaching tools are drawn from authentic sources as much as possible in order to demonstrate English as it is used in real life. Furthermore, as motivation is essential to learner success, the curriculum aims to make learning English interesting, engaging and fun, taking into account the diverse needs of students at different developmental levels (Cameron, 2001).

Organization of the CurriculumIn framing the new curricular model for English, no single teaching methodology has been designated. In-

stead, an action-oriented approach grounded in current educational research and international teaching stand-ards has been adopted, taking into account the three descriptors of the CEFR comprising learner autonomy, self-assessment, and appreciation for cultural diversity (CoE, 2001). In doing so, it is expected that learners will become confident and proficient users of English, developing appreciation for their own unique culture while learning to understand and value a broad spectrum of international languages and cultures in accordance with the CEFR’s emphasis on plurilingualism and pluriculturalism.

Instructional design. The curricular model is divided into 3 learning stages with respect to the language uses, functions and learning materials that are introduced. At the earliest levels, comprising grades 2 through 4, the main emphasis is on listening and speaking. Reading, writing, and grammatical structures are not a focus at this stage, in line with research indicating that younger children learn languages best through songs, games, and hands-on activities (Cameron, 2001). Thus, reading and writing tasks at the lower grade levels are limited. At the earliest stages, learners are introduced to English through cognates; these are believed to provide a bridge between languages, helping learners to transition from the known to the unknown using terms that are easily recognizable (Rodriguez, 2001). This concept is supported by Krashen’s (1988) argument that language input must be interesting, relevant and comprehensible to stimulate comprehension.

In the 5th and 6th grades, as students continue to develop their language skills, exposure to short texts is introduced. At the same time, these learners may participate in controlled writing activities such as filling out a club membership registration card with their name, date of birth, address, and other concrete, factual informa-tion. In the 7th and 8th grades, older students who have formed the necessary foundation for an understanding of literacy issues will then be exposed to reading and writing as an integral aspect of language learning, such as reading simple texts or writing short, simple stories about their friends (Bayyurt & Alptekin, 2000). This approach follows Cummins’ (1984) model, which advocates a progression from cognitively undemanding, context-embed-ded activities to cognitively demanding, context-embedded tasks, moving from familiar to unfamiliar concepts in building language and literacy skills.

Accordingly, the learning materials and language functions to be taught have been selected to reflect the types of activities appropriate to each learning phase. At stages 1 and 2, comprising the 2nd - 4th and the 5th - 6th grades, similar materials types and language functions are given; these are expected to be adapted to suit the activities specified for each level. At stage 3, additional materials and functions are used along with those ap-plied at stages 1 and 2. This design will permit classroom teachers to choose from the learning applications they feel are best suited to the specific needs of their students.

As noted by Larsen-Freeman and Anderson (2011), attention to the formal aspects of language is an es-sential element in the construction of meaning; therefore, it is necessary to consider these in the context of communicative language learning. However, in accordance with Cameron’s (2001) contention that children’s

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grammatical knowledge of a language emerges naturally through “the space between words and discourse” (p. 18), the structural features of English are handled implicitly as learners/users develop communicative skills, rather than addressed as a separate issue.

Instructional materials. For each grade level, a series of 10 sample units is provided, structured around interrelated themes. The use of thematic units is supported by Hale and Cunningham (2011), who point out that this approach allows educators to present new information in a manner that is both relevant and interesting to learners, encouraging them to build on existing knowledge while at the same time revisiting earlier material in as a means of supporting retention. In order to create a link between language learning and daily life, the themes for each unit have been chosen to reflect ideas and issues that are familiar to young students; therefore, themes such as family, friends, animals, holidays, leisure activities and so on are highlighted. In consideration of the CEFR’s emphasis on developing intercultural competence and appreciation for cultural diversity (CoE, 2001), cultural issues are also addressed. Elements of both the target culture and international cultures are presented in a positive and non-threatening manner (Elyıldırım & Ashton-Hayes, 2006) in keeping with the themes of each unit, at the same time stressing the value of home culture in order to avoid the formation of negative attitudes. Learners/users are exposed to simple phrases in world languages that include greetings, counting and so on as they learn about aspects of other cultures that are similar to or different from their own.

Materials developers are encouraged to follow this model in the design of integrated resources that can be tailored to meet the needs of students in a diverse range of contexts with respect to school type, sociocultural outlook and economic status, thus allowing classroom teachers greater discretion in the selection of appropriate activities and learning materials (Trujillo, Torrecillas, & Salvadores, 2004). On the other hand, although previous English language curricula have been designed according to the principles of communicative language teaching, conventional textbooks have often allowed for too much flexibility in classroom application. As a result, there has been a tendency among some teachers to repurpose the tasks that are presented, frequently de-emphasizing their communicative aspect. For instance, instead of teaching an interactive question-and-answer song, a teach-er might adapt it as a listen-and-fill-the-blanks activity. To address this issue, teacher resource packs, which may consist of lesson plans, printed handouts, flashcards, audio-visual materials and so on, will be considered in place of textbooks, particularly at the 2nd, 3rd and 4th grade levels. These packages may be adapted according to a particular teaching context, thus supporting classroom instructors in meeting the needs of their students while at the same time maintaining compliance with the objectives of the newly established curricular model.

Assessment. The final element of the curriculum to be considered involves evaluation and assessment of learner progress. As suggested by the CEFR, self-assessment is emphasized, as learners/users are encour-aged to monitor their own progress and achievement in the development of communicative competence (CoE, 2001). Each unit will include a list of achievements to be met by the students; this will be converted to self-assessment checklists which ask learners/users to assess their own learning from an action-based perspective. In other words, children will be prompted to answer questions such as “What did you learn?”, “How much do you think you learned?” and “What do you think you can do in real life, based on what you learned in class?”. Stu-dents will also keep a dossier of their language learning achievement which is modeled on the European Lan-guage Portfolio (CoE, 2001; Mirici, 2008); in this manner, they will be able to track their progress independently of quantitative scoring and grades. In addition to self-assessment, formal evaluation will be carried out through the application of written and oral exams, quizzes, homework assignments and projects in order to provide an objective record of students’ success.

A Final WordIt is often the case that, in spite of careful planning, a curricular model differs in many respects from the

one that is put into practice; numerous external factors may affect its application, including school administra-tors, facilities, classroom resources and materials, teachers, class size, parents, and the students themselves. Therefore, the ultimate success of this program requires the external support, careful planning and committed partnership of all involved.

V

Model English Language Curriculum

(2nd-8th Grades)

Levels [CEFR*] (Hours / Week)

Grades (Age) Skill focusMain activities/

strategies

1

[A1]

(2)

2 (6-6.5) Listening and Speaking

TPR/Arts and crafts/Drama3 (7-7.5)

Listening and Speaking

Very Limited Reading and Writing°

4 (8-8.5)Listening and Speaking

Very Limited Reading and Writing°

2

[A1]

(4)

5 (9-9.5)


Limited Reading°

Very Limited Writing°Drama/Role-play

6 (10-10.5)


Limited Reading°

Very Limited Writing°

3

[A2]

(4)

7 (11-11.5)Primary: Listening and Speaking

Secondary: Reading and WritingTheme-based ∞

8 (12-12.5)Primary: Listening and Speaking

Secondary: Reading and Writing

* CEFR = The Common European Framework of Reference for Languages

° Any skill marked as very limited is used in instruction for less than 10 words at a time for the grade level indicated. For instance, in the 2nd through the 4th grades, the focus is primarily on developing listening and speaking skills, as supported by Cameron’s (2001) assertion that “for young learners, spoken language is the medium through which the new language is encountered, understood, practiced and learnt” (p. 18). Therefore, activities involving reading and writing are limited to the word level (e.g., learners see a picture of a cat and write the word “cat” underneath). On the other hand, skills marked as limited are used for no more than 25 words at a time for the grade level indicated; accordingly, at the 5th and 6th grade levels, as students continue to develop their language skills, exposure to reading is upgraded to the sentence level. In the 7th and 8th grades, older stu-dents who have formed the necessary foundation for an understanding of literacy issues will then be exposed to reading and writing as an integral aspect of language learning.

∞ Theme-based or content-based instruction is characterized by the following: a highly contextualized language learning environment; language usage and lexis centered around the topic; and skills and activities integrated by the theme selected, with the topic of instruction (e.g., scientists, geography, responsibilities at home, etc.) serving as a connecting thread and targeting meaningful, situation-based learning.

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İngilizce Modeli

(2-8. Sınıflar)

Seviyeler [ADOÇEP*]

(Saat / Hafta)

Sınıf (Yaş) Geliştirilmesi Hedeflenen BecerilerTemel aktiviteler/

stratejiler

1

[A1]

(2)

2 (6 – 6,5) Dinleme ve Konuşma

Tüm Fiziksel Tepki (TFT)/El işleri/Drama

3 (7 – 7,5)Dinleme ve Konuşma

Çok Sınırlı Okuma ve Yazma°

4 (8 – 8,5)Dinleme ve Konuşma

Çok Sınırlı Okuma ve Yazma°

2

[A1]

(4)

5 (9 – 9,5)

Dinleme ve Konuşma

Sınırlı Okuma°

Çok Sınırlı Yazma°Drama/Rol yapma

6 (10 – 10,5)

Dinleme ve Konuşma

Sınırlı Okuma°

Çok Sınırlı Yazma°

3

[A2]

(4)

7 (11 – 11,5)Temel: Dinleme ve Konuşma

Yan: Okuma ve YazmaTematik (Konusal) ∞

8 (12 – 12,5)Temel: Dinleme ve Konuşma

Yan: Okuma ve Yazma

* ADOÇEP = Avrupa Dilleri Öğretimi Ortak Çerçeve Programı

° Bu işaretin olduğu kutularda yer almayan beceriler bir ders saatinde en fazla 10 sözcüğü geçmeyecek şekilde kullanılabilir. Örneğin 2-4. sınıflarda ana hedef dinleme ve konuşmanın geliştirilmesidir. Cameron’un (2001) dediği gibi çocuklar için konuşma dili çocuğun ilk karşılaştığı, anladığı, pratik yaptığı ve öğrendiği dildir (s. 18). Dolayısıyla, okuma ve yazma becerilerini geliştirmeye yönelik etkinlikler sözcük düzeyini geçmemelidir (Örnek: Çocuklar kedi resminin altına “cat” yazarlar). Buna ek olarak, sınırlı olarak belirtilmiş becerilerde 25 sözcüğe kadar okuma ve yazma etkinlikleri yapılabilir ki 5. ve 6. sınıflarda okuma etkinlikleri cümle düzeyine çık-makta, 7 ve 8. sınıflardaki yaşca büyük öğrenciler okuma- yazma etkinliklerine ait temel bilgileri edindiklerinden okuma ve yazmayı dil öğreniminin önemli bir parçası olarak kullanabilirler.

∞ Tematik/Konusal öğretimin temel özellikleri şunlardır: içerik temellilik (İngilizce, Fen Bilgisi, Matematik, Teknoloji gibi), yüksek düzeyde bağlamlandırılmış dil öğretimi, bir konu çerçevesinde ele alınan sözcük ve dilbilgisi yapıları, konu/tema ile ilişkilendirilmiş beceri geliştirme etkinlikleri ve anlamlı öğrenmeyi hedefleyen etkinliklerin tümünün tema/konu etrafında bir araya getirilmesi/çerçevelenmesi.

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Our language learning environment is characterized by the following communicative features:

• Communication is carried out in English as much as possible.

• Communication is focused on the creation of real meaning.

• Students listen and speak just as they would in a target language community.

• Students use their developing English skills in every aspect of learning.

• Students are continuously exposed to English through audio and visual materials.

• Enjoyment of language learning is fostered through activities such as arts and crafts, TPR, and drama.

• Students are taught to value their mother tongue and feel validated in using it as needed while they move forward on their journey in English.

• L1 usage is not prohibited or discouraged, but it should be employed only as necessary (i.e., for giving complex instructions or explaining difficult concepts).

• Students are supported and guided by smiling teachers who “understand” what they are saying.

• Teachers are present in the classroom mainly for communicating in English (and, if necessary, in Turkish).

• The focus of learning is on deepening communication, rather than on completing curricular items within a given period of time.

• Errors are not addressed during communication, so as not to disrupt the flow; problem areas are noted by the teacher and addressed at a later time through practice and reinforcement.

• Students frequently encounter materials that have previously been covered in order to reinforce what they already know.

• Students develop high motivation for learning by completing challenging, yet achievable activities.

• Students produce materials to share with the rest of the school and the outside world.

• Parents are encouraged to be part of the process and are kept up-to-date on their child’s learning through parent-child meetings.

• Students develop communicative skills in English by “doing things with the language” rather than by “learning about the language.”

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Sınıftaki öğrenme ortamımız aşağıdaki iletişimsel özelliklere dayandırılmaktadır:

• İletişim mümkün olduğunca İngilizce yürütülür.

• İletişim gerçek anlam oluşturmaya odaklıdır.

• Öğrenciler gerçek yaşamda o dili konuşan ülkelerdeki insanlar gibi dinleme ve konuşma eylemlerinde bulunurlar.

• Öğrenciler gelişen İngilizce becerilerini öğrenmenin her alanında kullanırlar.

• Öğrenciler görsel ve işitsel araçlar yardımıyla hedef dilde kullanılan yapı ve sözcüklerle sürekli olarak karşılaşırlar.

• Öğrenciler dili, el işleri, tüm bedensel tepki ve drama etkinlikleriyle eğlenceli bir şekilde kullanırlar.

• Öğrenciler İngilizce öğrenirken kendi ana dillerine de saygı duyar ve dil gelişimlerinin önemli bir parçası olarak görürler.

• Ana dil kullanımı yasaklanmaz veya engellenmez fakat gerektiğinde kullanılır (Örn. karmaşık yönergeler verirken, zor yapıları açıklarken).

• Öğrenciler kendilerini gülümseyerek “anlayan” öğretmenler tarafından desteklenir ve yönlendirilirler.

• Öğretmenlerin sınıfta bulunma nedeni İngilizce (ve gerekirse Türkçe) iletişim kurmalarıdır.

• Öğrenmenin amacı belirli bir zaman aralığında ders programındaki konuları işleyip bitirebilmek yerine kurulan iletişimi derinleştirmeye çalışmaktır.

• Öğrenciler iletişim kurarken hata yapmaları halinde uyarılmaz ve düzeltilmez; iletişimin devamlılığına odaklanarak hatalarını daha sonra düzeltirler.

• Öğrenciler daha önceki derslerde karşılaştıkları işlev ve bilgileri tekrar tekrar kullanırlar ve bilgi ve bece-rilerini taze tutarlar.

• Öğrenciler kendilerini zorlayan ama yapılabilir etkinliklerin üstesinden başarıyla gelerek motivasyonları-nı artırırlar.

• Öğrenciler okullarındakilerle ve okul dışındakilerle paylaşacak ürünler ortaya koyarlar.

• Veliler sürecin bir parçası olmaları için cesaretlendirilirler ve veli toplantıları aracılığıyla çocuklarının öğrenme sürecinden haberdar olurlar.

• Öğrenciler “Bir dil hakkında bir şeyler öğrenmek” yerine “o dille bir şeyler” yaparak İngilizce iletişim be-cerilerini geliştirirler.

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2nd and 3rd Grade English Program

Suggestions for Practice

• Go from the familiar to the unfamiliar. Use cognates as a starting point (e.g., doctor, zebra, gorilla). Use media, cultural artifacts and people as much as possible to contextualize the lessons and to keep stu-dents’ interest alive.

• Do not correct students’ errors on the spot. Note down the language issues that cause confusion, and then practice them as much as possible.

• The curriculum should be viewed and practiced as a spiral entity. Remember students’ earlier learning and use previous activities, songs or crafts in students’ free time to support retention.

• Talk to parents and suggest that they learn what their children learn at school. They should sing together for fun or use the expressions they learn at school during their time at home.

• Use “headlines” when you speak, especially at lower grade levels. A headline is using the most expres-sive word in a chunk (especially with a rising or falling intonation) to get the message across. Examples:

• Are you thirsty? “Water?” / Are you having fun “Fun?”

• Take out your crayons. “Your crayons!” / It’s easy, isn’t it? “Easy, huh?”

• Students should not have notebooks at the 2nd and 3rd grade levels, as the focus is on listening and speaking only. Do not give them the lyrics of the songs you are singing as reading material. They should pick the words up from the song and from you.

• Reading aloud is an interesting activity for this age group. Use drama and gestures as you read. Change your voice as appropriate, especially to voice a different character.

• Units are not discrete. You can always move between and among the units. Integrate bits and pieces as much as you like so as to make the communication run smoothly.

• Note the importance of differences between home and target culture, and be pedagogically correct. For instance, do not create negative models for students, as is the case with the teaching of elements such as food items in many materials. Refrain from giving examples such as children looking at fruits and vegetables and saying “yuck!” (E.g., Bööğğkkk, ıyyyy, öööğğğğ).

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2. ve 3. Sınıf İngilizce Öğretim Programı

Uygulama Önerileri

• Bilinenden bilinmeyene doğru gidiniz. Özellikle Türkçe ve İngilizcede ortak olan sözcüklerden yararlana-rak derse başlayınız (Örn. doctor, zebra, gorilla). Çocukların sevdiği ve bildiği medya ve kültür ögelerine de öncelik veriniz.

• Çocuklara İngilizcenin kolay ve çok zevkli olduğunu elden geldiğince çok kere hatırlatınız.

• Çocukların yaptıkları hataları anında düzeltmeyiniz. Ancak bu hataları not ederek ve sık sık kendiniz doğru kullanarak sınıfa hatırlatınız.

• 2. Sınıf ders programında gerek sözcük gerekse yapı çeşitleri en az seviyede tutulmuştur. Bunun iki temel nedeni vardır. Birincisi öğrencilere yaptırılan etkinliklerle İngilizceyi sevdirerek motivasyonlarını ve dile olan ilgilerini artırmak. İkincisi ise içerikten çok iletişime ağırlık vermek. Dolayısıyla derslerde etkinlikler eğlenceli ve öğretici geçiyorken öğrencilerle bol bol doğal ortamda soru yanıt ve tekrar tekrar kullanım yoluyla iletişim kurmaya gayret ediniz.

• Ders programı sarmal olarak düşünülmeli ve öyle uygulanılmalıdır. Önceki konuları ve etkinlikleri sık sık hatırlatarak öğrencilerin bilgilerini canlı tutunuz. Örneğin, 6. Modül işlenirken arta kalan zamanda 2. Modülde yer alan şarkıyı ve içeriği öğrencilere hatırlatınız, şarkıyı hep beraber söyleyip eğleniniz.

• Öğrencilere sık sık evlerinde ailelerine öğrendikleri şarkıları söylemelerini öneriniz. Velilerle görüşerek öğrencileri yüreklendirmelerini ve onları takdir etmelerini hatırlatınız.

• İngilizce konuşurken “headlines” kullanmaya özen gösteriniz (bir fikri ya da mesajı iletmek için yalnızca birkaç içerik sözcüğünü kullanmak ki çoğunlukla nesnelerin vurgu ve tonlama ile zenginleştirilerek isim-lendirilmesi yoluyla olur). Örnek:

Are you thirsty? “Water?” / Are you having fun “Fun?” Take out your crayons. “Your crayons!” / It’s easy, isn’t it? “Easy, huh?”

• 2. ve 3. sınıf ders programlarında 4 temel beceriden Okuma ve Yazma öğretimi geliştirilmesi gereken hedefler arasında değildir. Öğrencilerin İngilizce defterleri olmamalıdır. Öğrenciler şarkı sözlerini dinle-yerek ve tekrar ederek öğrenmelidir. Şarkı sözlerini ya da sözcükleri öğretmek için okuma ve yazma yolu seçilmemelidir.

• Öğretmenin sesli okuması bu düzey öğrenciler için ilgi çekicidir. Onlara şarkı sözlerini dahi dramatizas-yon ve mimik-jest kullanarak, tonlayarak, taklit ederek ve vurgulamalara dikkat ederek okuyunuz.

• Üniteler arasında geçiş akıcı olmalıdır. Her ne kadar sırayla gidilecek olsa da bir sonraki ünite önceki ünitede öğrenilenlerle ilişkilendirilmeli ve böylece birbirlerine entegre edilmelidir.

• Kültürel farkındalıklara dikkat ediniz. Bunu yaparken eğitimsel ve kültürel olarak çocuklarda yanlış dav-ranış ve alışkanlıklar oluşturabilecek etkinlik ve hareketlerden uzak durunuz (gıdalara böööğğğ, yuk! öööö demek gibi).

XI

Suggested material types specific to stages

GenresStages 1 and 2 Stage 3*

Material Types Material Types

Narrative

Materials

Cartoons Chants and Songs

Fables

Fairy Tales

Poems

Rhymes

Stories

Biographical Texts

Diaries/Journal Entries

Humorous encounters

Jokes

Personal Narratives

Plays

Tongue Twisters

Informative Materials

Advertisements

Captions

Charts

Coupons

Instructions

Lists

Menus

Notices

Picture Dictionaries

Posters

Products (Labels, Boxes, Adverts)

Signs

Tables

Brochures

Catalogues

Children’s Encyclopedias

Dictionaries

Maps

News reports

Questionnaires and Surveys

Recipes

Weather Reports

TV Programs/News

Radio Recordings

Podcasts

Interactive Materials

Cards

Conversations

Illustrations

Notes, Memos, and Messages

Postcards

E-mails

Formal Letters

Personal Letters

Phone Conversations

* Materials for Stages 1 and 2 can also be utilized for Stage 3.

XII

Aşamalara göre önerilen metin çeşitleri

Türleri1. ve 2. Basamak 3. Basamak*

Metin Çeşitleri Metin Çeşitleri

Anlatılar

Çizgi filmler

Şarkılar

Fabller

Masallar

Şiirler

Kafiyeli dizgeler

Öyküler

Biyografik Metinler

Günlükler

Nükteli Anlatılar

Espriler

Bireysel Anlatılar

Oyunlar

Tekerlemeler

Bilgi Metinleri

Reklamlar

Başlıklar

Grafik ve Şekiller

Kuponlar

Yönergeler

Listeler

Menüler

Uyarı Levhaları

Resimli Sözlükler

Posterler

Ürünler (Etiketler, Kutular, İlanlar)

İşaretler

Tablolar

Broşürler

Kataloglar

Çocuk Ansiklopedileri

Sözlükler

Haritalar

Haberler

Sormacalar ve Anketler

Tarifler

Hava Raporları

TV Programları/Haberler

Radyo Kayıtları

Podcastlar

İnteraktif Metinler

Kartlar

Sohbetler

Çizgi Anlatılar

Notlar, Bildiriler ve Mesajlar

Posta Kartları

E-postalar

Resmi Yazışmalar/Mektuplar

Bireysel Yazışmalar/Mektuplar

Telefon Konuşmaları

* 1. ve 2. Basamakta kullanılan metinler 3. basamakta da kullanılabilir.

XIII

Communicative Functions and Sample Uses of Language for Stages 1 and 2

Communicative Functions Sample Usage

Apologizing I am sorry.

Asking for permission Can (May) I open the window?

Asking someone’s name What’s your name?

Describing characters/people SpongeBob is yellow. I am 6.

Describing places My city is big. / It is beautiful.

Describing sizes and shapes It is big and round.

Describing the weather It is sunny.

Describing what people are doing now She is playing now.

Describing what people do regularlyI brush my teeth every morning. / I play with my friends everyday.

Expressing ability and inability I can run, but I can’t fly.

Expressing and responding to thanks Thank you very much. / You’re welcome.

Expressing basic needs I want some water. / I need some water.

Expressing feelings I am happy.

Expressing likes and dislikes I like ice cream. / I don’t like coffee.

Expressing obligation I must help my mom.

Expressing quantity There are three birds.

Giving and responding to simple instructions Open the box and take the puppet out.

Greeting and meeting people Hello!

Identifying countries and nationalities I am Turkish. / Ankara is in Turkey. / China is in Asia.

Making simple inquiries Do you get up early?

Making simple requests Would you close the door, please?

Making simple suggestions Let’s play!

Naming colors The car is yellow. / It is yellow.

Naming common objects It is a book.

Naming the seasons of the year It is spring. / It is summer.

Stating personal opinions I think it is nice.

Talking about locations of things The bed is near the window.

Talking about past events I watched TV yesterday.

Talking about personal possessions It is my bag. My coat is red.

Talking about cultureLondon is a big city in England.

I like Italian food best.

Telling someone what to do Look! Sit down!

Telling the time, days and dates Today is Monday. It is 3 o’clock.

Telling people what we know I know English. / I know my father’s job.

XIV

Communicative Functions and Sample Uses of Language for Stage 3

Communicative Functions* Sample Usage

Accepting and refusing Yes, please. / No, thank you.

Describing simple processesFirst, put the hot water in a cup. Then add the coffee. Mix well. Now, you can drink it.

Describing the frequency of actions I tidy my room every day.

Describing what people do regularly We have dinner at 8 o’clock.

Expressing concern and sympathy I am sorry to hear that.

Expressing ideas I think we should have a party.

Expressing plans We will go to Trabzon tomorrow.

Expressing preferences I prefer reading to cooking.

Giving explanations/reasons I went to Ankara to see my grandparents.

Handling phone conversations

May I talk to Ayşe, please?

Is Alex there?

I will talk to you soon.

Making offers Would you like some juice?

Making predictions about the futureHe is driving fast. He is going to crash his car.

I think our teacher will read us a story today.

Making simple comparisons SpongeBob is smaller than us.

Offering excuses I couldn’t come to the party because I was ill.

*Communicative functions for Stages 1 and 2 can also be utilized for Stage 3.

XV

Assessment Types

Project and portfolio evaluation

(Student-teacher cooperation)

Self-and peer evaluation

Pen and paper tests

(Including listening and speaking skills)

Suggested

Assessment Types for All Stages

Teacher observation and evaluation

Proje ve Portfolyo değerlendirmeleri

(Öğrenci ve öğretmen ortak değerlendirme)

Öz ve Akran Değerlendirmesi

Kalem-kağıt sınavları

(Dinleme ve Konuşma becerilerini de ölçen)

Önerilen

Değerlendirme Etkinlikleri

Öğretmen gözlemleri ve değerlendirmeleri

XVI

References

Bayyurt, Y., & Alptekin, C. (2000). EFL syllabus design for Turkish young learners in bilingual school con-texts. J. Moon & M. Nikolov (Eds.), Research into teaching English to young learners (pp. 312-322). Pécs, Hungary: Pécs University Press.

Cameron, L. (2001). Teaching languages to young learners. Cambridge, England: Cambridge University Press.

Council of Europe (CoE). (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, England: Cambridge University Press.

Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Clevedon, England: Multilingual Matters.

Elyıldırım, S., & Ashton-Hay, S. (2006). Creating positive attitudes towards English as a foreign language. English Teaching Forum, 44(4). Retrieved from http://eprints.qut.edu.au/12256/

Hale, S. L., & Cunningham, S. A. (2011). Evidence based practice using a thematic based unit for language development. Paper presented at the Texas Hearing Speech Language Association (TSHA) Annual Convention, Houston, TX.

Hymes, D. H. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics: Selected readings (Part 2, pp. 269-293). Harmondsworth, England: Penguin.

Krashen, S. (1988). Second language acquisition and second language learning. New York, NY: Prentice Hall.

Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). London, England: Oxford University Press.

Mirici, İ. H. (2008). Development and validation process of a European language portfolio model for young learners. Turkish Online Journal of Distance Education, 9(2). Retrieved from http://tojde.anadolu.edu.tr/tojde30/index.htm

Richards, J. C. (2006). Communicative language teaching today. New York, NY: Cambridge University Press.

Rodriguez, T. A. (2001). From the known to the unknown: Using cognates to teach English to Spanish-speaking literates. Reading Teacher, 54(8), 744-746.

Trujillo, F., Torrecillas, J., & Salvadores, C. (2004). Materials and resources for ELT. In D. Madrid & N. McLaren (Eds.), TEFL in primary education. Granada, Spain: Editorial Universidad de Granada. Re-trieved from http://fernandotrujillo.es/wp-content/uploads/2010/05/resources.pdf

Widdowson, H. G. (1978). Teaching language as communication. Oxford, England: Oxford University Press.

1

2. S

INIF

İNG

İLİZ

CE

ÖĞ

RET

İM P

RO

GR

AM

Iİn

giliz

ce ö

ğren

mey

e ye

ni b

aşla

yan

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klar

ın y

aban

cı d

il öğ

renm

eyi s

evm

eler

i ve

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cı d

ili öğ

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ken

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rine

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nere

k, d

il öğ

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min

in z

evkl

i bir

süre

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duğu

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sem

eler

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mlid

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inci

sın

ıf İn

giliz

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ğret

im p

rogr

amı i

şte

bu g

erek

sini

m ü

zerin

e ku

rulm

uş o

lup

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hed

efi d

ili öğ

rene

n/ku

llana

nlar

da y

aban

cı d

il öğ

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vgis

ini o

luşt

urm

aktır

. İki

nci s

ınıfı

n ka

zanı

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yıla

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nıfta

kul

land

ığım

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şyal

ar, h

ayva

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, mey

vele

r, be

deni

miz

deki

org

anla

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evi

miz

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od

a ve

eşy

alar

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gili

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özcü

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ilizce

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it bi

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.

2

2. SINIF / 2

nd GR

AD

E

Unit / T

heme

Com

municative F

unctions and SkillsSuggested L

exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

1Words

Telling people w

hat we know

Listening

• Students will be able to identify w

ords that are

comm

on to both Turkish and E

nglish.

• Students will be able to m

atch written letters w

ith

the sounds produced.

Speaking

• Students will be able to use the correct w

ord to

identify certain objects, people or animals.

ambulance (artist/aspirin)

balloon

cake (café/camp)

doctor (dance)

electric (e-mail)

football (film)

gorilla (garage)

hamburger (hotel)

Internet

judo

kangaroo (kilo)

lemon (laptop)

microphone (m

arket)

note

orchestra (office)

picnic (passport/plastic)

quiz

radio (restaurant)

sport (stop/stadium)

television (train)

university

vanilla (video)

wagon

x-ray (extra)

yo-yo (yoghurt/yoga)

zebra

That’s a/an ...

... am

bulance/balloon/cake, etc.

Texts

Advertisem

ents

Cartoons

Illustrations


Posters

Products

Songs

Tables

Activities

Arts and C

rafts

Chants and Songs

Cognates

Dram

a/Mim

ing

Draw

ing and Coloring

Flashcards

Gam

es

Labeling

Listening

Matching

Reordering

Story-telling

Project

• Students prepare a

visual dictionary to show

the words they know

in

English.

Dossier

• Students start filling in

the European L

anguage

Portfolio.

3

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

2

Fri

ends

Ask

ing

som

eone

’s n

ame

Gre

etin

g an

d m

eeti

ng p

eopl

e

Mak

ing

sim

ple

inqu

irie

s

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

und

erst

and

sim

ple

expr

essi

ons

used

whe

n gr

eetin

g an

d m

eetin

g so

meo

ne.

• St

uden

ts w

ill b

e ab

le to

und

erst

and

whe

n so

meo

ne

intr

oduc

es h

im o

r he

rsel

f.

Spea

king

• St

uden

ts w

ill b

e ab

le to

use

eve

ryda

y ex

pres

sion

s fo

r

gree

ting

and

mee

ting

som

eone

.

• St

uden

ts w

ill b

e ab

le to

ask

que

stio

ns to

lear

n so

me-

one’

s na

me

and

find

out

how

he

or s

he is

doi

ng.

• St

uden

ts w

ill b

e ab

le to

intr

oduc

e th

emse

lves

.

Inte

rcul

tura

l Aw

aren

ess

• St

uden

ts w

ill b

e ab

le to

gre

et p

eopl

e ot

hers

in o

ther

lang

uage

s in

add

ition

to T

urki

sh a

nd E

nglis

h.

Wha

t’s y

our

nam

e?

— M

y na

me

is ..

.

— I

’m M

oody

.

— M

oody

.

How

are

you

?

— I

’m f

ine.

You

?

— I

’m o

kay,

than

k yo

u. H

ow a

re

you?

— G

reat

, tha

nks.

Hel

lo!

Hi!

Goo

d m

orni

ng!

Goo

d af

tern

oon!

Goo

d ev

enin

g!

Goo

d ni

ght!

Goo

d by

e!

Bye

!

Salu

t! S

alaa

m!

Hal

lo!

Bon

jour

!

Hol

a! G

uten

Tag

! C

iao!

Ahl

an w

e

Sahl

an!

Hej

! N

i Hao

!

Tex

ts

Con

vers

atio

ns

Illu

stra

tions

Rhy

mes

Song

s

Act

ivit

ies

Art

s an

d C

raft

s

Cha

nts

and

Song

s

Com

mun

icat

ive

Task

s

Dra

ma/

Mim

ing

Dra

win

g an

d C

olor

ing

Flas

hcar

ds

Gam

es

Lab

elin

g

Lis

teni

ng

Mat

chin

g

Que

stio

ns a

nd A

nsw

ers

Reo

rder

ing

TPR

Pro

ject

s

• St

uden

ts r

ecor

d th

eir

voic

es w

hile

gre

etin

g

each

oth

er.

• St

uden

ts p

repa

re

mas

ks to

rep

rese

nt im

-

agin

ary

char

acte

rs a

nd

then

mee

t oth

ers

and

intr

oduc

e th

emse

lves

.

• St

uden

ts p

repa

re a

post

er to

sho

w h

ow

spea

kers

of

othe

r

lang

uage

s gr

eet e

ach

othe

r.

4

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

3In the C

lassroom

Apologizing

Expressing and responding to thanks

Giving and responding to sim

ple instructions

Making sim

ple requests

Telling som

eone what to do

Listening

• Students will be able to understand instructions

and follow short, sim

ple directions.

Speaking

• Students will be able to respond to instructions

both verbally and by acting accordingly.

• Students will be able to tell others to do things

around the classroom.

Com

pensation Strategy

• Students will be able to ask for clarification by

asking the speaker to repeat what has been said.

Can you repeat?

Excuse m

e?

I’m sorry.

Excuse m

e.

Open/C

lose/Shut ...

... the w

indow.

... the door.

Please.

Say ...

... hello/hi.

Sit down.

Stand up.

Thank you.

Thanks.

Color ...

Cut ...

Draw

...

Glue ...

Paint ...

Put ...

Stick ...

... a/the m

ask (it).

Turn ...

... left.

... right.

Texts

Illustrations

Instructions

Signs

Songs

Activities

Arts and C

rafts

Chants and Songs

Dram

a/Mim

ing

Draw

ing and Coloring

Flashcards

Gam

es

Labeling

Listening

Matching

Real-life Tasks

Reordering

TPR

Project

• Students play a sim-

ple version of “Simon

Says,” performing

the actions called out

by the teacher: “Sit

down;” “Stand up;”

“Turn right;” “T

urn

left;” etc.

5

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

4

Num

bers

Des

crib

ing

char

acte

rs/p

eopl

e

Exp

ress

ing

quan

tity

Mak

ing

sim

ple

inqu

irie

s

Nam

ing

com

mon

obj

ects

Nam

ing

num

bers

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

iden

tify

and

unde

rsta

nd th

e

nam

es o

f so

me

clas

sroo

m o

bjec

ts.

• St

uden

ts w

ill b

e ab

le to

iden

tify

the

num

bers

1

thro

ugh

10.

Spea

king

• St

uden

ts w

ill b

e ab

le to

und

erst

and

and

say

the

corr

ect

nam

e of

a th

ing

in a

par

ticul

ar s

ituat

ion.

• St

uden

ts w

ill b

e ab

le to

exp

ress

num

bers

and

qua

nti-

ties

of th

ings

.

bag,

-s

boar

d, -

s

book

, -s

cray

on, -

s

desk

, -s

pape

r

penc

il, -

s

scis

sors

tabl

e, -

s

coun

t

Num

bers

1-1

0

How

man

y ...

are

ther

e?

...

fou

r (p

enci

ls).

...

fiv

e (b

ags)

.

...

sev

en (

book

s).

How

old

are

you

?

— I

am

7.

Tex

ts

Illu

stra

tions

Lis

ts

Pict

ure

Dic

tiona

ries

Song

s

Act

ivit

ies

Art

s an

d C

raft

s

Cha

nts

and

Song

s

Dra

ma/

Mim

ing

Dra

win

g an

d C

olor

ing

Flas

hcar

ds

Gam

es

Lab

elin

g

Lis

teni

ng

Mat

chin

g

Que

stio

ns a

nd A

nsw

ers

Reo

rder

ing

TPR

Pro

ject

s

• St

uden

ts p

repa

re a

visu

al d

ictio

nary

.

• In

pai

rs, s

tude

nts

prep

are

a pu

zzle

abou

t num

bers

6

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

5Colors

Describing characters/people

Expressing likes and dislikes

Greeting and m

eeting people

Making sim

ple inquiries

Nam

ing colors

Nam

ing numbers

Listening

• Students will be able to understand the nam

es for

colors of things.

Speaking

• Students will be able to introduce them

selves by refer-

ring to the colors they like.

• Students will be able to nam

e the colors of things.

• Students will be able to express num

bers and quanti-

ties of things.

black

blue

brown

green

orange

pink

purple

red

white

yellow

like

Who are you?

— H

i, I’m Superhero.

I’m yellow

.

I’m black and w

hite.

I like red and blue.

What color is it?

— G

reen.

— It’s red.

How

many red crayons are there?

— T

hree.

Texts

Cartoons

Illustrations


Songs

Activities

Arts and C

rafts

Chants and Songs

Com

municative Tasks

Dram

a/Mim

ing

Draw

ing and Coloring

Flashcards

Gam

es

Labeling

Listening

Matching

Puppets

Questions and A

nswers

Reordering

TPR

Quiz or E

xam

Projects


color scale by cutting

and pasting colored

papers and then

present it orally.

• Students prepare

a visual dictionary

by describing their

possessions (a blue

bag, a red book, a

purple flower, a pink

balloon, etc.)

7

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

6

At t

he

P

layg

roun

d

Mak

ing

sim

ple

inqu

irie

s

Mak

ing

sim

ple

sugg

esti

ons

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

und

erst

and

inst

ruct

ions

and

follo

w s

hort

, sim

ple

dire

ctio

ns.

Spea

king

• St

uden

ts w

ill b

e ab

le to

invi

te s

omeo

ne to

do

thin

gs

alon

g w

ith th

em.

Let

’s ..

.

...

dan

ce.

...

jum

p/sk

ip (

rope

).

...

pla

y (h

ide

and

seek

).

...

run

.

...

sin

g.

...

slid

e.

...

sw

ing.

...

wal

k.

Do

you

danc

e?

— Y

es, I

do.

— Y

es!

— N

o, I

don

’t.

— S

omet

imes

.

Tex

ts

Car

toon

s

Con

vers

atio

ns

Illu

stra

tions

Inst

ruct

ions

Pict

ure

Dic

tiona

ries

Poem

s

Post

ers

Song

s

Act

ivit

ies

Art

s an

d C

raft

s

Cha

nts

and

Song

s

Com

mun

icat

ive

Task

s

Dra

ma/

Mim

ing

Dra

win

g an

d C

olor

ing

Flas

hcar

ds

Gam

es

Lab

elin

g

Lis

teni

ng

Mat

chin

g

Pupp

ets

Que

stio

ns a

nd A

nsw

ers

Rea

l-lif

e Ta

sks

TPR

Pro

ject

s

• St

uden

ts p

repa

re

a vi

sual

dic

tiona

ry

to s

how

the

actio

ns

they

hav

e le

arne

d.

• St

uden

ts p

oint

to

pict

ures

and

say

the

activ

ities

they

do.

“I

sing

.” “

I da

nce.

” et

c.

8

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

7

Body P

arts

Making sim

ple inquiries

Talking about possessions

Telling som

eone what to do

Listening

• Students will be able to understand the nam

es of their

body parts.

Speaking

• Students will be able to show

and tell the names of their

body parts.

• Students will be able to tell som

eone to do things.

• Students will be able to follow

short, simple, spoken

instructions, especially if they include pictures, by point-

ing and saying the names of their body parts.

ear, -s

eye, -s

finger, -s

hand, -s

head, -s

knee, -s

mouth, -s

nose, -s

What is this?

— T

his is my finger.

— It’s m

y hand.

Look at m

y nose.

Point to your head.

Raise your hand(s).

Show m

e your knee.

Touch your toes.

Texts

Conversations

Illustrations


Posters

Products

Songs

Tables

Activities

Arts and C

rafts

Chants and Songs

Com

municative Tasks

Dram

a/Mim

ing

Draw

ing and Coloring

Flashcards

Gam

es

Labeling

Listening

Matching

Questions and A

nswers

Real-life Tasks

TPR

Projects

• Students bring

a photo or draw a

picture to show/

write the nam

es of

their body parts.

• Students play

the game “H

ead,

shoulders, knees

and toes”: The

teacher chants out

“head, shoulders,

knees and toes,

eyes and ears and

mouth and nose,

head, shoulders,

knees and toes.”

The sequence is

repeated several

times, going faster

each time.

9

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

8 Pet

s

Mak

ing

sim

ple

inqu

irie

s

Tal

king

abo

ut lo

cati

ons

of t

hing

s

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

iden

tify

cert

ain

pet a

nim

als.

Spea

king

• St

uden

ts w

ill b

e ab

le to

say

the

nam

es o

f ce

rtai

n pe

t

anim

als.

• St

uden

ts w

ill b

e ab

le to

say

whe

re th

e an

imal

s ar

e by

poin

ting

and

spea

king

.

• St

uden

ts w

ill b

e ab

le to

des

crib

e pe

ts b

y us

ing

thei

r

prev

ious

kno

wle

dge

and

lexi

s.

• St

uden

ts w

ill b

e ab

le to

fol

low

sho

rt, s

impl

e, s

poke

n,

inst

ruct

ions

, esp

ecia

lly if

they

incl

ude

pict

ures

, by

poin

ting

and

sayi

ng th

e na

mes

and

loca

tions

of

anim

als.

bird

, -s

cat,

-s

dog,

-s

fish

, -es

rabb

it, -

s

turt

le, -

s

Whe

re a

re th

e bi

rds?

— T

he b

irds

are

...

— T

here

are

bir

ds ..

.

...

in th

e tr

ee.

...

on

the

car.

...

(ov

er)

here

/ (ov

er)

ther

e.

...

(ri

ght)

her

e/ (

righ

t) th

ere.

Tex

ts

Adv

ertis

emen

ts

Cap

tions

Car

toon

s

Con

vers

atio

ns

Fabl

es

Illu

stra

tions

Pict

ure

Dic

tiona

ries

Poem

s

Song

s

Stor

ies

Act

ivit

ies

Art

s an

d C

raft

s

Cha

nts

and

Song

s

Com

mun

icat

ive

Task

s

Dra

ma/

Mim

ing

Dra

win

g an

d C

olor

ing

Flas

hcar

ds

Gam

es

Lab

elin

g

Lis

teni

ng

Mat

chin

g

Pupp

ets

Que

stio

ns a

nd A

nsw

ers

TPR

Pro

ject

s

• St

uden

ts p

repa

re a

colo

rful

vis

ual d

ic-

tiona

ry to

sho

w a

nd

wri

te th

e na

mes

of

pet a

nim

als.

a) a

blu

e fi

sh, a

gree

n do

g, a

n or

ange

cat,

etc.

b) tw

o ca

ts, t

hree

rabb

its, f

ive

dogs

,

etc.

• St

uden

ts p

repa

re

big

post

ers

by d

raw

-

ing

the

anim

als

they

lear

ned

and

wri

ting

thei

r na

mes

und

er-

neat

h. T

hey

shou

ld

also

han

g th

em

arou

nd th

e cl

ass-

room

/sch

ool.

10

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

9Fruits



ple instructions

Making sim

ple inquiries

Telling som

eone what to do

Listening

• Students will be able to recognize the nam

es of fruits.



instructions, especially if they include pictures, by

pointing and saying the names of fruits.

Speaking

• Students will be able to ask about and say the nam

es

of the fruits they like.

• Students will be able to tell others to do things w

ith

fruits by pointing and speaking.

apple,-s

banana, -s

fruit, -s

grapefruit, -s

grape, -s

melon, -s

orange,-s

peach, -es

lemon, -s

waterm

elon, -s

eat

Do you eat/like apples?

— Y

es, I do.

— N

o, I don’t.

Show m

e the apples.

Give m

e the bananas!

Eat the grapes!

Color the lem

ons!

Cut the peaches.

Smell them

.

Texts

Advertisem

ents

Conversations

Coupons

Fairy tales

Illustrations

Instructions

Lists

Menus


Poems

Products

Songs

Tables

Activities

Arts and C

rafts

Chants and Songs

Cognates

Com

municative Tasks

Dram

a/Mim

ing

Draw

ing and Coloring

Flashcards

Gam

es

Labeling

Listening

Matching

Questions and A

nswers

Real-life Tasks

TPR

Projects

• Students draw a

fruit garden to show

and tell the fruits

they see.


their own super-

market brochures

by cutting, sticking,

drawing and w

riting

with the help of su-

permarket brochures

or catalogues they

bring to class.

11

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

10

Ani

mal

s

Exp

ress

ing

abili

ty a

nd in

abili

ty

Exp

ress

ing

likes

and

dis

likes

Mak

ing

sim

ple

inqu

irie

s

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

rec

ogni

ze th

e na

mes

of

cert

ain

anim

als.

• St

uden

ts w

ill b

e ab

le to

und

erst

and

com

mon

exp

res-

sion

s de

alin

g w

ith s

impl

e an

d co

ncre

te e

very

day

abili

-

ties.

Spea

king

• St

uden

ts w

ill b

e ab

le to

say

whi

ch a

nim

als

they

like

/

don’

t lik

e.

• St

uden

ts w

ill b

e ab

le to

say

wha

t the

y or

som

e an

i-

mal

s ar

e ab

le to

do.

chic

ken,

-s

cow

, -s

donk

ey, -

s

duck

, -s

elep

hant

, -s

goat

, -s

hors

e, -

s

lion,

-s

mon

key,

-s

snak

e, -

s

Mon

keys

can

jum

p.

Ele

phan

ts c

an’t

jum

p.

Chi

cken

s ca

n w

alk.

The

y ca

n’t s

wim

.

Can

you

jum

p?

— Y

es, I

can

.

— N

o, I

can

’t.

— I

can

jum

p, b

ut I

can

’t f

ly.

I am

a d

uck.

I c

an s

wim

.

I am

a h

orse

. I c

an r

un.

I lik

e m

onke

ys.

I do

n’t l

ike

snak

es.

Tex

ts

Adv

ertis

emen

ts

Cap

tions

Car

toon

s

Con

vers

atio

ns

Fabl

es

Illu

stra

tions

Pict

ure

Dic

tiona

ries

Poem

s

Post

ers

Song

s

Stor

ies

Tabl

es

Act

ivit

ies

Art

s an

d C

raft

s

Cha

nts

and

Song

s

Com

mun

icat

ive

Task

s

Dra

ma/

Mim

ing

Dra

win

g an

d C

olor

ing

Flas

hcar

ds

Gam

es

Lab

elin

g

Lis

teni

ng

Mat

chin

g

Pupp

ets

Que

stio

ns a

nd A

nsw

ers

Rea

l-lif

e Ta

sks

TPR

Qui

z or

Exa

m

Pro

ject

s

• St

uden

ts p

repa

re a

colo

rful

vis

ual d

ic-

tiona

ry to

sho

w a

nd

wri

te th

e na

mes

of

a) a

pur

ple

cow

, a

whi

te h

orse

, a r

ed

mon

key,

etc

.

b) f

our

snak

es, s

ix

goat

s, e

ight

chi

ck-

ens,

etc

.

• T

he te

ache

r ca

lls

out t

he n

ame

of a

n

anim

al a

nd le

arne

rs

act i

t out

: e.g

., th

e

teac

her

says

“I

am

a co

w”

and

stud

ents

pret

end

to b

e co

ws.

Dos

sier

• St

uden

ts c

ompl

ete

and

hand

in th

e

Eur

opea

n L

angu

age

Port

folio

. Kee

p th

e

port

folio

at s

choo

l or

inst

ruct

stu

dent

s to

brin

g it

the

follo

win

g

year

.

12

3. SINIF İN

GİLİZC

E ÖĞ

RETİM

PRO

GR

AM

Iİkinci sınıf ders program

ının özellikle İngilizce öğrenmeye yeni başlayan çocukların yabancı dil öğrenm

eyi sevmeleri ve bir yabancı dili öğrenirken kendilerine gü-

venerek, dil öğreniminin zevkli bir süreç olduğunu benim

semeleri üzerine kurulm

uştu. Üçüncü sınıf İngilizce öğretim

programı da ikinci sınıfta hedeflenen kazanım

ların üzerine kurulm

uş olup esas hedefi ikinci sınıf programında yer alan konuların genişletilerek dili öğrenenlere/kullananlara sınıf ortam

ından daha da uzakta bulunan top-lum

sal ve coğrafi konu ve durumlarda dili kullandırarak yabancı dil öğrenm

e sevgisini oluşturmaya devam

etmektir. Ü

çüncü sınıfın kazanımları aile ve akrabalık ilişkileri,

insanları betimlerken kullanılabilecek tem

el sıfatlar, şehrimizde bulunan bina ve yaşam

alanları, hava durumu, karşılıklı konuşm

alarımız içinde geçen tem

el eylemler (fiil-

ler), hayvanlar, taşıtlar, duygularımız, oyuncaklarım

ız ve evimizde yer alan odalar ve kullandığım

ız eşyalar gibi günlük yaşamım

ızda önemli olan nesne, yer ve canlılarla

ilgili temel sözcükleri İngilizcenin ses bilgisiyle ilişki kurarak öğrenm

iş olmak ve soru sorm

a, kişileri tanıtma, yer ve hava durum

unu sorma, hayvanlar, yerler ve şekiller

gibi konuları kullanarak basit ancak gerekli bilgileri öğrenme gibi günlük dil işlevlerini kullanarak eğlenceli bir şekilde yabancı dili severek öğrenm

ektir. Bunu yaparken de, dili öğrenen/kullananların eğlenceli görsel, işitsel ve görsel-işitsel araçlarla zenginleştirilm

iş oyun temelli etkinlikler aracılığıyla öğrenm

eleri planlanmıştır. Bağlam

olarak dili öğrenen/kullananların yakın çevrelerini oluşturan sınıf, oyunlar, lunapark, kır, piknik ve hayvanat bahçesi gezileri, evim

iz ve okul bahçesi gibi ortam ve m

ekânlar seçil-m

iştir. Dili öğrenen/kullananların dinlem

e ve konuşma becerilerinin ağırlıklı olarak kullandığı iletişim

sel bir öğrenme ve öğretm

e yöntemi Tüm

Bedensel Tepki etkinlikleri, resim

li sözlükleri kullanma, şarkı söylem

e, masal ve çizgi film

kahramanları hakkında konuşm

a, boyama ve kesm

e-yapıştırma gibi sanat ve oyun tem

elli etkinlikleri temel

alınmıştır. Ayrıca dili öğrenen/kullananlar hazırladıkları projelerle öğrendikleri dili üretim

odaklı olarak kullanmaya da özendirilirler. O

n sözcüğü geçmeyen okum

a ve yaz-m

a etkinlikleri ders dışı etkinliklerde (ev ödevi, proje ve portfolyo çalışmaları gibi) kullanılm

aktadır. Bu sınıfta, dili öğrenen/kullananların http://adp.meb.gov.tr adresinde

bulunan portfolyo değerlendirme çalışm

alarına bireysel olarak katılması özendirilm

elidir. Dosyaların içerikleri dili öğrenen/kullananların bireysel portfolyosuna konulm

alı ve öğrencinin gelişim

i takip edilmelidir.

Temel D

üzey Kullanıcı

Giriş ya da K

eşif Düzeyi (A

1) Ortak Yeti A

çıklamaları

Sıradan ve gündelik deyişlerle somut gereksinim

leri karşılamayı hedefleyen son derece yalın ifadeleri anlayabilir ve kullanabilir. Kendini veya bir başkasını tanıtabilir

ve bir kişiye, kendisiyle ilgili sorular – Örneğin oturduğu yer, ilişkileri, sahip olduğu şeyler, vb. üzerine – aynı türden sorulara yanıt verebilir. Eğer kendisiyle konuşan

kişi yavaş ve tane tane kendisine yardımcı olacak biçim

de konuşuyorsa, basit bir biçimde iletişim

kurabilir.

13

3. S

INIF

/ 3rd

GR

AD

E

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

1

Whe

el o

f F

ortu

ne

Ask

ing

for

perm

issi

on

Giv

ing

and

resp

ondi

ng t

o si

mpl

e in

stru

ctio

ns

Mak

ing

sim

ple

requ

ests

Nam

ing

num

bers

Tel

ling

som

eone

wha

t to

do

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

rec

ogni

ze v

erbs

rel

ated

to

play

ing

a ga

me.

• St

uden

ts w

ill b

e ab

le to

rec

ogni

ze th

e nu

mbe

rs 1

1-20

.

• St

uden

ts w

ill b

e ab

le to

und

erst

and

inst

ruct

ions

and

follo

w s

hort

, sim

ple

dire

ctio

ns to

com

plet

e a

gam

e.

Spea

king

• St

uden

ts w

ill b

e ab

le to

say

the

num

bers

11

thro

ugh

20.

• St

uden

ts w

ill b

e ab

le to

ask

and

ans

wer

que

stio

ns u

s-

ing

thei

r pr

evio

us k

now

ledg

e an

d le

xis.

• St

uden

ts w

ill b

e ab

le to

tell

som

eone

wha

t to

do d

ur-

ing

a ga

me.

Com

pens

atio

n St

rate

gy

• St

uden

ts w

ill b

e ab

le to

ask

for

cla

rifi

catio

n by

ask

ing

the

spea

ker

to r

epea

t wha

t has

bee

n sa

id.

answ

er

ask

lette

r

look

spel

l

spin

star

t

stop

wai

t

whe

el, -

s

win

Num

bers

11-

20

Are

you

rea

dy?

— Y

es, I

am

.

Spin

the

whe

el.

Can

I s

ay it

?

Can

I a

nsw

er?

It’s

...

Say

that

aga

in, p

leas

e.

Say

it ag

ain.

Tex

ts

Cap

tions

Con

vers

atio

ns

Illu

stra

tions

Inst

ruct

ions

Rhy

mes

Sign

s

Song

s

Act

ivit

ies

Art

s an

d C

raft

s

Cha

nts

and

Song

s

Cog

nate

s

Com

mun

icat

ive

Task

s

Dra

ma/

Mim

ing

Dra

win

g an

d C

olor

ing

Flas

hcar

ds

Gam

es

Lis

teni

ng

Que

stio

ns a

nd A

nsw

ers

Rea

l-lif

e Ta

sks

Reo

rder

ing

Syno

nym

s an

d A

nton

yms

TPR

Pro

ject

• St

uden

ts p

repa

re

a w

heel

of

fort

une

as a

n ar

ts a

nd c

raft

s

activ

ity a

nd p

lay

the

gam

e w

ith f

rien

ds.

Dos

sier

• St

uden

ts s

tart

fill

-

ing

in th

e E

urop

ean

Lan

guag

e Po

rtfo

lio.

Ask

stu

dent

s to

bri

ng

in th

eir

port

folio

s

from

last

yea

r.

14

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

2

My fam

ily


Making sim

ple inquiries


Listening

• Students will be able to recognize kinship term

s

(names for fam

ily mem

bers).




pointing and stating the relationships of their family

mem

bers.

Speaking

• Students will be able to ask about and state the rela-

tionships of their family m

embers.

• Students will be able to introduce their fam

ily mem

-

bers by pointing to them in a photograph or draw

ing.

aunt, -s

brother, -s

cousin, -s

family

father, -s

grandfather, -s

grandmother, -s

mother, -s

sister, -s

uncle, -s

Who is s/he?

— S/he’s m

y ...

Who is this?

— T

his is my ...

Texts

Advertisem

ents

Cartoons

Charts

Illustrations


Posters

Products

Songs

Activities

Arts and C

rafts

Chants and Songs

Cognates

Dram

a/Mim

ing

Draw

ing and Coloring

Flashcards

Gam

es

Labeling

Listening

Matching

Questions and A

nswers

Real-life Tasks

Reordering

Projects

• Students bring in

family photos or

draw pictures and

introduce their fami-

lies by preparing a

small poster.


family tree.

• Students record

their voices while

talking about their

families.

15

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

3

Peo

ple

I lo

ve

Des

crib

ing

char

acte

rs/p

eopl

e

Exp

ress

ing

abili

ty a

nd in

abili

ty

Mak

ing

sim

ple

inqu

irie

s

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

rec

ogni

ze th

e pe

rson

al a

nd

phys

ical

qua

litie

s of

indi

vidu

als.

• St

uden

ts w

ill b

e ab

le to

fol

low

sho

rt, s

impl

e sp

oken

inst

ruct

ions

, esp

ecia

lly if

they

incl

ude

pict

ures

, by

poin

ting

and

expl

aini

ng th

e pe

rson

al a

nd p

hysi

cal q

uali-

ties

of in

divi

dual

s.

Spea

king

• St

uden

ts w

ill b

e ab

le to

ask

and

ans

wer

que

stio

ns

abou

t per

sona

l and

phy

sica

l qua

litie

s of

indi

vidu

als.

• St

uden

ts w

ill b

e ab

le to

ask

and

ans

wer

que

stio

ns

abou

t wha

t peo

ple

can

and

cann

ot d

o.

big/

smal

l

fast

/slo

w

heav

y/th

in

old/

youn

g

stro

ng/w

eak

tall/

shor

t

Is h

e st

rong

?

— Y

es, h

e is

.

— N

o, h

e is

n’t.

Can

she

run

fas

t?

— Y

es, h

e ca

n.

— N

o, h

e ca

n’t.

Tex

ts

Car

toon

s

Con

vers

atio

ns

Lis

ts

Pict

ure

Dic

tiona

ries

Post

ers

Song

s

Tabl

es

Act

ivit

ies

Art

s an

d C

raft

s

Cha

nts

and

Song

s

Com

mun

icat

ive

Task

s

Dra

ma/

Mim

ing

Dra

win

g an

d C

olor

ing

Flas

hcar

ds

Gam

es

Lab

elin

g

Lis

teni

ng

Mat

chin

g

Que

stio

ns a

nd A

nsw

ers

Rea

l-lif

e Ta

sks

Reo

rder

ing

TPR

Pro

ject

• St

uden

ts u

se th

eir

fam

ily p

hoto

or

tree

to r

epor

t to

thei

r

frie

nds

wha

t the

ir

fam

ily m

embe

rs c

an

and

cann

ot d

o.

• St

uden

ts p

repa

re a

post

er to

sho

w/ w

rite

wha

t sup

er h

eroe

s,

anim

als

or f

amily

mem

bers

can

and

/or

cann

ot d

o.

16

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

4

Feelings

Describing w

hat people are doing now

Expressing feelings

Making sim

ple inquiries

Listening


es of emo-

tions/feelings.




pointing and describing what people are doing at the

mom

ent.

Speaking

• Students will be able to ask and answ

er questions

about personal details such as how som

eone feels.


er questions

about what som

eone is doing at the mom

ent.

angry

energetic/tired

good/bad

happy/unhappy

okay

sad

surprised

I am happy.

I feel good.

What is Stella doing?

— She is ...

... cooking.

... crying.

... dancing.

... eating.

... playing.

... singing.

... studying.

... sw

imm

ing.

Texts

Advertisem

ents

Captions

Cartoons

Conversations

Fables

Illustrations

Notices


Poems

Posters

Signs

Songs

Stories

Activities

Arts and C

rafts

Chants and Songs

Com

municative Tasks

Dram

a/Mim

ing

Draw

ing and Coloring

Flashcards

Gam

es

Labeling

Listening

Matching

Puppets

Questions and A

nswers

Real-life Tasks

TPR

Projects


a colorful poster to

show and w

rite about

what people are do-

ing in the school yard

or around the city:

Ali is dancing, Y

eşim

is singing, Gülten is

eating, etc.

• Students bring

in photographs of

themselves or new

s-

paper/advertisement

cut-outs and describe

what they are do-

ing: “This is m

e. I’m

swim

ming” or “T

his

is my brother. H

e’s

studying.”

17

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

5

Toys

and

G

ames

Des

crib

ing

size

s an

d sh

apes

Exp

ress

ing

quan

tity

Mak

ing

sim

ple

inqu

irie

s

Nam

ing

colo

rs

Tal

king

abo

ut p

osse

ssio

ns

Tel

ling

peop

le w

hat

we

know

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

rec

ogni

ze th

e na

mes

of

shap

es.

• St

uden

ts w

ill b

e ab

le to

rec

ogni

ze th

e na

mes

of

toys

.

• St

uden

ts w

ill b

e ab

le to

fol

low

sho

rt, s

impl

e, s

poke

n

inst

ruct

ions

, esp

ecia

lly if

they

incl

ude

pict

ures

, by

poin

ting

and

nam

ing

the

shap

es o

f th

ings

.

Spea

king

• St

uden

ts w

ill b

e ab

le to

ask

and

ans

wer

que

stio

ns

abou

t the

sha

pes

of th

ings

.

• St

uden

ts w

ill b

e ab

le to

ask

and

ans

wer

que

stio

ns

abou

t the

qua

ntity

of

thin

gs.

• St

uden

ts w

ill b

e ab

le to

tell

the

kind

s an

d qu

antit

y of

the

toys

they

hav

e.

ball,

-s

bloc

k, -

s

boar

d ga

me,

-s

butto

n, -

s

play

ing

card

, -s

doll,

-s

kite

, -s

tedd

y be

ar, -

s

toy,

-s

roun

d

squa

re

Is it

rou

nd?

— Y

es, i

t is.

— N

o. I

t’s s

quar

e.

It’s

yel

low

and

rou

nd.

It’s

squ

are.

My

ball

is g

reen

.

It’s

a y

ello

w k

ite.

How

man

y ki

tes

are

ther

e?

— T

hree

.

— T

here

are

thre

e ba

lls.

Do

you

have

a d

oll?

— Y

es, I

do.

— N

o, I

don

’t.

I ha

ve tw

o ki

tes

and

thre

e ba

lls.

Tex

ts

Adv

ertis

emen

ts

Cha

rts

Con

vers

atio

ns

Cou

pons

Fair

y ta

les

Illu

stra

tions

Inst

ruct

ions

Lis

ts

Pict

ure

Dic

tiona

ries

Poem

s

Post

ers

Prod

ucts

Song

s

Tabl

es

Act

ivit

ies

Art

s an

d C

raft

s

Cha

nts

and

Song

s

Cog

nate

s

Com

mun

icat

ive

Task

s

Dra

ma/

Mim

ing

Dra

win

g an

d C

olor

ing

Flas

hcar

ds

Gam

es

Lab

elin

g

Lis

teni

ng

Mat

chin

g

Que

stio

ns a

nd A

nsw

ers

Rea

l-lif

e Ta

sks

TPR

Qui

z or

Exa

m

Pro

ject

s

• St

uden

ts p

repa

re a

colo

rful

vis

ual d

ic-

tiona

ry to

sho

w a

nd

wri

te th

e w

ords

for

:

a) a

bla

ck b

all,

a re

d

kite

, a b

row

n te

ddy

bear

, etc

.

b) a

rou

nd k

ite, a

squa

re c

ard,

etc

.

• St

uden

ts b

ring

thei

r fa

vori

te to

ys to

clas

s an

d sh

ow th

em

to th

eir

frie

nds.

18

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

6

My H

ouse

Describing sizes and shapes

Making sim

ple inquiries

Talking about locations of things

Listening


es of the

rooms in a flat/house.




pointing and saying the names of the room

s in an apart-

ment/house.

Speaking

• Students will be able to ask about and tell the nam

es

of the rooms in an apartm

ent/house.

• Students will be able to ask about and tell the location

of things in the rooms in an apartm

ent/house.

bathroom

bedroom

garage

home

kitchen

living room

playroom

bed, -s

chair, -s

cup, -s

computer gam

e, -s

kettle, -s

shampoo

soap

sofa, -s

Is it big or small?

— It’s big (sm

all).

— It’s a big (sm

all) room.

Where is ...?

— It’s in the bathroom

.

— It’s on the bed.

— It’s under the table.

Texts

Advertisem

ents

Conversations

Illustrations


Posters

Products

Songs

Tables

Activities

Arts and C

rafts

Chants and Songs

Com

municative Tasks

Dram

a/Mim

ing

Draw

ing and Coloring

Flashcards

Gam

es

Labeling

Listening

Matching

Questions and A

nswers

Real-life Tasks

TPR

Projects


a model house and

describe it to their

friends.

• Students bring in

advertisement cut-

outs and describe

the rooms show

n in

them.

19

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

7

In M

y C

ity

Apo

logi

zing

Des

crib

ing

plac

es

Mak

ing

sim

ple

inqu

irie

s

Tal

king

abo

ut lo

cati

ons

of t

hing

s

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

rec

ogni

ze th

e na

mes

of

build

-

ings

and

par

ts o

f a

city

.

• St

uden

ts w

ill b

e ab

le to

fol

low

sho

rt, s

impl

e, s

poke

n

inst

ruct

ions

, esp

ecia

lly if

they

incl

ude

pict

ures

, by

poin

ting

and

sayi

ng th

e na

mes

of

build

ings

and

par

ts o

f

a ci

ty.

Spea

king

• St

uden

ts w

ill b

e ab

le to

ask

abo

ut a

nd te

ll w

here

bui

ld-

ings

and

oth

er p

lace

s ar

e in

a c

ity b

y po

intin

g to

a m

ap.

• St

uden

ts w

ill b

e ab

le to

tell

whe

re p

eopl

e ar

e at

the

mom

ent.

Com

pens

atio

n St

rate

gy

• St

uden

ts w

ill b

e ab

le to

say

whe

n th

ey d

on’t

kno

w th

e

answ

er to

a q

uest

ion.

bank

cam

pus

carn

ival

hosp

ital

mus

eum

park

scho

ol

shop

ping

cen

ter

zoo

Whe

re a

re y

ou n

ow?

— A

t the

mus

eum

.

— I

n th

e cl

assr

oom

.

Whe

re is

Ste

lla n

ow?

She’

s in

İzm

ir

Whe

re is

Pok

o?

— A

t the

par

k.

Whe

re is

the

zoo/

park

?

— O

ver

ther

e.

— I

’m s

orry

. I d

on’t

kno

w.

I’m

rea

lly s

orry

.

I do

n’t k

now

that

.

Tex

ts

Adv

ertis

emen

ts

Illu

stra

tions

Lis

ts

Not

es a

nd M

essa

ges

Not

ices

Pict

ure

Dic

tiona

ries

Post

ers

Sign

s

Song

s

Tabl

es

Act

ivit

ies

Art

s an

d C

raft

s

Cha

nts

and

Song

s

Cog

nate

s

Com

mun

icat

ive

Task

s

Dra

ma/

Mim

ing

Dra

win

g an

d C

olor

ing

Flas

hcar

ds

Gam

es

Lab

elin

g

Lis

teni

ng

Mat

chin

g

Que

stio

ns a

nd A

nsw

ers

Rea

l-lif

e Ta

sks

Rol

e-Pl

ay

TPR

Pro

ject

• St

uden

ts p

repa

re

a m

odel

tow

n or

draw

a m

ap o

f th

eir

city

and

des

crib

e it

by p

oint

ing

to s

ome

maj

or b

uild

ings

and

plac

es.

20

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

8

Transporta-

tion

Making sim

ple inquiries


Telling people w

hat we know

Listening


es of vehi-

cles.




pointing and saying the names of som

e vehicles.


directions that lead

them to a certain place.

Speaking


er questions

about where vehicles are right now

.


er questions

about how one can get to a certain place by taking cer-

tain vehicles.

bike, -s

boat, -s

bus, -es

car, -s

helicopter, -s

motorcycle, -s

plane, -s

ship,-s

train, -s

city

Where is the boat?

— (It’s) on the sea.

— It’s here/there.

How

can I get to Istanbul?

— Y

ou (can) ...

... take a/the

... plane/train/boat/bus.

... go by

... plane/train/boat/bus.

Texts

Advertisem

ents C

aptions C

artoons C

onversations Illustrations Instructions M

aps Picture D

ictionaries Poem

s Signs Songs Stories Tables

Activities

Arts and C

rafts C

hants and Songs C

ognates C

omm

unicative Tasks D

rama/M

iming

Draw

ing and Coloring

Flashcards G

ames

Labeling

Listening

Matching

Puppets Q

uestions and Answ

ersR

eal-life Tasks R

eordering R

ole-Play T

PR

Projects


a model country or

draw a m

ap and re-

port how one can get

from one place (city)

to another.


advertisement cut-

outs: name and

describe the vehicles

they see by using

their prior knowl-

edge.

21

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

9

Wea

ther

Des

crib

ing

plac

es

Des

crib

ing

the

wea

ther

Des

crib

ing

wha

t pe

ople

are

doi

ng n

ow

Mak

ing

sim

ple

inqu

irie

s

Tal

king

abo

ut lo

cati

ons

of t

hing

s

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

iden

tify

vari

ous

wea

ther

con

-

ditio

ns.

• St

uden

ts w

ill b

e ab

le to

und

erst

and

wha

t peo

ple

are

doin

g at

the

mom

ent.

Spea

king

• St

uden

ts w

ill b

e ab

le to

ask

and

ans

wer

que

stio

ns

abou

t the

wea

ther

con

ditio

ns s

peci

fic

to a

geo

grap

hic

area

.

• St

uden

ts w

ill b

e ab

le to

ask

and

ans

wer

que

stio

ns

abou

t wha

t peo

ple

are

doin

g at

the

mom

ent.

cold

hot

nice

rain

(ra

iny/

rain

ing)

snow

(sn

owy/

snow

ing)

sunn

y

war

m

Poko

is in

Ank

ara.

How

is th

e w

eath

er in

Ank

ara?

— A

nkar

a/It

is c

old/

sunn

y, e

tc.

— I

t’s c

old

in A

nkar

a.

Wha

t is

Poko

doi

ng th

ere?

— H

e is

wal

king

.

— H

e is

sw

imm

ing.

How

is th

e w

eath

er?

— I

t’s r

ainy

/sno

wy.

“Is

it ra

iny

in th

e de

sert

?”

— N

o, it

’s h

ot a

nd s

unny

.

Tex

ts

Con

vers

atio

ns

Illu

stra

tions

Lis

ts

Song

s

Act

ivit

ies

Art

s an

d C

raft

s

Cha

nts

and

Song

s

Com

mun

icat

ive

Task

s

Dra

ma/

Mim

ing

Dra

win

g an

d C

olor

ing

Flas

hcar

ds

Gam

es

Lab

elin

g

Lis

teni

ng

Mat

chin

g

Que

stio

ns a

nd A

nsw

ers

Reo

rder

ing

TPR

Pro

ject

s

• St

uden

ts p

repa

re a

mod

el c

ity o

r dr

aw

a m

ap a

nd te

ll w

hat

peop

le a

re d

oing

at th

e m

omen

t by

poin

ting

at th

em.

• St

uden

ts p

repa

re

a vi

sual

dic

tiona

ry

to s

how

the

wea

ther

cond

ition

s an

d ac

-

tions

lear

ned.

22

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

10

Nature

Describing places

Expressing ability and inability


Expressing quantity

Making sim

ple inquiries

Nam

ing colors

Listening


es of ani-

mals.




pointing and saying the names of anim

als and their

quantity and colors.

Speaking


er questions

about the animals they like and don’t like.


er questions

about the quantity of the animals they see.


er questions

about the colors of animals.

bee, -s

dolphin, -s

frog, -s

ladybird,-s

pigeon, -s

seagull, -s

seahorse,-s

sharks, -s

whale, -s

This is a picture of a frog. It’s big

and green.

I like/love dolphins, but I don’t like

sharks.

Are there three dolphins?

— N

o, there is one dolphin.

— Y

es, there are three dolphins.

This w

hale/It is blue.

Is the whale red?

— Y

es, it is.

— N

o, it isn’t.

Texts

Cartoons

Conversations

Illustrations

Instructions


Posters

Songs

Activities

Arts and C

rafts

Chants and Songs

Com

municative Tasks

Dram

a/Mim

ing

Draw

ing and Coloring

Flashcards

Gam

es

Labeling

Listening

Matching

Puppets

Questions and A

nswers

Real-life Tasks

Reordering

Synonyms and A

ntonyms

TPR

Quiz or E

xam

Projects

• Students record

their voices while

having a dialogue

about the animals

they see.


visual dictionary to

show the nam

es and

pictures/drawings of

the animals learned.

Dossier

• Students complete

and hand in the

European L

anguage

Portfolio. Keep the

portfolio at school

or instruct students

to bring it back the

following year.

23

4. S

INIF

İNG

İLİZ

CE

ÖĞ

RET

İM P

RO

GR

AM

Iİlk

öğre

tim il

k ka

dem

e İn

giliz

ce e

ğitim

inin

en

önem

li he

defi

çocu

klar

ın İn

giliz

ce ö

ğren

imin

e ka

rşı o

lum

lu tu

tum

gel

iştir

mel

erid

ir. B

u ne

denl

e, 4

. sın

ıfta

yapı

lmas

ı pla

n-la

nan

tüm

etk

inlik

ler ç

ocuk

ların

ilgi a

lanl

arın

a, s

osya

l, fiz

ikse

l ve

zihi

nsel

gel

işim

lerin

e uy

gun

olar

ak ta

sarla

nmış

tır. B

aşar

dıkl

arı h

er e

tkin

liğin

, onl

arın

ken

dine

güv

enle

rini,

mot

ivas

yonl

arın

ı ve

İngi

lizce

öğr

enm

eye

karş

ı olu

mlu

tutu

mla

rını a

rtırm

ası a

maç

lanm

ıştır

. Dör

dünc

ü sı

nıfın

tem

el k

azan

ımla

rı yi

yece

kler

ve

içec

ekle

r, re

nkle

r, sa

yıla

r, bo

ş za

man

etk

inlik

leri,

gün

lük

faal

iyet

ler,

mes

lekl

er, i

ş ye

rleri,

giy

sile

r, ha

va d

urum

u, fi

ziks

el v

e ki

şise

l öze

llikle

r, ül

kele

r ve

milli

yetle

r ile

ilgi

li te

mel

söz

cükl

eri d

oğru

ses

-le

timle

riyle

öğr

enm

iş o

lmak

; izi

n is

tem

ek, r

ica

etm

ek v

e bu

nlar

a uy

gun

şeki

lde

ceva

p ve

rmek

, tem

el ih

tiyaç

ların

ı bel

irtm

ek, b

asit

kom

utla

r ver

ebilm

ek, y

apab

ildik

lerin

i ve

yap

amad

ıkla

rını s

öyle

mek

, gün

ün d

eğiş

ik b

ölüm

lerin

deki

rutin

faal

iyet

lere

iliş

kin

konu

şmak

, yap

mak

tan

hoşl

andı

ğı v

e ho

şlan

mad

ığı f

aaliy

etle

rden

bah

setm

ek g

ibi

tem

el g

ünlü

k ile

tişim

işle

vler

ini y

erin

e ge

tireb

ilmek

tir. B

u iş

levl

eri g

erçe

kleş

tirirk

en d

aha

önce

den

kaza

nılm

ış s

özcü

k ve

işle

v bi

lgile

rini,

hede

f söz

cükl

er v

e iş

levl

erle

har

-m

anla

yara

k ku

llana

bilm

eler

i am

açla

nmak

tadı

r. D

ördü

ncü

sını

f öğr

etim

pro

gram

ı ağı

rlıkl

ı ola

rak

konu

şma

ve d

inle

me

bece

riler

ine

odak

lı ve

etk

in d

il ku

llanı

mın

a da

yalı

bir b

içim

de ta

sarla

nmış

, ayn

ı zam

anda

hed

ef y

aş g

rubu

nun

ilgi v

e be

ceril

erin

e uy

gun

faal

iyet

ler i

le d

esen

lenm

iştir

. Hed

efle

nen

kaza

nım

ları

edin

dirm

ek iç

in ta

sarla

nan

etki

nlik

ler ö

zellik

le d

inle

me

ve k

onuş

ma

bece

risi o

dakl

ı olu

p, te

mel

de, o

yunl

ar, ş

arkı

lar,

canl

andı

rmal

ar, b

oyam

a, k

esm

e-ya

pışt

ırma

ve re

sim

etk

inlik

lerin

in k

ulla

nıld

ığı

iletiş

im v

e di

l üre

timi o

dakl

ı çal

ışm

alar

dır.

Dol

ayıs

ıyla

, etk

inlik

tasa

rımın

da g

örse

l, iş

itsel

ve

görs

el-iş

itsel

mat

erya

ller k

ulla

nara

k ze

ngin

leşt

irilm

iş s

ınıf

orta

mla

rı sa

ğlan

mas

ı pl

anla

nmış

tır. A

yrıc

a sı

nırlı

oku

ma

ve y

azm

a et

kinl

ikle

ri öz

ellik

le p

roje

ve

portf

olyo

çal

ışm

alar

ında

kul

lanı

lmış

tır. B

ağla

m b

elirl

enirk

en is

e, ç

ocuk

ların

dün

yası

nda

mev

cut

olan

orta

m, d

il ih

tiyac

ı ve

nesn

eler

den

yola

çık

ılmış

tır (ö

rn: s

ınıfı

m, a

rkad

aşla

rım, b

oş z

aman

larım

, bir

günü

m v

s.).

Dili

öğre

nen/

kulla

nanl

arın

, sın

ıf iç

inde

öğr

endi

kler

ini

sını

f dış

ında

ki y

aşan

tılar

ına

akta

rabi

lmel

erin

e ol

anak

sağ

laya

n ya

pıla

ndırm

acı b

ir ya

klaş

ım h

edef

lenm

iştir

. “Be

nden

-evr

ene”

ilke

si, b

ağla

m k

urgu

lam

asın

da ö

ncel

ikli

rol

oyna

mış

, pro

gram

ı olu

ştur

an te

ma

ve iş

levl

er s

arm

al b

ir ya

pı il

e ta

sarla

nmış

tır. B

u sı

nıfta

, dili

öğre

nen/

kulla

nanl

arın

http

://ad

p.m

eb.g

ov.tr

adr

esin

de b

ulun

an p

ortfo

lyo

değe

rlend

irme

çalış

mal

arın

a bi

reys

el o

lara

k ka

tılm

ası ö

zend

irilm

elid

ir. D

osya

ların

içer

ikle

ri di

li öğ

rene

n/ku

llana

nlar

ın b

ireys

el p

ortfo

lyol

arın

a ko

nulm

alı v

e öğ

renc

inin

ge

lişim

i tak

ip e

dilm

elid

ir.

Tem

el D

üzey

Kul

lanı

cı

Giri

ş ya

da

Keş

if D

üzey

i (A

1) O

rtak

Yet

i Açı

klam

alar

ı

Sıra

dan

ve g

ünde

lik d

eyiş

lerle

som

ut g

erek

sini

mle

ri ka

rşıla

may

ı hed

efle

yen

son

dere

ce y

alın

ifad

eler

i anl

ayab

ilir v

e ku

llana

bilir

. Ken

dini

vey

a bi

r baş

kası

nı ta

nıta

bilir

ve

bir

kişi

ye, k

endi

siyl

e ilg

ili so

rula

r – Ö

rneğ

in o

turd

uğu

yer,

ilişki

leri,

sah

ip o

lduğ

u şe

yler

, vb.

üze

rine

– ay

nı tü

rden

sor

ular

a ya

nıt v

ereb

ilir. E

ğer k

endi

siyl

e ko

nuşa

n ki

şi y

avaş

ve

tane

tane

ken

disi

ne y

ardı

mcı

ola

cak

biçi

mde

kon

uşuy

orsa

, bas

it bi

r biç

imde

ilet

işim

kur

abilir

.

24

4. SINIF / 4

th GR

AD

E

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

1In the C

lassroom

Apologizing

Asking for perm

ission

Making sim

ple requests

Telling som

eone what to do

Listening

• Students will be able to understand short and clear

speech on making requests and asking for perm

ission.

• Students will be able to recognize sim

ple classroom

instructions.

• Students will be able to recognize num

bers twenty

through one hundred.

Speaking

• Students will be able to interact w

ith their classmates

through asking for and giving permission in short sen-

tences and phrases.


ake requests and tell others

what to do using rehearsed sim

ple phrases and short

sentences.

• Students will be able to give and respond to sim

ple

instructions verbally.

• Students will be able to count to one hundred.

Intercultural Aw

areness

• Students will be able to say ‘thank you’ in different

languages.

eraser,-s

join

leave

pencil case, -s

pencil sharpener, -s

ruler, -s

stay

take

turn on/off

Num

bers 21-100

May I com

e in?

— Y

es, you may.

— Sure/O

f course.

— Sorry, not right now

.

Give m

e the book, please.

— E

xcuse me?

— H

ere you are.

— Say that again, please.

Please come in.

The pencil, please.

Clean the board, please.

Turn around, please.

Quiet, please.

Shukran, Merci, G

racias, Grazie,

Danke, E

fharisto, Arigato.

Texts

Captions

Cartoons

Charts

Conversations

Illustrations Instructions L

ists N

otes and Messages

Notices

Posters Signs Songs Tables

Activities

Arts and C

rafts C

hants and Songs C

omm

unicative Tasks D

rama/M

iming

Draw

ing and Coloring

Flashcards G

ames

Listening

Matching

Puppets Q

uestions and Answ

ersR

eal-life Tasks R

eordering R

ole-Play and Simulations

Speaking Synonym

s and Antonym

s T

PR

Projects


simple puppets and

practice how to ask

for permission, m

ake

requests and tell

someone w

hat to do.


poster of classroom

rules with a list of

simple instructions

and visuals.

Dossier

• Students start filling

in the European L

an-

guage Portfolio.

25

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

2

Chi

ldre

n’s

Day

Des

crib

ing

char

acte

rs/p

eopl

e

Iden

tify

ing

coun

trie

s an

d na

tion

alit

ies

Mak

ing

sim

ple

inqu

irie

s

Tal

king

abo

ut lo

cati

ons

of t

hing

s

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

rec

ogni

ze p

erso

nal i

nfor

ma-

tion

abou

t oth

er p

eopl

e su

ch a

s w

here

they

are

fro

m a

nd

whe

re th

ey li

ve.

• St

uden

ts w

ill b

e ab

le to

iden

tify

diff

eren

t peo

ple’

s

pers

onal

pos

sess

ions

.

Spea

king

• St

uden

ts w

ill b

e ab

le to

ask

and

ans

wer

que

stio

ns

abou

t peo

ple,

thei

r na

tiona

litie

s an

d ho

me

coun

trie

s if

artic

ulat

ed s

low

ly a

nd c

lear

ly.

Inte

rcul

tura

l Aw

aren

ess

• St

uden

ts w

ill b

e ab

le to

iden

tify

flag

s an

d na

tiona

l

dres

s of

dif

fere

nt c

ount

ries

.

Cou

ntri

es a

nd n

atio

nalit

ies

(Tur

key/

Tur

kish

, etc

.)

Afr

ica

Am

eric

a

Asi

a

Aus

tral

ia

Eur

ope

Are

you

Bri

tish?

— N

o, I

’m n

ot.

Is s

he R

ussi

an?

— Y

es, s

he is

.

— N

o, s

he is

n’t.

— I

thin

k so

.

— I

don

’t th

ink

so.

Whe

re is

Ger

man

y?

— I

t’s in

Eur

ope.

Whe

re a

re y

ou f

rom

?

Whe

re is

she

fro

m?

— S

he is

fro

m G

erm

any.

She

lives

in T

urke

y.

Loo

k at

the

girl

with

the

red

kim

ono.

Is s

he f

rom

Jap

an?

— M

aybe

. / I

thin

k so

.

Tex

tsC

aptio

ns

Car

toon

s

Cha

rts

C

onve

rsat

ions

Il

lust

ratio

ns

Inst

ruct

ions

L

ists

M

aps

Pi

ctur

e D

ictio

nari

es

Post

card

s

Post

ers

Pr

oduc

ts

Rhy

mes

So

ngs

Ta

bles

Act

ivit

ies

Art

s an

d C

raft

s

Cha

nts

and

Song

s

Cog

nate

s

Com

mun

icat

ive

task

s

Dra

ma/

Mim

ing

D

raw

ing

and

colo

ring

Fl

ashc

ards

G

ames

Lab

elin

gL

iste

ning

M

atch

ing

Pu

ppet

s

Que

stio

ns a

nd a

nsw

ers

Rea

l-lif

e T

asks

R

eord

erin

g

Rol

e-pl

ay a

nd S

imul

atio

ns

Spea

king

St

oryt

ellin

g

TPR

Pro

ject

s

• St

uden

ts p

repa

re

fing

er p

uppe

ts (

of

diff

eren

t nat

ion-

aliti

es)

and

prac

tice

shor

t dia

logu

es

abou

t whe

re th

ey a

re

from

and

whe

re th

ey

live.

• St

uden

ts p

repa

re

a “C

hild

ren’

s D

ay”

pict

ure

illus

trat

ing

child

ren

arou

nd th

e

wor

ld.

26

Unit/T

heme

Com

municative F


exis/ Language U

seSuggested T

ext and Activity T

ypesA

ssessment

3

Free T

ime


Making sim

ple inquiries

Making sim

ple requests

Listening

• Students will be able to understand the gist and key

information in short, recorded passages of people talk-

ing about their likes and dislikes.

Speaking

• Students will be able to say w

hat they like doing.

• Students will be able to ask people questions about

what they like and answ

er such questions addressed to

them provided they are articulated slow

ly and clearly.

Com

pensation Strategy

• Students will be able to ask others to repeat w

hat they

have said or to talk slowly.

coloring book, -s

drawing

flying a kite

playing ...

... w

ith marbles

... chess

... table tennis

reading comics

riding a bike

watching cartoons

Do you like dancing?

— Y

es, I do.

Do you like w

atching cartoons?

— N

o, I don’t.

I like reading.

I like swim

ming.

I don’t like playing chess.

I like singing.

I like learning English.

I like my friends and m

y teacher.

Repeat, please?

Pardon?

Slowly, please.

Texts

Captions

Cartoons

Charts

Conversations

Illustrations

Notices


Poems

Posters

Rhym

es

Songs

Stories

Tables

Activities

Arts and C

rafts

Chants and Songs

Cognates

Com

municative Tasks

Dram

a/ Mim

ing

Draw

ing and Coloring

Flashcards

Gam

es

Labeling

Listening

Matching

Questions and A

nswers

Real-life Tasks

Role-Play and Sim

ulations

Speaking

TPR

Projects


a questionnaire

(find someone

who ...) on iden-

tifying others’

likes and dislikes,

and apply it in

the classroom/at

school.


a chart illustrating

their most popular

free time activities

and hobbies in the

class.

27

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

lls

Sugg

este

d L

exis

/Lan

guag

e U

seSu

gges

ted

Tex

t an

d A

ctiv

ity

Typ

esA

sses

smen

t

4

Car

toon

C

hara

cter

s

Exp

ress

ing

abili

ty a

nd in

abili

ty

Mak

ing

sim

ple

inqu

irie

s

Tal

king

abo

ut p

osse

ssio

ns

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

get

the

mai

n id

ea w

hen

peop

le

desc

ribe

thei

r ow

n or

oth

ers’

abi

litie

s in

cle

ar a

nd s

hort

sent

ence

s.

• St

uden

ts w

ill b

e ab

le to

rec

ogni

ze w

hat o

ther

s po

sses

s

prov

ided

that

the

spee

ch is

cle

ar, s

hort

and

slo

w.

Spea

king

• St

uden

ts w

ill b

e ab

le to

talk

abo

ut th

eir

own

and

oth-

ers’

pos

sess

ions

.

• St

uden

ts w

ill b

e ab

le to

del

iver

a v

ery

brie

f sp

eech

abou

t the

ir o

wn

and

othe

r pe

ople

’s a

bilit

ies

whe

n th

ey

are

give

n tim

e fo

r ad

vanc

e pr

epar

atio

n.

carr

y

catc

h

clim

b a

tree

cook

dive

do p

uzzl

es

driv

e

play

...

...

the

guita

r/th

e pi

ano,

etc

.

ride

a h

orse

take

pic

ture

s

Can

he

jum

p?

— Y

es, h

e ca

n/N

o, h

e ca

n’t.

Can

you

spe

ak E

nglis

h?

— Y

es, I

can

.

He

can’

t rid

e a

bike

, but

I c

an.

He

can

swim

.

I ca

n re

ad E

nglis

h bo

oks.

Thi

s is

my

guita

r, an

d I

can

play

it.

Is th

is y

our

flut

e?

Can

you

pla

y th

e pi

ano?

The

se a

re h

is/h

er b

ooks

.

My

hero

can

/can

’t ..

.

You

r ca

rtoo

n ch

arac

ter

can/

can’

t ...

Tex

tsC

aptio

ns

Car

toon

s

Cha

rts

C

onve

rsat

ions

Il

lust

ratio

ns

Not

ices

Pi

ctur

e D

ictio

nari

es

Poem

s

Post

ers

Pr

oduc

ts

Rhy

mes

So

ngs

St

orie

s

Tabl

es

Act

ivit

ies

Art

s an

d C

raft

s

Cha

nts

and

Song

s

Cog

nate

s

Com

mun

icat

ive

Task

s

Dra

ma/

Mim

ing

D

raw

ing

and

Col

orin

g

Flas

hcar

ds

Gam

es

Lis

teni

ng

Mat

chin

g

Pupp

ets

Q

uest

ions

and

Ans

wer

sR

ole-

Play

and

Sim

ulat

ions

Sp

eaki

ng

Stor

ytel

ling

T

PR

Pro

ject

s

• St

uden

ts d

raw

and

pres

ent a

n im

agin

ary

hero

with

sup

er

pow

ers.

• St

uden

ts p

repa

re a

post

er a

bout

“am

az-

ing

anim

als”

and

wha

t the

y ca

n do

.

28

Unit/T

heme

Com

municative F

unctions and Skills Suggested L

exis/ Language U

seSuggested T

ext and Activity T

ypesA

ssessment

5My D

ay

Describing w

hat people do regularly

Making sim

ple inquiries

Telling the tim

e, days and dates

Listening

• Students will be able to extract the gist and relevant

specific information in short recorded passages about

predictable everyday routines which are spoken slow

ly

and clearly.

• Students will be able to recognize the tim

e in short

and clear speech.

Speaking

• Students will be able to give personal inform

ation on

the daily routines they do at different times of the day.


er and initiate

and respond to simple statem

ents about their daily rou-

tines.


er about the

time.

do homew

ork

get dressed

go ...

... shopping

... to the playground

... to bed

have ...

... a show

er

... breakfast/lunch/dinner

meet friends

wake up

wash

at noon/night

in the morning/afternoon

I wake up in the m

orning. I have

breakfast with m

y mother and

brother.

I meet m

y friends at school.

I go to the playground in the afternoon.

I go shopping with m

y mom

.

I do my hom

ework.

I go to bed at night.

What do you do at noon?

— I have lunch at school.

What tim

e is it?

— It’s 7 o’clock.

— It’s 4:40.

— It’s 2:25.

Texts

Advertisem

ents C

aptions C

artoons C

harts C

onversations Fables Fairy tales Illustrations L

ists N

otes and Messages


Poems

Postcards Posters Products R

hymes

Songs Stories Tables

Activities

Arts and C

rafts C

hants and Songs C

omm

unicative Tasks D

rama/M

iming

Draw

ing and Coloring

FlashcardsG

ames

Listening

Matching

Puppets Q

uestions and Answ

ersR

eal-life Tasks R

eordering R


Speaking Storytelling T

PR

Projects


timetable show

ing

what they do during

the day and present

their daily routines

to the class.


“daily activities”

cards (collage/

drawing) and play a

TPR

and guessing

game by m

iming the

actions on the cards

they have picked up.


a clock as a craft

activity to practice

time and num

bers.

29

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

lls

Sugg

este

d L

exis

/Lan

guag

e U

seSu

gges

ted

Tex

t an

d A

ctiv

ity

Typ

esA

sses

smen

t

6

Doi

ng

Exp

erim

ents

Giv

ing

and

resp

ondi

ng t

o si

mpl

e in

stru

ctio

ns

Mak

ing

sim

ple

inqu

irie

s

Tal

king

abo

ut lo

cati

ons

Tel

ling

som

eone

wha

t to

do

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

und

erst

and

and

follo

w s

impl

e

inst

ruct

ions

if a

ddre

ssed

to th

em s

low

ly.

• St

uden

ts w

ill b

e ab

le to

rec

ogni

ze p

hras

es/d

escr

iptio

ns

abou

t loc

atio

ns.

Spea

king

• St

uden

ts w

ill b

e ab

le to

giv

e sh

ort,

basi

c in

stru

ctio

ns.

• St

uden

ts w

ill b

e ab

le to

des

crib

e lo

catio

ns o

f pe

ople

and

thin

gs.

• St

uden

ts w

ill b

e ab

le to

ask

and

ans

wer

que

stio

ns

abou

t loc

atio

ns o

f ob

ject

s.

• St

uden

ts w

ill b

e ab

le to

ask

and

ans

wer

ver

y si

mpl

e

clar

ific

atio

n qu

estio

ns th

roug

h sh

ort e

xpre

ssio

ns o

r

mim

es a

nd a

ctio

ns.

Com

pens

atio

n St

rate

gy

• St

uden

ts w

ill b

e ab

le to

ask

for

an

Eng

lish

wor

d th

at

they

do

not k

now

.

box,

-es

brus

h, -

es

cove

r, -s

expe

rim

ent,

-s

fold

mix

plan

t, -s

scie

ntis

t, -s

shak

e

stir

Cut

the

pape

r.

Don

’t c

ut it

now

!

Fold

it.

Mix

bla

ck a

nd w

hite

, and

you

get

gray

.

Plan

t it.

Wat

er it

.

Whe

re is

the

brus

h?

— I

t’s in

fro

nt o

f th

e bo

ttle.

— B

ehin

d th

e bo

x

— N

ear

that

gla

ss.

Wha

t is

...?

Wha

t is

.... i

n E

nglis

h?

Tex

tsC

aptio

ns

Car

toon

s

Cha

rts

C

onve

rsat

ions

Il

lust

ratio

ns

Inst

ruct

ions

L

ists

Pict

ure

Dic

tiona

ries

Po

ems

Po

ster

s

Prod

ucts

R

hym

es

Song

s

Tabl

es

Act

ivit

ies

Art

s an

d C

raft

s

Cha

nts

and

Song

s

Com

mun

icat

ive

Task

s

Dra

ma/

Mim

ing

D

raw

ing

and

Col

orin

g

Flas

hcar

ds

Gam

es

Lab

elin

g

Lis

teni

ng

Mat

chin

g

Que

stio

ns a

nd A

nsw

ers

Rea

l-lif

e Ta

sks

R

eord

erin

g

Rol

e-Pl

ay a

nd S

imul

atio

ns

Spea

king

T

PR

Qui

z or

Exa

m

Pro

ject

• St

uden

ts p

repa

re

a po

ster

illu

stra

ting

the

step

s of

an

ex-

peri

men

t with

sim

-

ple

inst

ruct

ions

.

30

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

7Jobs

Describing w



Making sim

ple inquiries

Listening

• Students will be able to identify other people’s jobs,

likes and regular activities when stated in clear and

short sentences.

Speaking

• Students will be able to talk about other people’s jobs,

regular activities and likes in simple sentences.


er questions on

what people do regularly and w

hat they like doing using

short sentences and phrases.

Com

pensation Strategy

• Students will be able to start and continue a conversa-

tion by using simple phrases and sentences, along w

ith

mim

ics and gestures, to make their m

eaning clear.

businessman, -m

en

chef, -s

dancer, -s

farmer, -s

fireman, -m

en

pilot, -s

policeman, -m

en

policewom

an, -wom

en

singer, -s

teacher, -s

vet, -s

writer, -s

at the police station

What is your job?

— I’m

a doctor. I work at a hospital.

— I’m

a farmer. I like anim

als and I

work on a farm

.

What does she do?

What does she like?

— She’s a teacher, and she likes

teaching children.

Where does she w

ork?

— at a post office.

Texts

Advertisem

ents C

aptions C

artoons C

harts C

onversations Illustrations L

ists Picture D

ictionaries Poem

s Posters Products R

hymes

Songs Stories

Activities

Arts and C

rafts C

hants and Songs C

omm

unicative Tasks D

rama/M

iming

Draw

ing and Coloring

Flashcards G

ames

Labeling

Listening

Matching

Puppets Q

uestions and Answ

ersR

eordering R


Speaking Storytelling T

PR

Projects


a collage about

people’s jobs and

where they w

ork.


a visual (with pho-

tos and drawings)

to be displayed

about their parents

and their jobs.


a poster illustrating

themselves doing

their dream jobs.

31

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

8

My

Clo

thes

Acc

epti

ng a

nd r

efus

ing

Des

crib

ing

the

wea

ther

Exp

ress

ing

basi

c ne

eds

Mak

ing

sim

ple

inqu

irie

s

Mak

ing

sim

ple

requ

ests

Nam

ing

com

mon

obj

ects

Nam

ing

the

seas

ons

of t

he y

ear

Tel

ling

peop

le w

hat

to d

o

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

und

erst

and

the

esse

ntia

l inf

or-

mat

ion

in s

hort

rec

orde

d pa

ssag

es d

ealin

g w

ith p

redi

ct-

able

, eve

ryda

y m

atte

rs (

clot

hes

and

wea

ther

con

ditio

ns)

whi

ch a

re s

poke

n sl

owly

and

cle

arly

and

whe

n th

ere

is

visu

al s

uppo

rt.

• St

uden

ts w

ill b

e ab

le to

rec

ogni

ze th

e na

mes

of

the

seas

ons

in s

hort

and

cle

ar s

peec

hes.

Spea

king

• St

uden

ts w

ill b

e ab

le to

des

crib

e th

e w

eath

er.

• St

uden

ts w

ill b

e ab

le to

nam

e th

e se

ason

s.

• St

uden

ts w

ill b

e ab

le to

ask

and

ans

wer

sim

ple

ques

-

tions

and

initi

ate

and

resp

ond

to s

impl

e st

atem

ents

in

area

s of

imm

edia

te n

eed

or o

n ve

ry f

amili

ar to

pics

(e.

g.,

the

wea

ther

).

• St

uden

ts w

ill b

e ab

le to

ask

peo

ple

for

thin

gs a

nd g

ive

peop

le th

ings

.

boot

, -s

dres

s, -

es

glov

e, -

s

hat,

-s

jean

s

shoe

, -s

skir

t, -s

sock

, -s

sung

lass

es

trou

sers

borr

ow

put o

n

wea

r

autu

mn/

fall

spri

ng

sum

mer

win

ter

Wha

t’s th

e w

eath

er li

ke?

— I

t’s r

ainy

toda

y. I

nee

d m

y um

-

brel

la.

— It

’s w

indy

. Put

on/

wea

r you

r coa

t.

Wha

t’s th

e w

eath

er li

ke in

Ank

ara

in w

inte

r?

— I

t’s c

old

and

snow

y.

May

/Can

I b

orro

w y

our

umbr

ella

?

— H

ere

you

are.

— N

o, s

orry

, it’s

bro

ken.

Tex

tsA

dver

tisem

ents

C

aptio

ns

Car

toon

s

Cha

rts

C

onve

rsat

ions

Fa

bles

Il

lust

ratio

ns

Lis

ts

Not

es a

nd M

essa

ges

Pi

ctur

e D

ictio

nari

es

Poem

s

Post

card

s

Post

ers

R

hym

es

Sign

s

Song

s

Stor

ies

Ta

bles

Act

ivit

ies

Art

s an

d C

raft

s

Cha

nts

and

Song

s

Com

mun

icat

ive

Task

s

Dra

ma/

Mim

ing

D

raw

ing

and

Col

orin

g

Flas

hcar

ds

Gam

es

Lab

elin

g

Lis

teni

ng

Mat

chin

g

Que

stio

ns a

nd A

nsw

ers

Rea

l-lif

e T

asks

R

eord

erin

g

Rol

e-Pl

ay a

nd S

imul

atio

ns

Spea

king

St

oryt

ellin

g

Syno

nym

s an

d A

nton

yms

T

PR

Pro

ject

s

• St

uden

ts p

repa

re

a se

ason

al w

eath

er

char

t/ ta

ble

and

clas

sify

the

clot

hes

they

wea

r un

der

the

corr

espo

ndin

g

seas

ons.

• St

uden

ts d

ress

up a

car

d fi

gure

acco

rdin

g to

one

seas

on a

nd la

bel

the

clot

hes.

• St

uden

ts p

repa

re

a pu

ppet

with

sea

-

sona

l clo

thes

and

desc

ribe

him

/her

(vid

eo r

ecor

ding

is

sugg

este

d).

32

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

9

My F

riends


Making sim

ple inquiries


Listening

• Students will be able to understand the m

ain point in

short, clear, simple m

essages and announcements (e.g.,

describing people and their features).

Speaking

• Students will be able to describe their friends and

other people (family m

embers, teachers, etc.).


er about other

people’s physical characteristics and personality.

beard

celebrity

dark

cheerful

energetic

fair

famous

freckles

friendly

funny

nice

polite

rude

short/tall

shy

straight

wavy

What is she like?

She is quiet and hardworking.

What does he look like?

He has curly hair and a m

oustache.

He has blue eyes.

His legs are very long.

I have brown hair.

She is/isn’t very friendly.

My best friend is cheerful and ener-

getic.

My m

other is tall and slim, and she

has a lovely smile.

Texts

Advertisem

ents C

aptions C

artoons C

harts C

onversations Fables Fairy tales Illustrations L

ists Picture D

ictionaries Poem

s Postcards Posters Products R

hymes

Songs Stories Tables

Activities

Arts and C

rafts C

hants and Songs C

omm

unicative Tasks D

rawing and C

oloring Flashcards L

abeling L

istening M

atching Puppets Q

uestions and Answ

ersR

eal-life Tasks R

eordering R


Speaking Storytelling Synonym

s and Antonym

s T

PR

Quiz or E

xam

Projects


a poster about

a friend or fam-

ily mem

ber using

photos and simple

phrases.

• Students work in

pairs. One student

describes his/her

favorite celebrity

(e.g., Her hair is

curly. / He is tall

and thin.) and the

other draws a pic-

ture based on the

description.

33

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

10

Foo

d an

d D

rink

s

Acc

epti

ng a

nd r

efus

ing

Exp

ress

ing

basi

c ne

eds

Exp

ress

ing

feel

ings

Mak

ing

sim

ple

inqu

irie

s

Mak

ing

sim

ple

requ

ests

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

rec

ogni

ze s

impl

e w

ords

and

phra

ses

abou

t foo

d an

d dr

inks

.

• St

uden

ts w

ill b

e ab

le to

com

preh

end

offe

rs a

bout

thei

r

basi

c ne

eds.

• St

uden

ts w

ill b

e ab

le to

iden

tify

othe

rs’ n

eeds

and

feel

ings

if s

tate

d in

sim

ple

and

clea

r sp

eech

.

Spea

king

• St

uden

ts w

ill b

e ab

le to

ask

and

ans

wer

que

stio

ns, i

ni-

tiate

and

res

pond

to s

impl

e st

atem

ents

abo

ut th

eir

basi

c

need

s an

d fe

elin

gs

• St

uden

ts w

ill b

e ab

le to

exp

ress

how

they

fee

l and

wha

t the

y w

ant i

n si

mpl

e an

d sh

ort s

ente

nces

and

phra

ses.

Inte

rcul

tura

l Aw

aren

ess

• St

uden

ts w

ill b

e ab

le to

iden

tify

popu

lar

food

acr

oss

cultu

res.

brea

dbu

tter

chee

secu

pcak

e, -

sho

ney

milk

oliv

e, -

spa

sta

soup

tea

now

/late

r

Are

you

hun

gry?

— Y

es, I

am

, and

I w

ant s

ome

...,

plea

se.

— N

o, I

’m n

ot h

ungr

y.

Do

you

wan

t a s

andw

ich?

Wan

t a s

andw

ich?

Wou

ld y

ou li

ke a

san

dwic

h?—

No,

than

ks. I

’m f

ull.

— Y

es, p

leas

e.

Wha

t abo

ut a

n ap

ple?

— N

ot n

ow, t

hank

s.—

No,

than

ks, m

aybe

late

r.

Is s

he th

irst

y?—

Yes

, she

is. /

No,

she

isn’

t.I

wan

t som

e m

ilk, p

leas

e.

Pizz

a, s

ushi

, keb

ab, f

ish

and

chip

s,

Tur

kish

del

ight

Pizz

a is

an

Ital

ian

food

.

Tex

tsA

dver

tisem

ents

C

aptio

ns

Car

toon

s

Con

vers

atio

ns

Cou

pons

Il

lust

ratio

ns

Lis

ts

Men

us

Pict

ure

Dic

tiona

ries

Po

ster

s

Prod

ucts

R

hym

es

Sign

s

Song

s

Stor

ies

Ta

bles

Act

ivit

ies

Art

s an

d C

raft

s

Cha

nts

and

Song

s

Com

mun

icat

ive

Task

s

Dra

ma/

Mim

ing

D

raw

ing

and

Col

orin

g

Flas

hcar

ds

Gam

es

Lab

elin

g

Lis

teni

ng

Mat

chin

g

Que

stio

ns a

nd A

nsw

ers

Rea

l-lif

e Ta

sks

R

ole-

Play

and

Sim

ulat

ions

Sp

eaki

ng

Stor

ytel

ling

T

PR

Pro

ject

s

• St

uden

ts p

repa

re a

card

gam

e of

mat

ch-

ing

pair

s of

pic

ture

s

of f

ood

and

drin

ks to

play

indi

vidu

ally

or

in g

roup

s.

• St

uden

ts p

repa

re

a m

enu

for

an im

-

agin

ary

rest

aura

nt b

y

usin

g dr

awin

gs a

nd

visu

als.

Dos

sier

• St

uden

ts c

ompl

ete

and

hand

in th

e

Eur

opea

n L

angu

age

Port

folio

.

34

5. SINIF İN

GİLİZC

E ÖĞ

RETİM

PRO

GR

AM

I5. Sınıf öğretim

programının tem

el amacı dili öğrenen/kullananların İngilizce öğrenm

eye olan ilgilerini artırmak ve bu dili gerçek yaşam

da kullanabilmelerini sağlam

aktır. 5. Sınıfın tem

el kazanımları dili öğrenen/kullananların yaşadıkları şehir, fiziksel rahatsızlıkları, günlük işleri, hobileri, parti gibi sosyal faaliyetleri, duyguları ve spor

gibi ilgi alanları ile ilgili temel sözcükleri iletişim

de oldukları kişilerin anlayabileceği şekilde seslendirerek kullanabilmektir. Bunun yanı sıra selam

laşmak, izin istem

ek, kişisel düşüncelerini, beğenilerini, ihtiyaçlarını ifade etm

ek, miktar belirtm

ek, düzenli olarak yaptıkları işleri ifade etmek, saati söylem

ek, zorunluluk ifade etmek, o

anda ne yaptıklarını anlatmak, yol tarif etm

ek gibi temel dil işlevlerini yerine getirebilm

eleridir. Tüm bunları gerçekleştirebilm

ek için görsel, işitsel ve görsel-işitsel araçlar kullanılm

ası, derslerin dinleme ve konuşm

a odaklı olması ve öğrencilere dil hakkında bilgi yüklenm

esinden ziyade, dili iletişim odaklı etkinlikler yoluyla

kullanarak öğrenmelerinin sağlanm

ası hedeflenmiştir. D

ers araç-gereçleri olarak bu yaş grubu dili öğrenen/kullananların ilgisini çekebilecek olan çizgi film, poster,

resim, m

asal, öykü, harita, resimli sözlük, kartpostal, şarkı, şiir, liste, m

enü ve tekerleme gibi m

etinler kullanılması planlanm

ıştır. Dili öğrenen/kullananların dili oyunlar,

gerçek yaşamla ilgili faaliyetler, çizm

e-boyama, rol yapm

a, dinleme-konuşm

a, anlatma gibi tekniklerle severek öğrenm

esi hedeflenmiştir. Yazm

a etkinlikleri ders dışı etkinliklerde (ev ödevi, proje ve portfolyo çalışm

aları gibi) kullanılmaktadır. Bu sınıfta, dili öğrenen/kullananların http://adp.m

eb.gov.tr adresinde bulunan portfolyo değerlendirm

e çalışmalarına bireysel olarak katılm

ası özendirilmelidir. D

osyaların içerikleri dili öğrenen/kullananların bireysel portfolyosuna konulmalı ve öğrencinin

gelişimi takip edilm

elidir.

Temel D

üzey Kullanıcı

Giriş ya da K

eşif Düzeyi (A

1) Ortak Yeti A

çıklamaları

Sıradan ve gündelik deyişlerle somut gereksinim

leri karşılamayı hedefleyen son derece yalın ifadeleri anlayabilir ve kullanabilir. Kendini veya bir başkasını tanıtabilir

ve bir kişiye, kendisiyle ilgili sorular – Örneğin oturduğu yer, ilişkileri, sahip olduğu şeyler, vb. üzerine – aynı türden sorulara yanıt verebilir. Eğer kendisiyle konuşan

kişi yavaş ve tane tane kendisine yardımcı olacak biçim

de konuşuyorsa, basit bir biçimde iletişim

kurabilir.

35

5. S

INIF

/ 5th

GR

AD

E

Uni

t/T

hem

e C

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

1

My

Dai

ly

Rou

tine

Des

crib

ing

wha

t pe

ople

do

regu

larl

y

Mak

ing

sim

ple

inqu

irie

s

Tel

ling

the

tim

e, d

ays

and

date

s

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

und

erst

and

the

esse

ntia

l in-

form

atio

n fr

om s

hort

, rec

orde

d pa

ssag

es d

ealin

g w

ith

rout

ines

, whi

ch a

re s

poke

n sl

owly

and

cle

arly

.

• St

uden

ts w

ill b

e ab

le to

und

erst

and

the

time.

Spea

king

• St

uden

ts w

ill b

e ab

le to

ask

and

ans

wer

sim

ple

ques

-

tions

rel

ated

to d

aily

rou

tines

, but

com

mun

icat

ion

is

depe

nden

t on

repe

titio

n, r

ephr

asin

g an

d re

pair

s.

• St

uden

ts w

ill b

e ab

le to

use

sim

ple

sent

ence

s an

d

phra

ses

to ta

lk a

bout

thei

r an

d th

eir

fam

ily m

embe

r’s/

frie

nds’

dai

ly r

outin

es a

nd te

ll th

e tim

e w

ith p

ausi

ng to

sear

ch f

or e

xpre

ssio

ns a

nd le

ss f

amili

ar w

ords

.

Rea

ding

• St

uden

ts w

ill b

e ab

le to

com

preh

end

shor

t, si

mpl

e

text

s de

scri

bing

dai

ly r

outin

es.

Com

pens

atio

n St

rate

gies

• St

uden

ts w

ill b

e ab

le to

mak

e us

e of

vis

ual a

ids

whi

le

liste

ning

or

read

ing

to a

id u

nder

stan

ding

.

arri

ve

brus

h, -

es

call

com

b, -

s

get o

ut o

f be

d

go o

nlin

e

ride

the

bus

talk

toot

hbru

sh, -

es

Wha

t tim

e is

it?

— I

t’s h

alf

past

nin

e.

Whe

n do

you

wat

ch T

V?

— I

wat

ch T

V e

very

eve

ning

.

Wha

t tim

e do

es y

our

little

bro

ther

go to

bed

?

— H

e go

es to

bed

aro

und

quar

ter t

o

seve

n.

Wha

t tim

e do

you

arr

ive

at s

choo

l?

— W

e ar

rive

at s

choo

l at q

uart

er

past

eig

ht.

Whe

n do

you

bru

sh y

our

teet

h?

— I

bru

sh m

y te

eth

in th

e m

orni

ng

and

at n

ight

.

Tex

ts

Adv

ertis

emen

ts

Cap

tions

Car

toon

s

Cha

rts

Con

vers

atio

ns

Illu

stra

tions

Not

es a

nd M

essa

ges

Pict

ure

Dic

tiona

ries

Poem

s

Post

card

s

Post

ers

Rhy

mes

Song

s

Stor

ies

Tabl

es

Act

ivit

ies

Com

mun

icat

ive

Task

s

Dra

ma/

Mim

ing

Flas

hcar

ds

Gam

es

Lab

elin

g

Lis

teni

ng

Rea

l-lif

e Ta

sks

Reo

rder

ing

Rol

e-pl

ay a

nd S

imul

atio

ns

Spea

king

Stor

y-te

lling

TPR

Pro

ject

s

• St

uden

ts d

raw

a pi

ctur

e st

ory

of

thei

r da

ily r

outin

es

and

repo

rt it

to th

eir

clas

smat

es.

• St

uden

ts in

terv

iew

a ne

ighb

or/p

aren

t/

teac

her

at s

choo

l,

aski

ng a

bout

his

/her

typi

cal d

ay a

nd r

e-

port

ing

to th

e cl

ass.

• If

they

can

, stu

-

dent

s in

terv

iew

a

fore

igne

r an

d le

arn

his/

her

daily

rou

tine.

Dos

sier

• St

uden

ts s

tart

fill

-

ing

in th

e E

urop

ean

Lan

guag

e Po

rtfo

lio.

36

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

2

My tow

n

Making sim

ple inquiries


Telling som

eone what to do

Listening

• Students will be able to understand sim

ple directions

on how to get from

X to Y

.

Speaking

• Students will be able to ask people questions about the

locations of places and answer such questions addressed

to them provided they are articulated slow

ly and clearly.

• Students will be able to give directions provided that

their interlocutor helps them.

Reading

• Students will be able to understand inform

ation about

where im

portant places are.

Com

pensation Strategies

• Students will be able to recognize the use of rising

intonation to ask for clarification.

around ...

... the library

... the m

osque

... the barber

between ...

... the shop and the bus stop

next to ...

... the church

... the pharm

acy

... the book/toy shop

opposite ...

... the bakery

... the pool

Excuse m

e, how can I get to the city

center?

— G

o (straight) ahead and turn left

on Ayışığı Street.

— T

hanks.

Excuse m

e, where is the bus sta-

tion?

— It’s on Papatya Street.

Where are you?

— I am

at the library.

Library?

— Y

es, the library.

Texts

Advertisem

ents

Captions

Cartoons

Conversations

Instructions

Maps

Notes and M

essages

Notices


Postcards

Posters

Signs

Tables

Activities

Cognates

Com

municative Tasks

Draw

ing and Coloring

Flashcards

Labeling

Listening

Matching

Questions and A

nswers

Real-life Tasks

Role-play and Sim

ulations

Speaking

TPR

Projects

• Students draw a

map of their neigh-

borhood or city and

give directions to

different places.

• Teacher prints out

and gives the stu-

dents maps/satellite

pictures/drawings

of different cities

in Turkey. Students

prepare leaflets giv-

ing short directions,

using less than 10

words, to im

portant

places in these cities;

e.g., tourist attrac-

tions.

37

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

3

Hel

lo!

Des

crib

ing

char

acte

rs/p

eopl

e

Exp

ress

ing

abili

ty a

nd in

abili

ty

Exp

ress

ing

likes

and

dis

likes

Gre

etin

g an

d m

eeti

ng p

eopl

e

Iden

tify

ing

coun

trie

s an

d na

tion

alit

ies

Mak

ing

sim

ple

inqu

irie

s

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

und

erst

and

sim

ple

pers

onal

info

rmat

ion.

Spea

king

• St

uden

ts w

ill b

e ab

le to

intr

oduc

e th

emse

lves

and

othe

r pe

ople

.

• St

uden

ts w

ill b

e ab

le to

ask

for

and

pro

vide

sim

ple

pers

onal

info

rmat

ion.

Rea

ding

• St

uden

ts w

ill b

e ab

le to

rea

d pi

ctur

e st

orie

s, c

onve

rsa-

tions

and

car

toon

s ab

out p

erso

nal i

nfor

mat

ion.

Stu

dent

s

will

be

able

to r

ead

thei

r tim

e ta

ble

for

thei

r le

sson

s.

Inte

rcul

tura

l Aw

aren

ess

• St

uden

ts w

ill d

evel

op a

n aw

aren

ess

of w

orld

lan-

guag

es.

art

prim

ary/

elem

enta

ry/h

igh

scho

ol

geog

raph

y

hist

ory

lang

uage

cla

ss/c

ours

e

mat

h(s)

phys

ical

edu

catio

n (P

E)

scie

nce

soci

al s

tudi

es

coun

trie

s an

d la

ngua

ges

(Gre

ece/

Gre

ek, e

tc.)

Whe

re d

o yo

u st

udy?

— I

stu

dy a

t Ata

türk

Ele

men

tary

Scho

ol.

How

man

y la

ngua

ges

do y

ou

spea

k?

— T

wo;

I sp

eak

Eng

lish

and

Ger

man

.

— Y

uka

spea

ks E

nglis

h an

d Ja

pa-

nese

.

Wha

t are

you

r fa

vori

te c

lass

es?

— I

like

mat

hs

— W

e lik

e PE

.

Nic

e to

mee

t you

.

Nic

e m

eetin

g yo

u.

Tex

ts

Cap

tions

Car

toon

s

Cha

rts

Con

vers

atio

ns

Illu

stra

tions

Not

ices

Post

ers

Sign

s

Act

ivit

ies

Cog

nate

s

Com

mun

icat

ive

Task

s

Flas

hcar

ds

Gam

es

Lab

elin

g

Lis

teni

ng

Mat

chin

g

Pupp

ets

Rea

l-lif

e Ta

sks

Reo

rder

ing

Rol

e-pl

ay a

nd S

imul

atio

ns

Spea

king

Pro

ject

s

• St

uden

ts c

hoos

e

a fo

reig

n la

ngua

ge

and

lear

n ho

w to

say

“How

are

you

” an

d

“I’m

fin

e” in

that

lang

uage

, usi

ng th

e

Inte

rnet

or

aski

ng a

pare

nt/f

amily

fri

end.

• St

uden

ts p

repa

re a

time

tabl

e sh

owin

g

thei

r cl

ass

sche

dule

.

Dos

sier

• St

uden

ts s

tart

fill

-

ing

in c

an-d

o st

ate-

men

ts a

t the

end

of

each

uni

t.

38

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

4

Gam

es and H

obbies

Describing w




Making sim

ple inquiries

Listening

• Students will be able to com

prehend conversations on

people’s hobbies, likes, dislikes, and abilities provided

that their interlocutor speaks clearly and slowly.

Speaking


er questions in a

simple w

ay regarding hobbies, likes, dislikes, and abili-

ties.

• Students will be able to give inform

ation about other

people’s hobbies and abilities using simple phrases and

sentences.

Reading


a simple story provided

that it has visual aids.

Intercultural Aw

areness

• Students will be able to see the com

monalities in

terms of children’s gam

es in different countries.

blind man’s buff

camping

checkers

Chinese w

hispers

collecting stamps

dodge ball

fishing

origami

sculpting

tick

Do you go fishing?

— N

o, I don’t. I play computer

games.

What are your hobbies?

— C

ollecting stamps.

Yin lives in B

eijing and he likes

playing blind man’s bluff.

Julio lives in Madrid and he likes

playing tick. He calls it ‘tiente’.

Keiko and Y

uka like origami.

Can you play checkers?

— N

o, but I can play chess.

Can your m

other play chess?

— Y

es, and she can do origami.

Texts

Cartoons

Charts

Conversations


Postcards

Posters

Rhym

es

Stories

Tables

Activities

Chants and Songs

Cognates

Com

municative Tasks

Dram

a/Mim

ing

Draw

ing and Coloring

Flashcards

Labeling

Listening

Matching

Real-life Tasks

Reordering

Speaking

Story-telling

Projects


poster to show the

hobbies they do/

would like to do.

• Students interview

another student/

teacher/neighbor and

learn his hobbies,

recording them in

their portfolios.


a poster explaining

a children’s game

played in another

country.

39

Uni

t/T

hem

e C

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

5

Hea

lth

Exp

ress

ing

basi

c ne

eds

Exp

ress

ing

feel

ings

Mak

ing

sim

ple

sugg

esti

ons

Tal

king

abo

ut p

osse

ssio

ns

Tel

ling

som

eone

wha

t to

do

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

iden

tify

ever

yday

illn

esse

s an

d

unde

rsta

nd s

ome

of th

e su

gges

tions

mad

e.

Spea

king

• St

uden

ts w

ill b

e ab

le to

ask

and

ans

wer

sim

ple

ques

-

tions

to e

xpre

ss b

asic

nee

ds a

nd f

eelin

gs p

rovi

ded

the

othe

r pe

rson

use

s ge

stur

es w

hen

nece

ssar

y.

• St

uden

ts w

ill b

e ab

le to

use

sim

ple

phra

ses

and

sen-

tenc

es to

exp

ress

how

they

fee

l, w

hat i

llnes

s th

ey h

ave,

and

wha

t the

y ne

ed.

Rea

ding

• St

uden

ts w

ill b

e ab

le to

com

preh

end

shor

t, si

mpl

e

text

s ab

out i

llnes

ses

and

peop

le’s

nee

ds a

nd f

eelin

gs,

espe

cial

ly w

hen

they

are

acc

ompa

nied

by

pict

ures

.

back

coug

h

dent

ist

feve

r

have

a p

ain/

ache

hurt

med

icin

e

nam

es o

f ill

ness

es: c

old,

flu

, etc

.

snee

ze

sore

thro

at

stom

ach

toot

h

I fe

el c

old.

I ha

ve th

e fl

u.

My

stom

ach

hurt

s.

I ha

ve a

fev

er.

— Y

ou s

houl

d st

ay in

bed

.

— S

tay

in b

ed.

— G

et w

ell s

oon.

He

feel

s co

ld a

nd ti

red.

He

need

s hi

s

blan

ket.

Tex

ts

Adv

ertis

emen

ts

Cap

tions

Car

toon

s

Cha

rts

Con

vers

atio

ns

Fabl

es

Illu

stra

tions

Lis

ts

Pict

ure

Dic

tiona

ries

Post

ers

Rhy

mes

Song

s

Stor

ies

Tabl

es

Act

ivit

ies

Dra

ma/

Mim

ing

Flas

hcar

ds

Gam

es

Lab

elin

g

Lis

teni

ng

Mat

chin

g

Que

stio

ns a

nd A

nsw

ers

Rea

l-lif

e Ta

sks

Reo

rder

ing

Spea

king

Stor

y-te

lling

Pro

ject

s

• St

uden

ts p

repa

re

a pi

ctur

e st

ory

and

tell

wha

t the

y ne

ed

whe

n th

ey a

re s

ick.

• St

uden

ts r

ole

play

havi

ng a

n ill

ness

,

and

thei

r fr

iend

s

tell

them

wha

t the

y

shou

ld d

o to

get

bette

r.

40

Unit/T

heme

Com

municative F

unctions & Skills

Suggested Lexis/L

anguage Use

Suggested Text and A

ctivity Types

Assessm

ent

6Movies


Describing w

hat people do

Expressing dislikes

Making sim

ple inquiries

Stating personal opinions

Telling the tim

e, days and dates

Listening


slow and carefully

articulated speech describing movie characters and

movie types.

Speaking


er simple ques-

tions and people’s likes and dislikes regarding movies

with pauses and help from

their interlocutors.

• Students will be able to use sim

ple phrases and sen-

tences to state personal opinions about movies and

movie characters.

Reading

• Students will be able to com

prehend phrases and

simple sentences in short texts, on posters and adver-

tisements related to m

ovies.

Intercultural Aw

areness

• Students will develop an aw

areness of movies as an

international art form and develop positive attitudes

towards m

ovies from different countries.

brave

beautiful

evil

film types: action, anim

ation, car-

toon, comedy, horror, etc.

frightening

honest

love

save

travel

ugly

What tim

e is the movie?

— It’s at half past four.

What’s your favorite film

?

— Ice A

ge.

— I like Spirited A

way.

I don’t like/hate horror movies.

Superman is very strong.

I think Superman is brave.

What is the m

ovie about?

It’s about friends, war, love, etc.

Texts

Advertisem

ents

Cartoons

Conversations

Fairy tales

Illustrations

Posters

Signs

Stories

Tables

Activities

Cognates

Dram

a/Mim

ing

Draw

ing and Coloring

Flashcards

Gam

es

Labeling

Listening

Matching

Puppets

Real-life Tasks

Reordering

Speaking

Story-telling

Synonyms and A

ntonyms

Quiz or E

xam

Projects


film poster as a group

and describe the char-

acters in the movie.

• Students draw a fairy

tale/ children’s story

in their portfolios and

tell their friends what

kind of a story it is;

e. g., comedy, horror,

etc., and describe its

characters.

• Students watch age-

appropriate English-

language movies and

talk about the cultural

aspects that are simi-

lar to/different from

their home culture.

• In groups, students

make a survey to find

out the most popular

types of movies in the

class.

41

Uni

t/T

hem

e C

omm

unic

ativ

e F

unct

ions

& S

kills

Sugg

este

d L

exis

/Lan

guag

e U

seSu

gges

ted

Tex

t an

d A

ctiv

ity

Typ

esA

sses

smen

t

7

Par

ty T

ime

Ask

ing

for

perm

issi

on

Exp

ress

ing

and

resp

ondi

ng t

o th

anks

Exp

ress

ing

basi

c ne

eds

Exp

ress

ing

likes

and

dis

likes

Exp

ress

ing

oblig

atio

n

Gre

etin

g an

d m

eeti

ng p

eopl

e

Mak

ing

sim

ple

inqu

irie

s

Tel

ling

the

tim

e, d

ays

and

date

s

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

und

erst

and

sim

ple

requ

ests

for

perm

issi

on a

nd th

eir

resp

onse

s de

liver

ed a

t a s

low

pace

, with

out b

ackg

roun

d no

ise.

Spea

king

• St

uden

ts w

ill b

e ab

le to

ask

for

per

mis

sion

to d

o

sim

ple,

eve

ryda

y, c

oncr

ete

actio

ns a

nd r

espo

nd in

sim

ple

sent

ence

s.

• St

uden

ts w

ill b

e ab

le to

use

bas

ic g

reet

ings

and

leav

e-ta

king

exp

ress

ions

.

Rea

ding

• St

uden

ts w

ill b

e ab

le to

und

erst

and

shor

t tex

ts w

ith

visu

al a

ids

such

as

cart

oons

, pos

ters

and

bir

thda

y

card

s.

bake

birt

hday

, -s

clow

n, -

sth

row

a p

arty

cand

le, -

sde

licio

usex

citin

gm

onth

s of

the

year

pres

ent,

-s/g

ift,

-s

Whe

n’s

your

bir

thda

y?—

My

birt

hday

is in

May

.

Mom

, may

I/c

an I

hav

e a

birt

hday

pa

rty?

— S

ure.

Wha

t do

you

need

for

you

r bi

rthd

ay

part

y?—

I n

eed

a bi

g ca

ke a

nd d

rink

s.

Wel

com

e!

Thi

s is

love

ly, t

hank

s. /

Tha

nk y

ou

very

muc

h.—

You

’re

wel

com

e.

I m

ust b

uy a

gif

t for

her

.W

hat d

oes

she

like?

She

likes

boo

ks.

I m

ust g

o no

w.

— O

K, s

ee y

ou la

ter!

—

See

you

.—

Tak

e ca

re!

Tex

ts

Adv

ertis

emen

ts

Car

toon

s

Con

vers

atio

ns

Cou

pons

Illu

stra

tions

Lis

ts

Men

us

Pict

ure

Dic

tiona

ries

Post

card

s

Post

ers

Rhy

mes

Stor

ies

Tabl

es

Act

ivit

ies

Art

s an

d C

raft

s

Cha

nts

and

Song

s

Cog

nate

s

Com

mun

icat

ive

Task

s

Dra

ma/

Mim

ing

Gam

es

Lab

elin

g

Lis

teni

ng

Mat

chin

g

Que

stio

ns a

nd A

nsw

ers

Rea

l-lif

e Ta

sks

Reo

rder

ing

Rol

e-pl

ay a

nd S

imul

atio

ns

Spea

king

Stor

y-te

lling

Pro

ject

s

• St

uden

ts p

repa

re a

birt

hday

car

d fo

r a

frie

nd.

• St

uden

ts p

repa

re a

cale

ndar

in E

nglis

h

mar

king

bir

thda

ys o

f

thei

r fa

mily

mem

bers

and

frie

nds

in e

ach

mon

th.

• St

uden

ts p

repa

re a

card

/wri

te a

n e-

mai

l to

invi

te s

omeo

ne to

his

or h

er b

irth

day

part

y.

42

Unit/T

heme

Com

municative F

unctions & Skills

Suggested Lexis/L

anguage Use


ctivity Types

Assessm

ent

8Fitness


Expressing obligation

Making sim

ple inquiries

Making sim

ple requests

Making sim

ple suggestions

Listening


ple speech

about physical exercise and invitations.

Speaking


er requests for

personal information.


ake suggestions for a lim-

ited number of activities and accept or decline such

suggestions with sim

ple, set language patterns.

• Students will be able to give sim

ple personal infor-

mation.

Reading

• Students will be able to understand stories w

ith

short sentences and phrases about other people’s

favorite sports activities.

Com


• Students will be able to ask other people to repeat

what they have said w

hen they do not understand.

cycling

exercise

fitness

hiking

jogging

running

work out

What’s your favorite exercise?

What fitness activity do you like?

— C

ycling.

— I like jogging.

Can you ride a bicycle?

— Y

es, I can.

— N

o, I can’t, but s/he can.

Let’s go hiking!

— O

K. / T

hat sounds great.

How

about jogging?

— I can’t now

, I must study.

— N

o, I am too tired.

Sorry, could you repeat that, please?

Texts

Advertisem

ents

Captions

Conversations

Illustrations


Posters

Signs

Stories

Tables

Activities

Arts and C

rafts

Com

municative Tasks

Draw

ing and Coloring

Flashcards

Listening

Matching

Real-life Tasks

Reordering

Role-play and Sim

ulations

Speaking

Story-telling

Projects


picture book related to

their favorite physical

activity.

• Students exchange

notes/e-mails inviting

their friends to work

out together at the

weekend.

43

Uni

t/T

hem

e C

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

9

The

Ani

mal

Sh

elte

r

Ask

ing

for

perm

issi

on

Des

crib

ing

wha

t pe

ople

are

doi

ng n

ow

Mak

ing

sim

ple

inqu

irie

s

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

com

preh

end

desc

ript

ions

of

wha

t peo

ple

are

doin

g at

the

mom

ent.

Spea

king

• St

uden

ts w

ill b

e ab

le to

ask

wha

t peo

ple

are

doin

g at

the

mom

ent a

nd a

nsw

er s

uch

ques

tions

add

ress

ed to

them

pro

vide

d th

at th

e ot

her

pers

on s

peak

s sl

owly

and

clea

rly.

• St

uden

ts w

ill b

e ab

le to

ask

for

per

mis

sion

usi

ng s

et

phra

ses.

• St

uden

ts w

ill b

e ab

le to

use

sim

ple

phra

ses

and

sen-

tenc

es to

des

crib

e w

hat o

ther

peo

ple

are

doin

g at

the

mom

ent r

elat

ed to

ani

mal

s.

Rea

ding

• St

uden

ts w

ill b

e ab

le to

com

preh

end

shor

t, si

mpl

e

text

s su

ch a

s ca

rtoo

ns a

nd s

tori

es a

bout

wha

t peo

ple

are

doin

g at

the

mom

ent.

Com

pens

atio

n St

rate

gies

• St

uden

ts w

ill b

e ab

le to

use

bod

y la

ngua

ge to

get

thei

r

mea

ning

acr

oss

whe

n th

eir

lang

uage

fai

ls to

do

so.

adop

t an

anim

al

bark

claw

, -s

exam

ine

feed

help

dona

te m

oney

kitte

n, -

s

pupp

y, -

ies

slee

p

tail,

-s

vet (

vete

rina

ry)

Wha

t is/

are

...d

oing

?

— T

he c

at is

clim

bing

the

tree

.

— T

he b

oy is

fee

ding

the

bird

s.

— T

he v

et is

exa

min

ing

the

rabb

it.

— T

he p

uppi

es a

re p

layi

ng.

Can

we

adop

t/get

an

anim

al?

Can

I f

eed

the

bird

s?

— O

f co

urse

you

can

.

— T

hat’s

not

a g

ood

idea

.

— N

ot r

ight

now

.

Tex

ts

Adv

ertis

emen

ts

Cap

tions

Car

toon

s

Cha

rts

Con

vers

atio

ns

Illu

stra

tions

Not

es a

nd M

essa

ges

Pict

ure

Dic

tiona

ries

Post

card

s

Post

ers

Stor

ies

Act

ivit

ies

Cha

nts

and

Song

s

Cog

nate

s

Com

mun

icat

ive

Task

s

Dra

ma/

Mim

ing

Flas

hcar

ds

Lab

elin

g

Lis

teni

ng

Mat

chin

g

Que

stio

ns a

nd A

nsw

ers

Rea

l-lif

e Ta

sks

Rol

e-pl

ay a

nd S

imul

atio

ns

Spea

king

Stor

y-te

lling

TPR

Pro

ject

s

• St

uden

ts o

bser

ve

(and

if th

ey c

an, t

hey

take

a p

ictu

re o

f) th

e

anim

als

arou

nd th

em

and

wri

te a

sho

rt

repo

rt o

f w

hat t

hey

are

doin

g.

• St

uden

ts p

repa

re

post

ers,

in g

roup

s, to

help

ani

mal

s.

44

Unit/T

heme

Com

municative F

unctions & Skills

Suggested Lexis/L

anguage Use


ctivity Types

Assessm

ent

10

Festivals

Describing w


Making sim

ple inquiries

Nam

ing numbers

Listening


ple texts on

what people do regularly around the w

orld to celebrate

festivals.

Speaking

• Students will be able to describe w

hat people do in a

festival using short sentences with pauses.

Reading

• Students will be able to understand visually supported

short texts.

Intercultural Aw

areness

• Students will develop an aw

areness of different festi-

vals around the world and different w

ays of celebrating

festivals.

Children’s D

ay

Chinese N

ew Y

ear

Christm

as

Cinco de M

ayo

Diw

ali

Easter

Hallow

een

Independence Day

Ram

adan

Thanksgiving

trick or treat

numbers 101-1000

How

does Lalita celebrate D

iwali?

— She lights candles.

Alicia carves a pum

pkin for Hal-

loween.

Children dance and sing on C

hil-

dren’s Day in T

urkey.

Texts

Advertisem

ents

Cartoons

Charts

Conversations

Illustrations

Lists

Menus

Notices


Postcards

Posters

Songs

Tables

Activities

Chants and Songs

Com

municative tasks

Cognates

Dram

a/Mim

ing

Listening

Matching

Puppets

Questions and A

nswers

Real-life Tasks

Role-play and Sim

ulations

Speaking

Story-telling

Quiz or E

xamP

rojects


groups to prepare a poster on one of these festivals. T

hen they present their poster to their class-m

ates.

• Students draw pic-

tures of traditional costum

es/masks

worn during these

festivals

Dossier


and hand in (or self-evaluate) their E

uropean Language

Portfolio. Keep the

portfolio at school or instruct students to bring it back the follow

ing year.


can-do-statements

in their portfolios and are encouraged to reflect on their responses.

45

6. S

INIF

İNG

İLİZ

CE

ÖĞ

RET

İM P

RO

GR

AM

IÇ

ocuk

lara

yab

ancı

dil

öğre

timi i

çin

seçi

len

konu

ların

o y

aş g

rubu

ndak

i bire

yler

in y

arat

ıcılı

k ve

hay

al g

ücü

gibi

tem

el ö

zellik

lerin

i kul

lanm

alar

ını h

edef

lem

enin

yan

ı sı

ra g

ünlü

k ha

yatta

kul

land

ıkla

rı ve

ihtiy

aç d

uydu

klar

ı dilin

, kav

ram

bilg

ilerin

in, d

ünya

bilg

ilerin

in v

e ilg

i duy

dukl

arı a

lanl

arı i

çere

n ko

nula

rın a

rası

ndan

seç

ilmes

i ger

ek-

mek

tedi

r. 6.

sın

ıf öğ

retim

pro

gram

ını o

luşt

uran

tem

alar

bu

nokt

alar

ı göz

önü

ne a

lınar

ak, A

vrup

a D

illeri

Orta

k Ç

erçe

ve P

rogr

amın

ın A

1 dü

zeyi

ne g

öre,

bu

yaş

grub

unda

ki

dil ö

ğren

enle

rin/k

ulla

nanl

arın

sos

yal,

biliş

sel,

duyu

şsal

gel

işim

leri,

gel

işim

sel ö

zellik

leri

baz

alın

arak

; bur

ada

ve ş

imdi

pre

nsib

ine

uygu

n ol

arak

ve

haya

l güç

lerin

i kul

lan-

may

a te

şvik

ede

cek

şeki

lde

seçi

lmiş

tir. E

ylem

-oda

klı b

ir öğ

retim

mod

elin

in k

ulla

nılm

asın

ın h

edef

lend

iği 6

. sın

ıfın

kaza

nım

ları

basi

t, ku

llanı

şlı v

e gü

nlük

dild

e ge

rekl

i dil

işle

vler

ini k

ulla

nara

k ke

ndin

i ve

düşü

ncel

erin

i ifad

e ed

ebilm

eyi,

geçm

iş v

e şi

mdi

ki z

aman

hak

kınd

a sö

ylem

de b

ulun

abilm

eyi;

mes

lekl

er, y

iyec

ekle

r, ki

şise

l beğ

enile

ri, g

ün-

lük

yaşa

ntıla

rı, ilg

ileri

ve h

ava

duru

mu

hakk

ında

kon

uşab

ilmek

tir. T

üm b

unla

ra e

k ol

arak

, çev

re v

e de

mok

rasi

tem

alar

ıyla

hed

ef d

ili öğ

rene

nler

in/k

ulla

nanl

arın

yaş

adık

ları

çevr

eye

ve to

plum

a ka

rşı s

orum

lu b

ireyl

er o

lara

k ye

tişm

eler

i am

açla

nmış

tır. A

yrıc

a ba

zı ü

nite

lerin

içer

ikle

rinde

fark

lı kü

ltürle

re a

it un

surla

ra y

er v

erilm

iş, b

öyle

ce d

ili öğ

rene

nler

in/k

ulla

nanl

arın

kül

türe

l far

klılı

klar

hak

kınd

a fa

rkın

dalık

gel

iştir

mel

erin

e ya

rdım

cı o

lunm

aya

çalış

ılmış

tır. S

eçile

n te

mal

ar, e

tkin

likle

r ve

pro

jele

r ya

rdım

ıyla

am

aç, d

ili öğ

rene

nler

e/ku

llana

nlar

a di

li se

vdirm

ek, o

nlar

ın h

edef

dili

eğle

nere

k öğ

renm

esin

i sağ

lam

ak v

e di

le k

arşı

olu

mlu

bir

tutu

m g

eliş

tirm

eler

ine

yard

ımcı

olm

ak, d

ili bi

r am

aç d

eğil

araç

ola

rak

kulla

nara

k öğ

retm

ek, m

erak

uya

ndırm

ak, d

ili öğ

renm

ek v

e ku

llanm

ak iç

in b

ir ne

den

verm

ektir

. Öğr

etim

pro

gram

ına

hikâ

yele

r, ta

blol

ar, k

ısa

şiirl

er, t

eker

lem

eler

, pos

terle

r, di

yalo

glar

, şar

kıla

r, ka

rikat

ürle

r, çi

zgi f

ilmle

r, ka

rtpos

talla

r, kı

sa m

esaj

ve

notla

r gib

i bu

yaş

grub

unda

ki ç

ocuk

ların

gün

lük

haya

tta s

ıklık

la

rast

laya

bile

cekl

eri m

etin

ler k

onul

muş

tur.

Ayrıc

a oy

un, d

ram

a, k

ukla

, ben

zetim

, can

land

ırma,

din

lem

e-an

lam

a ve

el-b

ecer

ileri

içer

en fa

rklı

etki

nlik

ler k

ulla

nıla

rak

çocu

klar

ın

eğle

nere

k öğ

rene

bilm

eler

i hed

efle

nmiş

, sın

ıf iç

inin

sın

ıf dı

şına

yan

sıtıl

mas

ını k

olay

laşt

ıraca

k pr

ojel

er s

eçilm

iştir

Bu

düze

ye u

ygun

ilet

işim

sel i

şlev

ler v

e ke

limel

er “A

1”

sevi

yesi

dik

kate

alın

arak

seç

ilmiş

tir.

Bu s

ınıft

a, d

ili öğ

rene

n/ku

llana

nlar

ın h

ttp://

adp.

meb

.gov

.tr a

dres

inde

bul

unan

por

tfoly

o de

ğerle

ndirm

e ça

lışm

alar

ına

bire

ysel

ola

rak

katıl

mas

ı öze

ndiri

lmel

idir.

Dos

yala

rın iç

erik

leri

dili

öğre

nen/

kulla

nanl

arın

bire

ysel

por

tfoly

osun

a ko

nulm

alı v

e öğ

renc

inin

gel

işim

i tak

ip e

dilm

elid

ir.

Tem

el D

üzey

Kul

lanı

cı

Giri

ş ya

da

Keş

if D

üzey

i (A

1) O

rtak

Yet

i Açı

klam

alar

ı

Sıra

dan

ve g

ünde

lik d

eyiş

lerle

som

ut g

erek

sini

mle

ri ka

rşıla

may

ı hed

efle

yen

son

dere

ce y

alın

ifad

eler

i anl

ayab

ilir v

e ku

llana

bilir

. Ken

dini

vey

a bi

r baş

kası

nı ta

nıta

bilir

ve

bir

kişi

ye, k

endi

siyl

e ilg

ili so

rula

r – Ö

rneğ

in o

turd

uğu

yer,

ilişki

leri,

sah

ip o

lduğ

u şe

yler

, vb.

üze

rine

– ay

nı tü

rden

sor

ular

a ya

nıt v

ereb

ilir. E

ğer k

endi

siyl

e ko

nuşa

n ki

şi y

avaş

ve

tane

tane

ken

disi

ne y

ardı

mcı

ola

cak

biçi

mde

kon

uşuy

orsa

, bas

it bi

r biç

imde

ilet

işim

kur

abilir

.

46

6. SINIF / 6

th GR

AD

E

Unit/T

heme

Com

municative F

unctions & Skills

Suggested Lexis/L

anguage Use


ctivity Types

Assessm

ent

1After

School

Describing w


Making sim

ple inquiries

Telling the tim

e, days and dates

Listening

• Students will be able to recognize phrases, w

ords,

and expressions related to actions people do regularly.

Spoken Interaction

• Students will be able to ask w

hat other people do

regularly and respond to questions about the actions

they do regularly.

Spoken Production

• Students will be able to use a series of phrases and

simple expressions to express their regular actions.

• Students will be able to tell the tim

e and days.

Reading

• Students will be able to read short, sim

ple texts such

as personal narratives about what people do regularly.

Intercultural Aw

areness

• Learners w

ill be able to identify traditional dances

from other countries.

Com



hen they don’t under-

stand and ask for clarification.

diary, -ieshang ...

... around

... outneighborhood rest run errandstake ...

... a nap

... care of something

... courses

visit ...

... friends

... my uncle

traditional/folk dance (horon/halay/zeybek/polka/line dance etc.)

What do you do after school?

— I do m

y homew

ork.—

I play soccer on Wednesdays.

— I finish all m

y homew

ork before 9:30.—

I learn horon/polka with m

y friends.—

I go to my step dance class.

What does he do after school?

— H

e helps his mother.

— H

e rests after school. —

What does “rest” m

ean?

Texts

Charts

Conversations

Illustrations

Lists

Posters

Songs

Activities

Chants and Songs

Flashcards

Gam

es

Labeling

Listening

Matching

Questions and A

nswers

Real L

ife Tasks

Reordering

Projects


poster showing w

hat

their favorite singer/

actor/sports figure does

after work.

• Students conduct

a survey about their

classmates’ favorite

after-school activities

and prepare a poster.

Dossier

• Students start filling

in the European L

an-

guage Portfolio.

47

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

& S

kills

Sugg

este

d L

exis

/ Lan

guag

e U

seSu

gges

ted

Tex

t an

d A

ctiv

ity

Typ

esA

sses

smen

t

2

Yum

my

Bre

akfa

st

Acc

epti

ng a

nd r

efus

ing

Des

crib

ing

wha

t pe

ople

do

regu

larl

y

Exp

ress

ing

likes

and

dis

likes

Mak

ing

sim

ple

inqu

irie

s

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

iden

tify

the

nam

es o

f di

ffer

-

ent f

ood

item

s w

hen

liste

ning

to a

con

vers

atio

n.

Spok

en I

nter

acti

on

• St

uden

ts w

ill b

e ab

le to

ask

peo

ple

abou

t the

ir f

ood

pref

eren

ces

at b

reak

fast

.

Spok

en P

rodu

ctio

n

• St

uden

ts w

ill b

e ab

le to

exp

ress

thei

r op

inio

ns a

bout

the

food

they

like

and

don

’t li

ke.

Rea

ding

• St

uden

ts w

ill b

e ab

le to

und

erst

and

shor

t, si

mpl

e,

wri

tten

text

s ab

out p

redi

ctab

le, e

very

day

mat

ters

suc

h

as f

ood

and

pers

onal

opi

nion

s.

• St

uden

ts w

ill b

e ab

le to

read

the

labe

l of a

food

pro

duct

.

Com

pens

atio

n St

rate

gies

• St

uden

ts w

ill b

e ab

le to

indi

cate

that

they

don

’t u

n-

ders

tand

usi

ng s

impl

e ex

pres

sion

s.

Inte

rcul

tura

l Aw

aren

ess

• St

uden

ts w

ill b

ecom

e fa

mili

ar w

ith b

reak

fast

hab

its

of d

iffe

rent

cul

ture

s.

• St

uden

ts w

ill b

ecom

e fa

mili

ar w

ith e

xpre

ssio

ns u

sed

at th

e be

ginn

ing

or e

nd o

f m

eals

in d

iffe

rent

lang

uage

s.

bage

l, -s

bean

, -s

blue

berr

y, -

ies

cere

alcr

oiss

ant,

-seg

g, -

sja

mju

nk f

ood

muf

fin,

-s

panc

ake,

-s

saus

age,

-s

nutr

itiou

s

Bon

app

étit!

Buo

n ap

petit

o!G

uten

App

etit!

I ea

t hon

ey a

nd ja

m in

the

mor

ning

.Y

umm

y! I

love

muf

fins

!I

don’

t lik

e ol

ives

. I li

ke c

hees

e.

It’s

my

favo

rite

!E

njoy

it!

Wan

t som

e ce

real

?—

Exc

use

me?

Can

I h

ave

som

e ch

eese

?—

No,

it’s

all

gone

.

Do

you

wan

t som

e te

a?—

No,

than

ks. I

don

’t li

ke te

a.

— N

o, th

anks

. I d

on’t

wan

t any

tea.

Tex

ts

Con

vers

atio

ns

Illu

stra

tions

Lis

ts

Men

us

Poem

s

Tabl

es

Act

ivit

ies

Art

s an

d C

raft

s

Dra

ma/

Mim

ing

Lab

elin

g

Pupp

ets

Que

stio

ns a

nd A

nsw

ers

Spea

king

Pro

ject

s

• St

uden

ts p

repa

re

a po

ster

that

sho

ws

and

cate

gori

zes

diff

eren

t foo

d ite

ms

and

drin

ks th

at th

ey

have

at b

reak

fast

.

• St

uden

ts w

ork

in

pair

s or

indi

vidu

-

ally

and

pre

pare

a

shor

t vid

eo o

r ro

le

play

of

them

selv

es

talk

ing

abou

t the

food

s th

ey li

ke a

nd

don’

t lik

e.

• St

uden

ts w

ork

in

grou

ps a

nd c

reat

e

an im

agin

ary

crea

-

ture

. The

y de

cide

the

food

s th

at th

e

crea

ture

like

s an

d

does

n’t l

ike.

The

y

will

dra

w a

pic

ture

of it

and

the

food

s it

eats

and

labe

l the

m.

48

Unit/T

heme

Com

municative F

unctions & Skills

Suggested Lexis/L

anguage Use


ctivity Types

Assessm

ent

3

A D

ay in M

y City

Describing places

Describing w


Making com

parisons

Making sim

ple inquiries

Listening

• Students will be able to identify expressions and

phrases related to present events.

• Students will be able to pick up the expressions

used while com

paring things in a dialogue.

Spoken Interaction

• Students will be able to ask people questions about

what they are doing at the m

oment.

• Students will be able to ask people to com

pare things.

Spoken Production

• Students will be able to describe people doing dif-

ferent actions.


ake comparisons betw

een

two things.

Reading

• Students will be able to read visually supported,

short, simple, w

ritten statements.

Com


• Students will be able to use m

imes and gestures to

explain a word.

busy

crowded

downtow

n

kiosk, -s

queue/line

rent

sell

skyscraper, -s

town, -s

traffic jam

What is s/he doing?

— S/he’s w

aiting in line.

A skyscraper is taller than a house.

Dow

ntown is busier on M

onday.

The street is m

ore crowded than the

park.

Which city is m

ore beautiful?

New

York or Istanbul?

What is she doing?

— She is feeding the street cats.

— Feeding?

— Y

es, ... (performs action)

Texts

Conversations

Illustrations

Signs

Songs

Activities

Dram

a/Mim

ing

Draw

ing and Coloring

Gam

es

Labeling

Listening

Matching

Question and A

nswers

Real-life Tasks

Speaking

Projects

• Students take/draw a

picture of their street/

neighborhood in the

morning and describe

what everyone is doing

(they can use profes-

sions as well).

• Students draw/use

a map of the w

orld/

their home country.

They im

agine that they

visit three cities on the

map and place their

pictures on these cities.

In speech bubbles, they

write w

hat they are

doing there.


poster comparing their

hometow

n and another

city in their country.

49

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

& S

kills

Sugg

este

d L

exis

/Lan

guag

e U

seSu

gges

ted

Tex

t an

d A

ctiv

ity

Typ

esA

sses

smen

t

4

Wea

ther

an

d

E

mot

ions

Des

crib

ing

plac

es

Des

crib

ing

the

wea

ther

Exp

ress

ing

feel

ings

Mak

ing

sim

ple

inqu

irie

s

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

pic

k up

the

esse

ntia

l in-

form

atio

n in

sho

rt r

ecor

ded

pass

ages

abo

ut w

eath

er

cond

ition

s.

Spok

en I

nter

acti

on

• St

uden

ts w

ill b

e ab

le to

ask

peo

ple

abou

t the

wea

ther

.

Spok

en P

rodu

ctio

n

• St

uden

ts w

ill b

e ab

le to

talk

abo

ut a

nd a

nsw

er

sim

ple

ques

tions

, ini

tiate

and

res

pond

to s

impl

e st

ate-

men

ts a

bout

eve

ryda

y m

atte

rs (

i.e.,

wea

ther

and

em

o-

tions

).

Rea

ding

• St

uden

ts w

ill b

e ab

le to

und

erst

and

shor

t, si

mpl

e

wri

tten

text

s ab

out p

redi

ctab

le e

very

day

mat

ters

suc

h

as e

mot

ions

and

wea

ther

.

Com

pens

atio

n St

rate

gies

• St

uden

ts w

ill b

e ab

le to

say

whe

n th

ey d

on’t

und

er-

stan

d an

d as

k fo

r re

petit

ion.

clou

dy

fabu

lous

free

zing

haili

ng

light

ning

stor

my

win

dy

anxi

ous

moo

dy

slee

py

Wha

t’s th

e w

eath

er li

ke?

— I

t’s f

oggy

.

— I

t’s v

ery

cold

. It i

s 2

degr

ees

Cel

sius

!

— I

t is

stor

my.

I f

eel s

care

d.

— I

t’s n

ot s

now

y in

the

dese

rt. I

t

is d

ry.

— I

don

’t u

nder

stan

d. C

an y

ou

repe

at, p

leas

e?

Tex

ts

Car

toon

s

Con

vers

atio

ns

Illu

stra

tions

Map

s

Post

card

s

Stor

ies

Act

ivit

ies

Dra

ma/

Mim

ing

Dra

win

g an

d C

olor

ing

Flas

hcar

ds

Gam

es

Lis

teni

ng

Spea

king

Pro

ject

s

• St

uden

ts p

repa

re a

wea

ther

for

ecas

t and

supp

ort i

t with

vis

uals

.

• St

uden

ts c

reat

e th

eir

own

wea

ther

for

ecas

t

film

. The

y pr

epar

e

a m

ap o

f a

wea

ther

fore

cast

for

thei

r ho

me

coun

try/

the

wor

ld a

nd

film

them

selv

es ta

lkin

g

abou

t it.

• St

uden

ts p

repa

re

a w

eath

er f

orec

ast

post

er a

nd c

ompa

re th

e

wea

ther

con

ditio

ns in

diff

eren

t citi

es.

50

Unit/T

heme

Com

municative F

unctions & Skills

Suggested Lexis/ L

anguage Use


ctivity Types

Assessm

ent

5At the

Fair

Describing places

Expressing feelings


Making com

parisons

Stating personal opinions

Listening

• Students will be able to recognize the w

ords related

to the expression of emotions/feelings.

Spoken Interaction

• Students will be able to ask people and express their

feelings and opinions about places and things.

Spoken Production

• Students will be able to use a series of phrases and

simple expressions to express their feelings personal

opinions about places and things.

Reading

• Students will be able to read short inform

ation on a

poster about a certain place.

• Students will be able recognize phrases on signs

encountered in everyday life.

Com



hen they don’t under-

stand.

amazing

bumper car, -s

carnival

carrousel, -s

crazy

dull

fantastic

ghost train, -s

horrible

roller coaster, -s

terrifying

thrilling

What do you think about fairs?

— I think they are exciting places.

There are m

any fun things at the fair.

— I agree. I like the roller coaster

very much.

— R

oller coasters are crazy!

— I think they are frightening.

— I think a ghost train is m

ore fright-

ening!

— I like the train ride. It is fun.

— I hate bum

per cars. They are boring.

— I disagree. I think they are fun.

— I am

sorry. I don’t understand.

Texts

Advertisem

ents

Conversations

Illustrations

Poems

Posters

Signs

Songs

Activities

Chants and Songs

Flashcards

Labeling

Listening

Matching

Speaking

Projects

• Students write a

slogan/advertisement

for a ride at a fair.

• Students draw

a picture of their

friends at a fair and

write how

they feel.

51

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

& S

kills

Sugg

este

d L

exis

/Lan

guag

e U

seSu

gges

ted

Tex

t an

d A

ctiv

ity

Typ

esA

sses

smen

t

6

Vaca

tion

Mak

ing

sim

ple

inqu

irie

s

Stat

ing

pers

onal

opi

nion

s

Tal

king

abo

ut p

ast

even

ts

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

list

en to

and

iden

tify

the

holid

ay a

ctiv

ities

they

hea

r.

Spok

en I

nter

acti

on

• St

uden

ts w

ill b

e ab

le to

ask

and

ans

wer

abo

ut w

hat

they

did

on

thei

r ho

liday

s.

Spok

en P

rodu

ctio

n

• St

uden

ts w

ill b

e ab

le to

tell

wha

t the

y an

d/or

som

e-

body

els

e di

d on

hol

iday

.

• St

uden

ts w

ill b

e ab

le to

des

crib

e pa

st a

ctiv

ities

and

pers

onal

exp

erie

nces

.

Rea

ding

• St

uden

ts w

ill b

e ab

le to

und

erst

and

shor

t, si

mpl

e

sent

ence

s an

d ex

pres

sion

s re

late

d to

pas

t act

iviti

es.

Com

pens

atio

n St

rate

gies

• St

uden

ts w

ill b

e ab

le to

ask

peo

ple

to r

epea

t whe

n

they

don

’t u

nder

stan

d.

fore

st, -

s

flow

er, -

s

frui

t

lake

, -s

mou

ntai

n, -

s

pick

ing

rive

r, -s

saili

ng

seas

ide

sigh

tsee

ing

skiin

g

tree

, -s

Wha

t did

you

do

last

sum

mer

?

— I

pla

yed

with

my

frie

nds,

and

I

also

lear

ned

swim

min

g.

— M

y br

othe

r an

d I

clim

bed

tree

s

and

pick

ed f

ruit.

I e

njoy

ed it

.

— S

ay th

at a

gain

, ple

ase.

I d

idn’

t

unde

rsta

nd.

— W

e cl

imbe

d tr

ees

and

pick

ed

frui

t.

— W

e ca

me

back

fro

m M

arm

aris

yest

erda

y.

— W

e ha

d a

good

tim

e.

Tex

ts

Adv

ertis

emen

ts

Con

vers

atio

ns

Pict

ure

Dic

tiona

ries

Post

card

s

Post

ers

Stor

ies

Act

ivit

ies

Art

s an

d C

raft

s

Com

mun

icat

ive

Task

s

Dra

ma/

Mim

ing

Dra

win

g an

d C

olor

ing

Flas

hcar

ds

Gam

es

Que

stio

ns a

nd A

nsw

ers

Rea

l-lif

e Ta

sks

Reo

rder

ing

Stor

y-te

lling

Qui

z or

Exa

m

Pro

ject

s:

• St

uden

ts p

repa

re a

post

card

and

wri

te

abou

t wha

t the

y di

d on

thei

r ho

liday

.

• St

uden

ts p

repa

re a

pam

phle

t sho

win

g di

f-

fere

nt p

lace

s fo

r di

f-

fere

nt h

olid

ay a

ctiv

i-

ties

in th

eir

coun

try.

• St

uden

ts im

agin

e

that

they

vis

ited

an-

othe

r pl

anet

and

pre

-

pare

a p

oste

r sh

owin

g

wha

t act

iviti

es th

ey

did

ther

e. T

hey

pres

ent

it in

cla

ss.

52

Unit/T

heme

Com

municative F

unctions & Skills

Suggested Lexis/L

anguage Use


ctivity Types

Assessm

ent

7

Occupations

Describing w



Making sim

ple inquiries

Nam

ing the days

Telling the tim

e, days and dates

Listening

• Students will be able to recognize fam

iliar words

and simple phrases concerning people’s occupations

if spoken slowly and clearly.

• Students will be able to recognize the of the w

eek

dates.

Spoken Interaction

• Students will be able to give dates and ask questions

about people’s occupations.

Spoken Production

• Students will be able to use sim

ple phrases and

sentences to describe occupations.

• Students will be able to give the date.

Reading

• Students will be able to understand fam

iliar words

and very simple sentences about occupations.

Com



ime and gestures to

explain a word.

architect, -s

cook, -s

engineer, -s

hairdresser, -s

lawyer, -s

manager, -s

mechanic, -s

salesperson, -people

self-employed

waiter, -s/w

aitress, -es

worker, -s

Dates (1993, 2003, etc.)

Can you build a house?

— N

o, I can’t!

What can you do?

— I can m

ake dresses. I can cut and

sew fabric.

— I don’t understand. C

an you

show m

e?

What does your uncle do?

— H

e’s a salesperson, but he also

works at a restaurant on Fridays and

Saturdays.

What do you do?

— I am

a nurse.

When did you becom

e a teacher?

— I becam

e a teacher in 1998.

Texts

Conversations

Stories

Illustrations

Activities

Arts and C

rafts

Dram

a/Mim

ing

Gam

es

Puppets

Questions and A

nswers

Role-play and Sim

ulations

TPR

Projects

• Students find out the

occupations of their

family m

embers and

draw and w

rite what

they do.


groups, do some Inter-

net research, and find

three “unusual/origi-

nal/new jobs.” T

hey

prepare posters and

present them in class.


a poster and present

(some of) their rela-

tives’ occupations and

the dates when they

started them.

53

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

& S

kills

Sugg

este

d L

exis

/Lan

guag

e U

seSu

gges

ted

Tex

t an

d A

ctiv

ity

Typ

esA

sses

smen

t

8

Det

ectiv

es

at W

ork

Des

crib

ing

wha

t pe

ople

are

doi

ng n

ow

Exp

ress

ing

quan

tity

Mak

ing

sim

ple

inqu

irie

s

Tal

king

abo

ut lo

cati

ons

of t

hing

s

Tal

king

abo

ut p

ast

even

ts

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

list

en a

nd lo

cate

obj

ects

.

• St

uden

ts w

ill b

e ab

le to

get

the

mai

n id

ea w

hen

peo-

ple

desc

ribe

wha

t peo

ple

are

doin

g at

the

mom

ent.

Stud

ents

will

be

able

to r

ecog

nize

num

bers

up

to o

ne

mill

ion.

Spok

en I

nter

acti

on

• St

uden

ts w

ill b

e ab

le to

ask

peo

ple

abou

t the

ir lo

catio

n.

• St

uden

ts w

ill b

e ab

le to

ask

peo

ple

wha

t the

y ar

e

doin

g.

Spok

en P

rodu

ctio

n

• St

uden

ts w

ill b

e ab

le to

des

crib

e th

e lo

catio

ns o

f

peop

le a

nd th

ings

.

• St

uden

ts w

ill b

e ab

le to

use

a s

erie

s of

phr

ases

and

sim

ple

sent

ence

s to

des

crib

e pr

esen

t eve

nts.

• St

uden

ts w

ill b

e ab

le to

rec

ite n

umbe

rs u

p to

one

mill

ion.

Rea

ding

• St

uden

ts w

ill b

e ab

le to

und

erst

and

shor

t, si

mpl

e

sent

ence

s an

d ex

pres

sion

s ab

out p

ast a

ctiv

ities

.

Com

pens

atio

n St

rate

gies

• St

uden

ts w

ill b

e ab

le to

ask

for

hel

p.

behi

nd

brea

k

into

burg

lar,

-s

cash

chas

e

draw

er, -

s

fing

erpr

int,

-s

follo

w

inve

stig

ate

mag

nifi

er, -

s

pris

on

stea

l

thie

f

Num

bers

100

0 -

1.00

0.00

0

Whe

re is

he?

— H

e is

in f

ront

of

the

bank

.

Wha

t is

he d

oing

?

— H

e is

look

ing

at u

s.

I ha

ve lo

st th

e m

agni

fier

. I c

an’t

find

it. C

an y

ou h

elp

me?

— L

ook!

It i

s in

the

draw

er.

Wha

t hap

pene

d?

— S

omeb

ody

stol

e m

y m

oney

.

— T

he th

ief

took

800

dol

lars

and

2300

eur

os f

rom

the

shop

.

Tex

ts

Cap

tions

Car

toon

s

Con

vers

atio

ns

Illu

stra

tions

Stor

ies

Act

ivit

ies

Dra

ma/

Mim

ing

Gam

es

Lis

teni

ng

Que

stio

n an

d A

nsw

er

Spea

king

Stor

y-te

lling

TPR

Pro

ject

s

• St

uden

ts f

ind

pict

ures

of p

eopl

e w

ho n

eed

bino

cula

rs a

nd/o

r m

ag-

nifi

ers,

suc

h as

det

ec-

tives

, old

peo

ple,

etc

.

The

y al

so d

raw

and

repo

rt w

hat t

he p

eopl

e

are

loki

ng a

t.

• St

uden

ts b

ecom

e la

n-

guag

e de

tect

ives

. The

y

take

pho

tos

of E

nglis

h

wor

ds th

ey s

ee a

roun

d

them

and

pre

pare

a

post

er.

54

Unit/T

heme

Com

municative F

unctions & Skills

Suggested Lexis/L

anguage Use


ctivity Types

Assessm

ent

9

Saving the P

lanet

Describing w



ple instructions M

aking simple inquiries

Making sim

ple suggestionsT

elling someone w

hat to do

Listening

• Students will be able to identify appropriate behav-

ior to save energy and to protect the environment.

• Students will be able understand suggestions related

to the protection of the environment w

hen articulated in clear, slow

, and repeated speech.

Spoken Interaction• Students w

ill be able to ask people questions about w

hat they are doing and tell them w

hat to do.

Spoken Production

• Students will be able to tell people w

hat to do to protect the environm

ent.• Students w

ill be able to use simple phrases and

sentences to tell people what to do.

Reading


iliar words

and very simple phrases on sim

ple notices in the most

comm

on, everyday situations.

Com

pensation Strategies• Students w

ill be able to say when they do not un-

derstand.


ime and gestures to

explain a word or phrase.

cut down

damage

garbage

electrical device, -s

harm

litter

plug (unplug)

pollution

recycle

rubbish

reduce

save

trash

waste

What is s/he doing?

— S/he is picking up garbage/rubbish

and putting it into the waste bin.

What should w

e do to save our

world?

— W

e should save energy.

— W

e can use less water and elec-

tricity.

— T

urn off the lights.

— D

on’t waste w

ater.

— U

nplug the TV

.

— W

e should recycle.

— I don’t understand. W

hat does

that mean?

Texts

Conversations

Illustrations

Notes and M

essages

Posters

Signs

Activities

Dram

a/Mim

ing

Draw

ing and Coloring

Labeling

Listening

Matching

Puppets

Real-life Tasks

TPR

Projects


slogans/notes/posters

about saving energy at

school and hang them

on the walls.

• Students plant a

seed and observe its

growth. T

hey keep a

journal to narrate its

growth.


groups or individu-

ally and create a short

video or drama play

titled “How

to Save

the World: D

o’s &

Don’ts.”

55

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

& S

kills

Sugg

este

d L

exis

/Lan

guag

e U

seSu

gges

ted

Tex

t an

d A

ctiv

ity

Typ

esA

sses

smen

t

10

Dem

ocra

cy

Giv

ing

and

resp

ondi

ng t

o si

mpl

e in

stru

ctio

ns

Mak

ing

sim

ple

inqu

irie

s

Tal

king

abo

ut p

ast

even

ts

Tal

king

abo

ut w

hat

peop

le d

o re

gula

rly

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

rec

ogni

ze s

ome

key

feat

ures

rela

ted

to th

e co

ncep

t of

dem

ocra

cy.

Spok

en I

nter

acti

on

• St

uden

ts w

ill b

e ab

le to

talk

abo

ut w

hat t

o do

whe

n

sele

ctin

g th

eir

clas

sroo

m p

resi

dent

.

Spok

en P

rodu

ctio

n

• St

uden

ts w

ill b

e ab

le to

giv

e sh

ort d

escr

iptio

ns o

f

past

and

pre

sent

eve

nts.

• St

uden

ts w

ill b

e ab

le to

talk

abo

ut a

nd a

nsw

er s

impl

e

ques

tions

, ini

tiate

and

resp

ond

to s

impl

e st

atem

ents

re-

late

d to

the

conc

ept o

f dem

ocra

cy (i

.e.,

clas

s el

ectio

ns).

Rea

ding

• St

uden

ts w

ill b

e ab

le to

reco

gniz

e fa

mili

ar w

ords

and

very

sim

ple

phra

ses

rela

ted

to th

e co

ncep

t of d

emoc

racy

.

Com

pens

atio

n St

rate

gies

• St

uden

ts w

ill b

e ab

le to

ask

for

rep

etiti

on w

hen

they

don’

t und

erst

and.

Inte

rcul

tura

l Aw

aren

ess:

• St

uden

ts w

ill in

crea

se th

eir

awar

enes

s of

the

prin

ci-

ples

of

dem

ocra

cy.

ballo

t box

, -es

cam

paig

n, -

s

cand

idat

e, -

s

elec

tion,

-s

fair

law

, -s

mak

e/gi

ve a

spe

ech

pres

iden

t

resp

ect

righ

t, -s

vote

You

sho

uld

...

...

cho

ose

your

can

dida

te.

...

vot

e no

w.

...

res

pect

oth

ers.

Who

is y

our

cand

idat

e?

— A

hmet

.

— A

hmet

is m

y ca

ndid

ate.

— W

rite

you

r ca

ndid

ate’

s na

me

on

a pa

per.

— F

old

the

pape

r.

— P

ut it

into

the

ballo

t box

.

— W

e ha

d an

ele

ctio

n in

our

sch

ool.

— W

e el

ecte

d ou

r cl

ass

pres

iden

t.

— O

ur c

lass

pre

side

nt a

lway

s as

ks

abou

t our

opi

nion

s.

— I

don

’t u

nder

stan

d. S

ay a

gain

plea

se?

Tex

ts

Not

es a

nd M

essa

ges

Con

vers

atio

ns

Illu

stra

tions

Post

ers

Inst

ruct

ions

Act

ivit

ies

Dra

ma/

Mim

ing

Flas

hcar

ds

Lis

teni

ng

Mat

chin

g

Que

stio

ns a

nd A

nsw

ers

Rea

l-lif

e Ta

sks

Spea

king

Qui

z or

Exa

m

Pro

ject

s

• St

uden

ts w

ork

in

grou

ps a

nd c

reat

e an

elec

tion

cam

paig

n

post

er f

or c

lass

room

pres

iden

cy.

• St

uden

ts w

ork

to-

geth

er a

nd p

repa

re a

post

er il

lust

ratin

g w

hat

to d

o in

the

clas

sroo

m

to r

espe

ct o

ther

s’

righ

ts.

• St

uden

ts p

repa

re

slog

ans

and/

or p

oste

rs

to e

lect

an

imag

inar

y

supe

r he

ro.

Dos

sier

• St

uden

ts c

ompl

ete

and

hand

in th

e E

uro-

pean

Lan

guag

e Po

rtfo

-

lio. K

eep

the

port

folio

at s

choo

l or

inst

ruct

stud

ents

to b

ring

it

back

the

follo

win

g

year

.

56

7. SINIF İN

GİLİZC

E ÖĞ

RETİM

PRO

GR

AM

I7. sınıf program

ı Avrupa Ortak Başvuru M

etninde belirlenen düzeylerden A2 (Temel D

üzey Kullanıcı/Temel G

ereksinim) düzeyine ulaşm

anın ilk aşaması olarak kabul

edilmiştir. 11 yaş grubunda olm

ası beklenen öğrencilerde öncelikli olarak geliştirilmesi beklenen beceriler dinlem

e ve konuşma ve ikincil olarak da okum

a ve yazmadır.

1. basamaktan itibaren öncelenen dinlem

e ve konuşma becerilerine, 2. basam

ağı oluşturan 5. ve 6. sınıflarda okuma becerisi, 3. basam

ağı oluşturan 7. ve 8. sınıflarda yazm

a becerisi de eklenir. Yazma becerisinin ilk defa 7. sınıfta tanıştırıldığının ve tem

el kazanımların belirlenm

esinde bu durumun özellikle gözetildiğinin altı çizilm

elidir. Bu çerçevede, 7. sınıf program

ının genel hedeflerini, öğretim program

ının 3. basamağının (7-8. sınıflar) tam

amlanm

ası halinde ulaşılması am

açlanan Avrupa Ortak Baş-

vuru Metninin A2 D

üzeyi için bütüncül basamakta belirlediği genel kazanım

lar oluşturmaktadır. Bu noktadan hareketle, 10 ünite üzerinden şekillendirilen 7. sınıf İngilizce

programının tam

amlanm

ası halinde öğrencilerin elde etmesi beklenen kazanım

lar, dinleme-anlam

a, sözlü etkileşim, sözlü anlatım

, okuma-anlam

a, yazma, strateji ve

tutum alanlarında olm

ak üzere aşağıda verilen çerçeve programda belirtilm

iştir. Programın içeriğini oluşturan tem

alar/konular, iletişimsel işlevler, m

ateryaller ve etkinlikler (1) dili öğrenen/kullananların gelişim

özellikleri ve ilgi alanlarına uygun konu, tema ve bağlam

seçimi, (2) konu ve tem

aların ‘yakından uzağa’/’bilinenden bilinmeyene’

ilkesine uygun olarak sıralanması, (3) ünitelerin dili öğrenen/kullananların gerçekleştireceği iletişim

sel işlevler, uğraşacağı etkinlik ve görevler ve dilin kullanılacağı bağlam

ve konuları içerecek şekilde tasarlanması, (4) içeriğin tüm

bileşenlerinin dili öğrenen/kullananların dili kullanıp iletişim kurm

asına izin verecek ve gerçekleştirilebilir bir ağırlıkta seçim

i ve zamanlanm

ası, ve (5) bir konu/tema ile ilişkilendirilm

iş ve bağlamlandırılm

ış sözcük/sözcük dizileri ile iletişim-odaklı etkinliklerin bir araya getirilm

esi ilkelerinin güdüm

ünde öğrencilerin belirlenen kazanımlara en etkili biçim

de ulaşmalarını sağlayacak şekilde belirlenm

iş ve sıralanmıştır. Program

hazırlanırken, güncel kuram

sal çalışmalar ve bilim

sel araştırmalarca önerilen ve yabancı dil öğrenm

e uğraşını en etkin ve etkili bir biçimde desteleyecek iletişim

-odaklı ilke ve yaklaşımların

yanı sıra 11 yaş çocuğunun gelişimsel özellikleri de dikkate alınm

ıştır. Önceki sınıflarda olduğu gibi, bu sınıfta da dili öğrenen/ kullananların http://adp.m

eb.gov.tr ad-resinde bulunan portfolyo değerlendirm

e çalışmalarına bireysel olarak katılm

ası özendirilmelidir. D

osyaların içerikleri dili öğrenen/ kullananların bireysel portfolyosuna konulm

alı ve öğrencinin gelişimi takip edilm

elidir.

Temel D

üzey Kullanıcı

Ara ya da Tem

el Gereksinim

Düzeyi (A

2) Ortak Yeti A

çıklamaları

Tek cümleleri ve doğrudan öncelik alanlarıyla (sözgelim

i yalın ve kişisel bilgiler ve aile bilgileri, alışverişler, yakın çevre, iş) ilişkili olarak sıklıkla kullanılan deyimleri an-

layabilir. Bildik ve alışılagelen konular üzerinde yalnızca yalın ve dolaysız bilgi alışverişini gerektiren basit ve bildik etkinlikler çerçevesinde iletişim kurabilir. Eğitim

ini, dolaysız çevresini yalın yollardan betim

leyebilir ve dolaysız gereksinimlerine denk düşen konularıanlatabilir.

57

7. S

INIF

/ 7th

GR

AD

E

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

1

App

eara

nce

and

Per

sona

lity

Des

crib

ing

char

acte

rs/p

eopl

eG

ivin

g ex

plan

atio

ns/r

easo

ns

Mak

ing

sim

ple

com

pari

sons

M

akin

g si

mpl

e in

quir

ies

Lis

teni

ng

• St

uden

ts g

ener

ally

will

be

able

to u

nder

stan

d cl

ear,

stan

dard

spe

ech

on a

ppea

ranc

e an

d pe

rson

ality

, al-

thou

gh in

a r

eal l

ife

situ

atio

n, th

ey m

ight

hav

e to

ask

for

re

petit

ion

or r

efor

mul

atio

n.

Spok

en I

nter

acti

on•

Stud

ents

will

be

able

to a

sk a

nd a

nsw

er q

uest

ions

ab

out o

ther

peo

ple’

s ap

pear

ance

s an

d pe

rson

aliti

es.

Spok

en P

rodu

ctio

n•

Stud

ents

will

be

able

to ta

lk a

bout

wha

t peo

ple

look

like

.

Rea

ding

• St

uden

ts w

ill b

e ab

le to

und

erst

and

a si

mpl

e te

xt a

bout

ap

pear

ance

s an

d pe

rson

aliti

es a

nd m

ake

sim

ple

com

-pa

riso

ns.

Wri

ting

• St

uden

ts w

ill b

e ab

le to

wri

te s

impl

e se

nten

ces

and

phra

ses

to c

ompa

re tw

o pe

ople

.

Com

pens

atio

n St

rate

gies

• St

uden

ts w

ill b

e ab

le to

rel

ate

new

info

rmat

ion

to

visu

al c

once

pts

in m

emor

y vi

a fa

mili

ar, e

asily

ret

riev

-ab

le v

isua

lizat

ions

.

Att

itud

es•

Stud

ents

will

be

able

to d

ispl

ay a

will

ingn

ess

to c

om-

mun

icat

e w

ith th

eir

peer

s in

Eng

lish.

attr

activ

e

clum

sy

easy

goin

g

forg

etfu

l

gene

rous

hone

st

outg

oing

over

wei

ght

punc

tual

self

ish

slim

stub

born

thou

ghtf

ul

wel

l-bu

ilt

Wha

t doe

s yo

ur b

est f

rien

d lo

ok

like?

— S

he is

attr

activ

e, w

ith c

urly

hai

r

and

gree

n ey

es.

Wha

t is

he li

ke?

— H

e is

slim

mer

than

me

and

has

shor

t and

dar

k ha

ir.

My

cous

in is

mor

e ou

tgoi

ng th

an

me;

she

has

a lo

t of

frie

nds.

She

can

play

bas

ketb

all w

ell b

e-

caus

e sh

e is

talle

r th

an m

e. S

he a

lso

prac

tices

oft

en.

Tex

ts

Dia

ries

/Jou

rnal

Ent

ries

Illu

stra

tions

Joke

s

Pers

onal

Nar

rativ

es

Play

s

Post

ers

Prod

ucts

Que

stio

nnai

res

Tabl

es

Act

ivit

ies

Cha

nts

and

Song

s

Com

mun

icat

ive

Task

s

Dra

win

g an

d C

olor

ing

Lis

teni

ng

Mat

chin

g

Que

stio

ns a

nd A

nsw

ers

Rea

ding

Com

preh

ensi

on Q

uest

ions

Skim

min

g an

d Sc

anni

ng

Spea

king

Pro

ject

• St

uden

ts p

repa

re a

post

er o

f a

fam

ous

pers

on th

ey li

ke.

The

y de

scri

be h

is/

her

appe

aran

ce a

nd

pers

onal

ity.

Dos

sier

• St

uden

ts s

tart

fill

-

ing

in th

e E

urop

ean

Lan

guag

e Po

rtfo

lio.

Ask

stu

dent

s to

bri

ng

in th

eir

port

folio

s

from

last

yea

r.

58

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

2

Biographies

Giving explanations/reasons

Making sim

ple inquiries

Talking about past events

Telling the tim

e, days and dates

Listening

• Students will be able to recognize essential inform

a-

tion from short recorded passages dealing w

ith past

events and dates.

Spoken Interaction


ake themselves understood

in a simple w

ay when they talk about the past.

Spoken Production

• Students will be able to describe past activities and

personal experiences.

Reading

• Students will be able to identify im

portant information

in texts in which the dates and nam

es play an important

role and which are clearly structured and illustrated.

Writing

• Students will be able to describe an event in sim

ple

sentences and report what happened w

hen and where.

Com


• Students will be able to use their previous know

ledge

to guess the meanings of new

items.

alone

award, -s

ambitious

brilliant

die

eager

get engaged/married

graduate

grow up

move

ordinary/extraordinary

own

passion, -s

prize, -s

raise children/kids

He w

as born in London in 1970.

He grew

up in London and stayed

there until 1988.

Why did he m

ove to Manchester?

— H

e moved to M

anchester to

study physics.

— H

e was an am

bitious person.

He w

as alone and had an extraordi-

nary life.

Texts

Biographical Texts

Children’s E

ncyclopedia

Diaries/Journal E

ntries

E-m

ails

Jokes

Letters

New

s Reports

Personal Narratives

Activities

Chants and Songs

Guessing w

ord meaning from

context

Listening

Matching

Questions and A

nswers

Reading C

omprehension Q

uestions

Real-life Tasks

Skimm

ing and Scanning

Speaking

Project

• Students choose

a scientist or his-

torical figure, learn

about his/her life

and write his/her

biography. Then

they report to the

class or record their

voices talking about

his/her life.

59

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

3

Spor

ts

Des

crib

ing

the

freq

uenc

y of

act

ions

Des

crib

ing

wha

t pe

ople

are

doi

ng n

owD

escr

ibin

g w

hat

peop

le d

o re

gula

rly

Giv

ing

expl

anat

ions

and

rea

sons

Mak

ing

sim

ple

inqu

irie

s T

alki

ng a

bout

pas

t ev

ents

T

ellin

g pe

ople

wha

t w

e kn

ow

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

rec

ogni

ze f

requ

ency

adv

erbs

in

shor

t rec

orde

d pa

ssag

es d

ealin

g w

ith p

redi

ctab

le e

very

-da

y m

atte

rs w

hich

are

spo

ken

slow

ly a

nd c

lear

ly.

Spok

en I

nter

acti

on•

Stud

ents

will

be

able

to a

sk q

uest

ions

rel

ated

to th

e fr

eque

ncy

of e

vent

s.

Spok

en P

rodu

ctio

n•

Stud

ents

will

be

able

to ta

lk a

bout

wha

t peo

ple

are

regu

larl

y do

usi

ng f

requ

ency

adv

erbs

.•

Stud

ents

will

be

able

to d

escr

ibe

past

and

pre

sent

eve

nts.

Rea

ding

• St

uden

ts w

ill b

e ab

le to

und

erst

and

shor

t, si

mpl

e te

xts

on s

port

s w

ritte

n in

com

mon

eve

ryda

y la

ngua

ge.

Wri

ting

• St

uden

ts w

ill b

e ab

le to

wri

te s

impl

e se

nten

ces

and

phra

ses

abou

t wha

t peo

ple

gene

rally

do.

Com

pens

atio

n St

rate

gies

• St

uden

ts w

ill b

e ab

le to

rel

ate

new

info

rmat

ion

to

visu

al c

once

pts.

•

Stud

ents

will

be

able

to s

ay w

hen

they

do

not u

nder

stan

d.

achi

eve

be e

ven

beat

draw

equi

pmen

t

hit

indo

or/o

utdo

or

inju

ry, -

ies

lose

med

al, -

s

rolle

r-sk

ate

scor

e ...

...

a g

oal/a

poi

nt

spec

tato

r, -s

succ

ess,

-es

trai

n

He

eats

hea

lthy

food

and

run

s tw

ice

a da

y be

caus

e he

wan

ts to

win

a

med

al.

How

oft

en d

o yo

u ex

erci

se/tr

ain?

— T

hree

tim

es a

wee

k.

He

usua

lly g

oes

jogg

ing

in th

e pa

rk.

How

are

we

doin

g in

the

gam

e?

— W

e ar

e w

inni

ng.

— W

e ar

e be

atin

g th

em tw

o to

one

.

— W

e ar

e lo

sing

two

to o

ne.

Wha

t was

the

fina

l sco

re?

— I

t was

a d

raw

.

— W

e be

at th

em tw

o to

one

.

— W

e lo

st tw

o to

one

.

Tex

ts

Bio

grap

hica

l Tex

ts

Chi

ldre

n’s

Enc

yclo

pedi

a

New

s R

epor

ts

Pers

onal

Nar

rativ

es

Que

stio

nnai

res

Con

vers

atio

ns

Illu

stra

tions

Post

ers

Tabl

es

Act

ivit

ies

Cog

nate

s

Com

mun

icat

ive

Task

s

Flas

hcar

ds

Lis

teni

ng

Que

stio

ns a

nd A

nsw

ers

Rea

ding

Com

preh

ensi

on Q

uest

ions

Rea

l-lif

e Ta

sks

Skim

min

g an

d Sc

anni

ng

Spea

king

Qui

z or

Exa

m

(Uni

ts 1

-3)

Pro

ject

s

• St

uden

ts im

agin

e

they

are

jour

nal-

ists

. The

y ch

oose

a

fam

ous

spor

ts f

igur

e

from

thei

r ow

n or

anot

her

coun

try.

The

y in

terv

iew

him

/

her

abou

t his

/her

daily

life

.

• St

uden

ts w

rite

a

para

grap

h to

sum

mar

ize

wha

t

happ

ened

in a

spo

rts

gam

e.

60

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

4Wild

Anim

als

Describing the frequency of actions


Making sim

ple inquiries M

aking simple suggestions


Listening

• Students will be able to understand phrases and ex-

pressions related to past and present events.• Students w

ill be able to identify the names of w

ild anim

als when spoken clearly and slow

ly.


ill be able to ask people questions about characteristics of w

ild animals.

Spoken Production


ake simple suggestions.

• Student will be able to m

ake simple sentences related

past and present events.

Reading

• Students will be able to understand short sim

ple texts related to w

ild animals. Students w

ill be able to identify short, sim

ple sentences and expressions about past and present activities.

Writing

• Students will be able to w

rite simple structures

describing wildlife.

Com


ill be able to relate new inform

ation to visual concepts.• Students w

ill be able to say when they do not understand.

attack

cage, -s

desert, -s

enormous

extinct

habitat, -s

human, -s

hunt

jungle, -s

lion, -s

poison(ous)

prey

survive

tiger, -s

vaccinate

Some anim

als became extinct be-

cause people hunted them for differ-

ent reasons.

Where do tigers live?

— T

hey live in Asia.

Tigers usually hunt during the day.

Which anim

als are now extinct?

What should w

e do to protect wild-

life?

— W

e shouldn’t hunt.

— W

e should protect forests.

Texts

Brochures

Diaries/Journal E

ntries

Maps

Children’s E

ncyclopedia

Personal Narratives

Notes and M

essages

Tables

Activities

Arts and C

rafts

Cognates

Draw

ing and Coloring

Flashcards

Labeling

Listening

Matching

Reading C

omprehension Q

uestions

Skimm

ing and Scanning

Speaking

Project

• Students choose

two w

ild animals

and prepare an in-

formative children’s

leaflet about them.

They use a lot of

pictures and narrate

details about the

animals’ lives.

61

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

5

Tele

visi

on

Des

crib

ing

wha

t pe

ople

do

regu

larl

yE

xpre

ssin

g pr

efer

ence

s

Giv

ing

expl

anat

ions

/rea

sons

Mak

ing

sim

ple

inqu

irie

sSt

atin

g pe

rson

al o

pini

ons

Tal

king

abo

ut p

ast

even

ts

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

und

erst

and

enou

gh to

man

age

sim

ple,

ro

utin

e ex

chan

ges

on e

very

day

mat

ters

(e.

g.,

TV

pro

gram

s)

with

out t

oo m

uch

effo

rt.

Spok

en I

nter

acti

on•

Stud

ents

will

be

able

to a

sk q

uest

ions

abo

ut o

ther

peo

ple’

s pr

efer

ence

s.•

Stud

ents

will

be

able

to d

escr

ibe

past

act

iviti

es a

nd p

erso

nal

expe

rien

ces.

Spok

en P

rodu

ctio

n•

Stud

ents

will

be

able

to ta

lk a

bout

thei

r pr

efer

ence

s.

• St

uden

ts w

ill b

e ab

le to

use

a s

erie

s of

phr

ases

and

sim

ple

sent

ence

s to

des

crib

e pa

st e

vent

s.

Rea

ding

• St

uden

ts c

an u

nder

stan

d sh

ort n

arra

tives

abo

ut e

very

day

thin

gs (

e. g

., T

V p

rogr

ams)

dea

ling

with

topi

cs w

hich

are

fam

il-ia

r to

me

if th

e te

xt is

wri

tten

in s

impl

e la

ngua

ge.

Wri

ting

• St

uden

ts w

ill b

e ab

le to

wri

te s

impl

e se

nten

ces

and

phra

ses

abou

t the

ir p

refe

renc

es.

• Stu

dent

s w

ill b

e ab

le to

writ

e sh

ort,

sim

ple

sent

ence

s in

pas

t eve

nts.

• Stu

dent

s w

ill b

e ab

le to

rela

te n

ew in

form

atio

n to

vis

ual c

once

pts.

Com

pens

atio

n St

rate

gies

• St

uden

ts w

ill b

e ab

le to

say

whe

n th

ey d

o no

t und

erst

and.

Att

itud

es•

Stud

ents

rea

lize

the

need

to le

arn

Eng

lish

espe

cial

ly w

hen

TV

or

mov

ies

are

cons

ider

ed.

appe

ar

chan

nel,

-s

com

mer

cial

, -s

couc

h po

tato

, -es

dire

ctor

, -s

disc

ussi

on, -

s

educ

atio

nal

new

s

quiz

sho

w, -

s

real

ity s

how

, -s

reco

mm

end

rem

ote

cont

rol,

-s

seri

es

sitc

om, -

s

soap

ope

ra, -

s

talk

sho

w, -

s

Did

you

wat

ch th

e V

ampi

re D

iari

es

last

nig

ht?

My

favo

rite

foo

tbal

l mat

ch is

on

Satu

rday

. I c

an’t

wai

t for

it.

I pr

efer

The

Vam

pire

Dia

ries

to

othe

r T

V s

erie

s. I

wat

ched

it la

st

nigh

t, an

d it

was

fan

tast

ic.

I pr

efer

talk

sho

ws

to r

ealit

y sh

ows.

Talk

sho

ws

are

usua

lly a

mus

ing,

but I

thin

k re

ality

sho

ws

are

pret

ty

bori

ng.

Wha

t is

that

?

Tex

ts

Adv

ertis

emen

ts

Dia

ries

/Jou

rnal

Ent

ries

E-m

ails

New

s R

epor

ts

Pers

onal

lette

rs

Pers

onal

Nar

rativ

es

Que

stio

nnai

res

Tabl

es

Act

ivit

ies

Gue

ssin

g w

ord

mea

ning

fro

m c

onte

xt

Lis

teni

ng

Rea

ding

Com

preh

ensi

on Q

uest

ions

Rea

l-lif

e Ta

sks

Skim

min

g an

d Sc

anni

ng

Spea

king

Qui

z or

Exa

m

(Uni

ts 3

-5)

Pro

ject

s

• St

uden

ts c

hoos

e

two

type

s of

TV

prog

ram

s th

at th

ey

freq

uent

ly w

atch

and

wri

te a

sho

rt

para

grap

h ex

plai

n-

ing

why

they

like

them

. The

y su

ppor

t

thei

r pa

ragr

aphs

with

vis

uals

.

• St

uden

ts p

repa

re

a sh

ort t

elev

isio

n

prog

ram

and

act

it

out,

eith

er v

ideo

-

reco

rdin

g it

or p

er-

form

ing

in f

ront

of

the

clas

s.

62

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

6Parties

Accepting and refusing

Expressing basic needs

Expressing quantity


ple instructions

Making sim

ple suggestions

Listening

• Students will be able to recognize phrases and expres-

sions related to suggestions, imm

ediate needs and quan-

tity of things.

Spoken Interaction

• Students will be able to discuss w

ith other people what

to do and where to go and how

to make arrangem

ents.

Spoken Production


ake suggestions and express

quantity.

Reading


ple written m

es-

sages from friends or colleagues; for exam

ple, saying

what tim

e they should meet for a party and w

hat to buy.

Writing


rite simple sentences and

phrases about what is needed for a special occasion.

Com


• Students will be able to ask people to repeat w

hen

they don’t understand.

arrange

attend

beverage, -s

decorate

fancy

guest, -s

host, -s

invite

organize

refuse

wrap

We need som

e/a lot of balloons.

We should buy a birthday present.

Would you like som

e cake?

— Y

es, please. Just a little. / No,

thanks.

I’ll go get a sandwich. W

ould you like

one?

I have a lot of/many/one or tw

o/some/

very few presents.

If you want to organize a great birth-

day party, you should first prepare

a guest list, and then decorate your

place, and finally, prepare lots of food.

Could you say that again, please?

What w

as that again?

Could you explain that, please?

Could you give m

e an example?

Texts

Diaries/Journal E

ntries

E-m

ails

Personal Narratives

Phone conversations

Questionnaires

Recipes

Conversations

Illustrations

Lists

Activities

Listening

Role-play and Sim

ulations

Skimm

ing and Scanning

Speaking

Project

• Students imagine

that they are going to

organize a surprise

birthday party for a

close friend. They

prepare an invitation

card to send their

friends.

63

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

7

Supe

rstit

ions

Mak

ing

pred

icti

ons

abou

t th

e fu

ture

Mak

ing

sim

ple

inqu

irie

s

Mak

ing

sim

ple

sugg

esti

ons

Tal

king

abo

ut p

osse

ssio

ns

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

und

erst

and

phra

ses

and

ex-

pres

sion

s re

late

d to

fut

ure

pred

ictio

ns a

nd f

utur

e ev

ents

if s

poke

n cl

earl

y an

d sl

owly

.

Spok

en I

nter

acti

on

• St

uden

ts w

ill b

e ab

le to

mak

e as

k an

d an

swer

abo

ut

sim

ple

pred

ictio

ns a

bout

the

futu

re.

Spok

en P

rodu

ctio

n

• St

uden

ts w

ill b

e ab

le to

talk

abo

ut f

utur

e pr

edic

tions

.

Rea

ding

• St

uden

ts w

ill b

e ab

le to

und

erst

and

shor

t, si

mpl

e te

xts

wri

tten

abou

t fut

ure

pred

ictio

ns.

Wri

ting

• St

uden

ts w

ill b

e ab

le to

des

crib

e fu

ture

pre

dict

ions

.

Com

pens

atio

n St

rate

gies

• St

uden

ts w

ill b

e ab

le to

ask

for

atte

ntio

n.

Inte

rcul

tura

l Aw

aren

ess

• St

uden

ts w

ill b

ecom

e fa

mili

ar w

ith s

uper

stiti

ous

be-

liefs

fro

m d

iffe

rent

cou

ntri

es.

evil

eye,

-s

exce

llent

fort

une

telli

ng

fort

une

cook

ie, -

s

gues

s

four

-lea

f cl

over

, -s

lie luck

palm

rea

ding

, -s

prob

ably

rece

ive

supe

rstit

ious

tric

k, -

s

Will

I b

e su

cces

sful

in m

y ca

reer

?

— Y

es, y

ou w

ill. D

efin

itely

!

— Y

ou w

ill b

e ve

ry h

appy

in y

our

rela

tions

hip.

— D

o yo

u th

ink

so?

— Y

ou w

ill m

ake

good

fri

ends

.

— I

hop

e so

. / I

hop

e no

t.

The

Int

erne

t will

bec

ome

mor

e po

pula

r.

You

sho

uld

be c

aref

ul a

bout

you

r he

alth

.

In B

rita

in a

nd in

Jap

an, a

bla

ck c

at

brin

gs g

ood

luck

; but

in T

urke

y, it

br

ings

bad

luck

.

Can

I h

ave

a w

ord

with

you

?

Wat

ch o

ut!

Tex

ts

Adv

ertis

emen

ts

Joke

s

Illu

stra

tions

Que

stio

nnai

res

Con

vers

atio

ns

Bro

chur

es

Pers

onal

Nar

rativ

es

Tabl

es

Act

ivit

ies

Gam

es

Lis

teni

ng

Skim

min

g an

d Sc

anni

ng

Spea

king

Stor

y-te

lling

Que

stio

ns a

nd A

nsw

ers

Rea

l-lif

e Ta

sks

Rol

e-pl

ay a

nd S

imul

atio

ns

Qui

z or

Exa

m

(Uni

ts 5

-7)

Pro

ject

s

• St

uden

ts in

terv

iew

thei

r re

lativ

es a

bout

thei

r su

pers

titio

ns

and

prep

are

a ch

art

to d

ispl

ay th

e re

sults

.

• St

uden

ts p

repa

re

a po

ster

sho

win

g

diff

eren

t cul

ture

s’

belie

fs a

bout

item

s

that

bri

ng g

ood

and

bad

luck

.

64

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

8Public

Buildings

Describing w



Making sim

ple suggestions

Talking about plans


Listening

• Students will be able to identify expressions related to

everyday shopping used in everyday life.


ake themselves understood

when they m

ake simple suggestions.

Spoken Production


ake suggestions and give

reasons.

• Students will be able to describe past activities.

Reading


iliar words and

very simple phrases on sim

ple notices in the most com

-

mon everyday situations.

Writing


rite simple sentences and

phrases about what people usually do.


rite about their past activities.

Com



hen they do not understand.

city hallfire stationgovernorshipm

unicipal officem

unicipality, -iespolice station

amusem

ent park, -sart gallery, -iesbakery, -ieschem

ist’scoffee shop, -sdepartm

ent store, -sgam

e/music store, -s

grocery, -iesm

ovie theater, -sshopping m

all, -s

Do you have any sports m

agazines?I usually go to the coffee shop to m

eet my friends.

I will go to the bookshop to buy a

dictionary.I w

ent to the cinema to w

atch a docum

entary about wild life.

I went to the bookshop to buy a

sports magazine.

You should go to the police station

if you need help.Y

ou can find everything there.Y

ou should play in the new park

around the corner. Pardon m

e?

Texts

Diaries/Journal E

ntries

Maps

New

s Reports

Lists

Activities

Labeling

Listening

Matching

Questions and A

nswers

Reading C

omprehension Q

uestions

Real-life Tasks

Skimm

ing and Scanning

Speaking

Project


map of their neigh-

borhood, including

public buildings, and

write w

hy they go to

each of these places.

65

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

9

Env

iron

men

t

Des

crib

ing

sim

ple

proc

esse

sE

xpre

ssin

g ob

ligat

ion

Giv

ing

expl

anat

ions

/rea

sons

Giv

ing

and

resp

ondi

ng t

o si

mpl

e in

stru

ctio

nsT

ellin

g so

meo

ne w

hat

to d

o

Lis

teni

ng•

Stud

ents

will

be

able

to u

nder

stan

d ph

rase

s an

d th

e hi

ghes

t fre

quen

cy v

ocab

ular

y re

late

d to

env

iron

men

t pr

ovid

ed s

peec

h is

cle

arly

and

slo

wly

art

icul

ated

.• S

tude

nts

will

be

able

to fo

llow

how

a s

impl

e pr

oces

s is

de

scrib

ed p

rovi

ded

spee

ch is

cle

arly

and

slo

wly

arti

cula

ted.

Spok

en I

nter

acti

on•

Stud

ents

will

be

able

to m

ake

and

resp

ond

to s

impl

e su

gges

tions

.•

Stud

ents

will

be

able

to g

ive

som

eone

sim

ple

inst

ruc-

tions

abo

ut w

hat t

o do

.

Spok

en P

rodu

ctio

n•

Stud

ents

will

be

able

to g

ive

a si

mpl

e de

scri

ptio

n or

pr

esen

tatio

n of

a p

roce

ss.

Rea

ding

•

Stud

ents

will

be

able

to id

entif

y sp

ecif

ic in

form

atio

n in

sim

ple,

wri

tten

mat

eria

l suc

h as

lette

rs, b

roch

ures

and

sh

ort n

ewsp

aper

art

icle

s de

scri

bing

env

iron

men

tal e

vent

s.

Wri

ting

• St

uden

ts w

ill b

e ab

le to

wri

te s

hort

, sim

ple

mes

sage

s,

repo

rts

and

adve

rtis

emen

ts r

elat

ing

to e

nvir

onm

enta

l is

sues

.•

Stud

ents

will

be

able

to w

rite

a s

hort

des

crip

tion

of a

pr

oces

s.

Com

pens

atio

n St

rate

gies

• St

uden

ts w

ill b

e ab

le to

cop

e w

ith a

lim

ited

num

ber

of

stra

ight

forw

ard

follo

w-u

p qu

estio

ns.

clim

ate,

-s

eco-

frie

ndly

effi

cien

t

glob

al w

arm

ing

incr

ease

pollu

te

rene

wab

le

resp

onsi

ble

sola

r/w

ind

ener

gy

take

act

ion

tem

pera

ture

thre

aten

use

up

Firs

t, ge

t the

see

ds. T

hen,

pla

nt a

nd

wat

er th

em.

Pest

icid

es a

re b

ad f

or o

ur h

ealth

, so

we

shou

ld u

se th

em c

aref

ully

.

Rai

n fo

rest

s ar

e im

port

ant b

ecau

se

they

are

nec

essa

ry f

or o

xyge

n.

Wha

t sho

uld

we

do f

or o

ur e

nvir

on-

men

t?

— W

e ha

ve to

sta

rt u

sing

pub

lic

tran

spor

tatio

n.

— S

top

eatin

g ju

nk f

ood.

We

mus

t sto

p de

stro

ying

for

ests

.

— W

hy?

— B

ecau

se w

e ne

ed fo

rest

s fo

r wat

er.

Tex

ts

Bro

chur

es

Dia

ries

/Jou

rnal

Ent

ries

Map

s

New

s R

epor

ts

Que

stio

nnai

res

Cat

alog

ues

Chi

ldre

n’s

Enc

yclo

pedi

a

Act

ivit

ies

Cog

nate

s

Lis

teni

ng

Rea

l-lif

e Ta

sks

Reo

rder

ing

Rol

e-pl

ay a

nd S

imul

atio

ns

Skim

min

g an

d Sc

anni

ng

Pro

ject

• St

uden

ts p

repa

re a

post

er s

how

ing

wha

t

happ

ens

if w

e do

or

do n

ot ta

ke p

reca

u-

tions

to p

rote

ct o

ur

wor

ld.

66

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

10

Planets

Making sim

ple comparisons

Telling the tim

e, days and dates T

alking about past eventsT

elling people what w

e know

Telling the tim

e, days and dates

Listening

• Students will be able to generally identify the topic of

discussion about popular science which is conducted

slowly and clearly.


ill be able to ask people questions about facts and general truths.

Spoken Production

• Students will be able to talk about general truths.

Reading

• Students will be able to identify specific inform

ation in sim

ple written m

aterial such as brochures and short new

spaper articles describing facts.

Writing

• Students will be able to give short, basic descriptions

of general truths and facts.

Com


ill be able to relate new inform

ation to visual concepts.

Attitudes

• Students will be able to display a w

illingness to com-

municate w

ith their peers in English.

evidence

explore

meteor

shower, -s

moon, -s

observe

orbit

planet, -s

proof

rescue

satellite, -s

solar system, -s

space shuttle, -s

surface, -s

universe

What do you know

about the solar

system?

What do you know

about planets?

— Jupiter is larger than Saturn.

— U

ranus is cooler than Saturn.

Is there any water on the surface of

Mars?

When did scientists discover Pluto?

In 2003, the Mars E

xploration mis-

sion began. They discovered evi-

dence of water.

Texts

Children’s E

ncyclopedia

Diaries/Journal E

ntries

Maps

Posters

Questionnaires

Activities

Cognates

Labeling

Listening

Questions and A

nswers

Reading C

omprehension Q

uestions

Skimm

ing and Scanning

Speaking

Quiz or E

xam

(Units 7-10)

Project


poster about NA

SA’s

Curiosity Project to

Mars by using online

resources.

Dossier


and hand in the Eu-

ropean Language

Portfolio. Keep the

portfolio at school

or instruct students

to bring it back the

following year.

67

8. S

INIF

İNG

İLİZ

CE

ÖĞ

RET

İM P

RO

GR

AM

I8.

sın

ıf pr

ogra

mı,

Avru

pa O

rtak

Başv

uru

Met

nind

e be

lirle

nen

düze

yler

den

A2 (T

emel

Düz

ey K

ulla

nıcı

/Tem

el G

erek

sini

m) d

üzey

ine

denk

gel

mek

tedi

r. 12

yaş

çoc

uk-

ların

da g

rubu

nda

geliş

tirilm

esi b

ekle

nen

bece

riler

din

lem

e ve

kon

uşm

a ve

ikin

cil o

lara

k da

oku

ma

ve y

azm

adır.

8. s

ınıf

prog

ram

ının

gen

el ö

ğren

me

hede

flerin

i, 7.

sın

ıf pr

ogra

mın

da o

lduğ

u gi

bi, A

vrup

a O

rtak

Başv

uru

Met

nini

n A2

Düz

eyi i

çin

bütü

ncül

bas

amak

ta b

elirl

ediğ

i gen

el k

azan

ımla

r olu

ştur

mak

tadı

r. Bu

nok

tada

n ha

reke

tle, y

ine

10 ü

nite

üze

rinde

n şe

kille

ndiri

len

8. s

ınıf

İngi

lizce

pro

gram

ının

tam

amla

nmas

ı hal

inde

dili

öğre

nen/

kulla

nanl

arın

eld

e et

mes

i bek

lene

n ka

zanı

mla

r, di

nlem

e- a

nlam

a, s

özlü

et

kile

şim

, söz

lü a

nlat

ım, o

kum

a- a

nlam

a, y

azm

a be

ceril

eri i

le s

trate

ji ve

tutu

m b

aşlık

ları

altın

da a

şağı

da v

erile

n çe

rçev

e pr

ogra

mda

bel

irtilm

iştir

. 7. s

ınıf

itiba

riyle

dör

t be

ceriy

i de

birle

ştire

n öğ

retim

pro

gram

ında

8. s

ınıfl

a be

rabe

r öze

llikle

yaz

ma

bece

risi a

çısı

ndan

tüm

ce d

üzey

inin

öte

sind

e ve

fark

lı am

açla

ra y

önel

ik ç

eşitl

i tür

lerd

e m

etin

ya

zma

etki

nlik

leri

de ö

n pl

ana

çıkm

ıştır

. İşl

ev- v

e ile

tişim

-oda

klı i

zlen

cele

rin g

erek

lerin

e uy

gun

bir b

içim

de, g

erçe

kleş

tirilm

esi h

edef

lene

n ile

tişim

sel i

şlev

ler v

e sö

zcük

ler/

sözc

ük ö

bekl

eri b

ir ko

nu b

ütün

lüğü

için

de b

elirl

enm

iş v

e ba

ğlam

land

ırıla

rak

sunu

lmuş

tur.

Dili

öğre

nen/

kulla

nanl

arın

dils

el ü

retim

lerin

e ze

min

olu

ştur

acak

zen

ginl

ikte

ve

anla

şıla

bilir

likte

bir

dils

el g

irdi s

ağla

yaca

k ve

bun

a pa

rale

l ola

rak

seçi

lmiş

etk

inlik

ve

göre

vler

le m

evcu

t dils

el b

ecer

i ve

kayn

akla

rını k

ulla

nıp

geliş

tireb

ilece

kler

i bir

öğre

nme

prog

ram

ı haz

ırlan

mış

tır. P

rogr

amın

içer

iği b

elirl

enirk

en ç

ocuk

lukt

an y

etiş

kinl

iğe

geçi

şin

ilk a

şam

asın

ı den

eyim

leye

n 12

yaş

gru

bu ç

ocuk

ların

ın g

eliş

im ö

zellik

leri

önce

likli

olar

ak g

öz ö

nünd

e bu

lund

urul

muş

tur.

Ayrıc

a, ö

ncek

i sın

ıflar

da o

lduğ

u gi

bi, b

u sı

nıfta

da

dili

öğre

nen/

kulla

nanl

arın

http

://ad

p.m

eb.g

ov.tr

adr

esin

de b

ulun

an p

ortfo

lyo

de-

ğerle

ndirm

e ça

lışm

alar

ına

bire

ysel

ola

rak

katıl

mas

ı öze

ndiri

lmel

idir.

Dos

yala

rın iç

erik

leri

dili ö

ğren

en/k

ulla

nanl

arın

bire

ysel

por

tfoly

osun

a ko

nulm

alı v

e öğ

renc

inin

gel

işim

i ta

kip

edilm

elid

ir.

Tem

el D

üzey

Kul

lanı

cı

Ara

ya

da T

emel

Ger

eksi

nim

Düz

eyi (

A2)

Ort

ak Y

eti A

çıkl

amal

arı

Tek

cüm

lele

ri ve

doğ

ruda

n ön

celik

ala

nlar

ıyla

(söz

gelim

i yal

ın v

e ki

şise

l bilg

iler v

e ai

le b

ilgile

ri, a

lışve

rişle

r, ya

kın

çevr

e, iş

) iliş

kili o

lara

k sı

klık

la k

ulla

nıla

n de

yim

leri

an-

laya

bilir

. Bild

ik v

e al

ışıla

gele

n ko

nula

r üze

rinde

yal

nızc

a ya

lın v

e do

lays

ız b

ilgi a

lışve

rişin

i ger

ektir

en b

asit

ve b

ildik

etk

inlik

ler ç

erçe

vesi

nde

iletiş

im k

urab

ilir. E

ğitim

ini,

dola

ysız

çev

resi

ni y

alın

yol

lard

an b

etim

leye

bilir

ve

dola

ysız

ger

eksi

nim

lerin

e de

nk d

üşen

kon

ular

ıanl

atab

ilir.

68

8. SINIF / 8

th GR

AD

E

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

1

Friendship


Apologizing


Making sim

ple inquiries T

elling the time, days and dates

Listening

• Students will be able to understand the overall m

eaning of short recorded conversations on everyday topics such as accepting and refusing an offer/invitation; apologizing; and m

aking simple inquiries.


ill be able to interact with reasonable ease in

structured situations and short conversations involving accepting and refusing an offer/invitation; apologizing; and m

aking simple inquiries.

Spoken Production

• Students will be able to accept and refuse an offer/invita-

tion, give reasons, apologize and make sim

ple inquiries as a short series of sim

ple phrases and sentences.

Reading

• Students will be able to read very short, sim

ple texts on friendship and sim

ilar familiar topics.

Students will be able to understand short, sim

ple offers, invitation letters, etc.

Writing


rite a short, simple letter apolo-

gizing and giving reasons for not attending a party in re-sponse to an invitation.

Com


ill be able to easily ask and answer questions

and exchange ideas and information.

back up

best friend, -s

buddy, -ies

cool

count on

get on well w

ith somebody

go for a walk

laid-back

mate, -s

pajama party, -ies

secret, -s

sharing

sleepover, -s

slumber party, -ies

support

Are you busy tom

orrow evening?

— N

o, not at all. Why?

Would you like to com

e over tomorrow

?

— I’m

sorry, but I can’t. My cousin is

coming tom

orrow.

— Sure, that sounds fun!

Would you like som

e fruit juice?

— Y

es, I’d love some.

— N

o, thanks. I’m full.

— Y

eah, that would be great.

How

about a slumber party at m

y house this Saturday?

— Sure, it sounds aw

esome.

— Y

eah, why not.

— I’ll text our friends to com

e over at 7 o’clock then.

Texts

Conversations

Diaries/Journal E

ntries

E-m

ails

Maps

SMS

Activities

Guessing w

ord meaning from

context

Listening

Matching

Reading C

omprehension Q

uestions

Real-life tasks

Role-play and Sim

ulations

Speaking

Project


pairs and role play

inviting their best

friend to their home

OR

write their

dialogs about three

parts of their visit.

Welcom

ing and

coming in.

Serving foods/

drinks and chatting.

Seeing him/her off

and inviting him/her

again.

Dossier

• Students start fill-

ing in the European

Language Portfolio.

69

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

2

Teen

Lif

e

Des

crib

ing

the

freq

uenc

y of

act

ions

E

xpre

ssin

g lik

es a

nd d

islik

es

Exp

ress

ing

pref

eren

ces

M

akin

g si

mpl

e in

quir

ies

Stat

ing

pers

onal

opi

nion

s

Lis

teni

ng•

Stud

ents

will

be

able

to u

nder

stan

d ph

rase

s, w

ords

and

ex

pres

sion

s re

late

d to

reg

ular

act

ions

teen

ager

s do

and

wha

t pe

ople

like

, dis

like

and

pref

er.

Spok

en I

nter

acti

on•

Stud

ents

will

be

able

to a

sk w

hat p

eopl

e do

reg

ular

ly a

nd

resp

ond

to q

uest

ions

abo

ut th

e ac

tions

they

reg

ular

ly d

o.

Spok

en P

rodu

ctio

n•

Stud

ents

will

be

able

to e

xpre

ss w

hat t

hey

pref

er, l

ike

and

disl

ike.

• St

uden

ts w

ill b

e ab

le to

giv

e a

sim

ple

desc

ript

ion

of d

aily

ro

utin

es, u

sing

a s

hort

ser

ies

of s

impl

e ph

rase

s an

d se

nten

ces.

Rea

ding

•

Stud

ents

will

be

able

to r

ead

shor

t, si

mpl

e te

xts

such

as

per-

sona

l nar

rativ

es a

bout

wha

t peo

ple

do r

egul

arly

and

thei

r lik

es

and

disl

ikes

.

Wri

ting

• St

uden

ts w

ill b

e ab

le to

wri

te a

sho

rt p

arag

raph

abo

ut th

e ac

tions

they

do

regu

larl

y.

Att

itud

es•

Stud

ents

will

be

able

to e

xhib

it a

will

ingn

ess

to a

pply

the

skill

s to

new

situ

atio

ns o

utsi

de th

e cl

assr

oom

.

Inte

rcul

tura

l Aw

aren

ess

• St

uden

ts w

ill b

e ab

le to

rec

ogni

ze s

imila

ritie

s an

d di

ffer

ence

s in

teen

cul

ture

in o

ther

cou

ntri

es b

y co

mpa

ring

mus

ic, m

ovie

s,

free

tim

e ac

tiviti

es a

nd h

ome

life.

argu

e

casu

al

fash

ion,

-s

impr

essi

ve

nerd

, -s

outf

it, -

s

rela

tions

hip,

-s

ridi

culo

us

seri

ous

snob

, -s

teen

ager

, -s

terr

ific

tren

dy

unbe

arab

le

type

s of

mus

ic

I ra

rely

/sel

dom

go

to th

e th

eate

r, bu

t I

love

goi

ng to

con

cert

s.

I pr

efer

hip

-hop

con

cert

s, I

thin

k th

ey’r

e te

rrif

ic.

I pr

efer

rea

ding

the

new

s on

line.

I lo

ve s

hopp

ing

and

buyi

ng tr

endy

cl

othe

s.

Wha

t do

you

do in

the

even

ings

?

I us

ually

do

my

hom

ewor

k, b

ut I

al

so li

sten

to m

usic

. I lo

ve r

ap. A

nd

to b

e ho

nest

, I n

ever

list

en to

pop

m

usic

; I c

an’t

sta

nd it

. I th

ink

it’s

unbe

arab

le.

I am

fon

d of

bei

ng a

lone

, so

I us

u-al

ly s

tay

in m

y ro

om.

Tex

ts

Bro

chur

es

Dia

ries

/Jou

rnal

Ent

ries

New

s R

epor

ts

Pers

onal

Nar

rativ

es

Que

stio

nnai

res

Act

ivit

ies

Art

s an

d C

raft

s

Cha

nts

and

Song

s

Cog

nate

s

Com

mun

icat

ive

Task

s

Dra

win

g an

d C

olor

ing

Flas

hcar

ds

Gam

es

Lab

elin

g

Lis

teni

ng

Mat

chin

g

Que

stio

ns a

nd A

nsw

ers

Rea

ding

Com

preh

ensi

on Q

uest

ions

Rea

l-lif

e Ta

sks

Rol

e-pl

ay a

nd S

imul

atio

ns

Skim

min

g an

d Sc

anni

ng

Spea

king

Pro

ject

• St

uden

ts w

ork

in

pair

s or

gro

ups.

The

y

crea

te a

n im

agin

ary

mus

ic b

and

and

prep

are

a C

D c

over

show

ing

the

band

’s

nam

e, in

stru

men

ts

and

song

title

s. T

hen,

they

hav

e an

inte

r-

view

with

one

of

the

mem

bers

of

the

band

aski

ng a

bout

his

/her

life

and

his/

her

likes

and

pref

eren

ces.

• St

uden

ts w

rite

diar

y/jo

urna

l ent

ries

abou

t wha

t the

y do

afte

r sc

hool

eve

ry

day

for

one

wee

k.

The

y th

en s

hare

thei

r

jour

nals

with

the

clas

s.

70

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

3

Cooking

Describing sim

ple processes E

xpressing preferences M


Nam

ing comm

on objects

Listening

• Students will be able to get the gist of short, clear,

simple descriptions of a process.


ill be able to ask and answer questions and

exchange ideas and information on a topic related to

how som

ething is processed.

Spoken Production

• Students will be able to give a sim

ple description or presentation of how

bread is prepared.

Reading

• Students will be able to understand the overall m

ean-ing of short texts related to process descriptions and derive the probable m

eaning of unknown w

ords from

the context.

Writing


rite a series of simple phras-

es and sentences linked with sim

ple connectors like ‘first’, ‘second,’ ‘finally,’ etc. to describe the process of how

something is m

ade, such as a cake.

Com

pensation Strategies • Students w

ill be able to derive the probable meanings

of unknown w

ords from the context w

hen they read and/or listen to a text.

Intercultural Aw

areness• Students w

ill be able to recognize cultural diversity in food choices through readings and discussion.

bitter

boil

chop

dice

fry

mash

oil

pan, -s

peel

pour

salty

slice

sour

spicy

tasty

Do you prefer cooking pizza or pasta?

— I love cooking and eating pizza.

— I usually prefer cooking pasta.

It’s easy to make a pizza.

Let m

e tell you how to m

ake a pizza.

First, put some oil into a pan and

heat it.

Second, mix tw

o eggs in a bowl.

Then add som

e salt.

After that, add som

e cheese and

milk.

Finally, pour the mixture into the

hot pan.

Do I use tw

o or three eggs?

Texts

Conversations

Instructions

Jokes

Phone Conversations

Questionnaires

Recipes

Activities

Arts and C

rafts

Cognates

Labeling

Listening

Matching

Reading C

omprehension Q

uestions

Reordering

Skimm

ing and Scanning

Speaking

Projects:

• Students think of

their favorite foods.

They find the reci-

pes and describe the

preparation process

using pictures.

• Students record

a video describ-

ing typical Turkish

foods for “visitors”

from other countries.

71

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

4

Com

mun

i-ca

tion

Exp

ress

ing

conc

ern

and

sym

path

y H

andl

ing

phon

e co

nver

sati

ons

Mak

ing

sim

ple

inqu

irie

s T

alki

ng a

bout

pla

ns

Lis

teni

ng•

Stud

ents

will

be

able

to u

nder

stan

d ph

rase

s an

d th

e hi

gh-

est f

requ

ency

voc

abul

ary

rela

ted

to ‘c

omm

unic

atio

n.’

Stud

ents

will

be

able

to f

ollo

w a

pho

ne c

onve

rsat

ion.

Spok

en I

nter

acti

on•

Stud

ents

will

be

able

to m

ake

a si

mpl

e ph

one

call

ask-

ing

and

resp

ondi

ng to

que

stio

ns.

Spok

en P

rodu

ctio

n•

Stud

ents

will

be

able

to d

escr

ibe

in s

impl

e te

rms

thei

r co

ncer

ns, s

ympa

thy

and

futu

re p

lans

.

Rea

ding

•

Stud

ents

will

be

able

to u

nder

stan

d sh

ort,

sim

ple

text

s co

ntai

ning

the

high

est f

requ

ency

voc

abul

ary

on c

om-

mun

icat

ion.

Wri

ting

• St

uden

ts w

ill b

e ab

le to

wri

te a

sho

rt e

-mai

l mes

sage

ex

pres

sing

thei

r fu

ture

pla

ns a

nd c

once

rns.

Com

pens

atio

n St

rate

gies

• St

uden

ts w

ill b

e ab

le to

rep

eat t

heir

que

stio

ns w

hen

som

eone

doe

s no

t und

erst

and

them

.

Att

itud

es•

Stud

ents

will

be

able

to d

ispl

ay a

will

ingn

ess

to s

eek

oppo

rtun

ities

to p

ract

ice

Eng

lish.

avai

labl

e

conn

ect

cont

act

dial

enga

ged

get/k

eep

in to

uch

get b

ack

hang

on/

up

hold

line

mem

o, -

s

pick

up

polit

e

put s

omeo

ne th

roug

h

Hel

lo!

Thi

s is

... c

allin

g, is

... i

n?

May

I s

peak

to ..

.?

Is ..

. the

re?

Han

g on

a m

inut

e; I

’ll g

et h

im/h

er.

Can

you

hol

d on

a m

omen

t, pl

ease

?

I’m

afr

aid

he is

not

ava

ilabl

e at

the

mom

ent.

He

has

gone

out

.

Wou

ld y

ou li

ke to

leav

e a

mes

sage

?

I’ll

talk

to y

ou s

oon.

I’ll

see

you

at th

e ca

fé to

mor

row

, the

n.

We’

ll m

eet n

ext S

atur

day,

then

.

I’m

sor

ry to

hea

r th

at. W

e’ll

mee

t

up la

ter,

then

.

I’ll

get b

ack

to y

ou in

an

hour

.

Tex

ts

Not

es

Mem

os

Mes

sage

s

Phon

e C

onve

rsat

ions

SMS

Act

ivit

ies

Com

mun

icat

ive

Task

s

Gue

ssin

g w

ord

mea

ning

fro

m c

onte

xt

Lis

teni

ng

Rea

ding

Com

preh

ensi

on Q

uest

ions

Rea

l-lif

e Ta

sks

Rol

e-pl

ay a

nd S

imul

atio

ns

Spea

king

Pro

ject

• St

uden

ts w

ork

in

pair

s to

rec

ord

a

moc

k ph

one

con-

vers

atio

n in

whi

ch

they

pla

n a

wee

kend

activ

ity to

geth

er.

72

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

5The

Internet



Making excuses

Making sim

ple requests M


Talking about plans

Telling the tim

e, days and dates

Listening

• Students will be able to understand the gist and com

prehend phrases and the highest frequency vocabulary related to the topic ‘Internet’ provided speech is clearly and slow

ly articulated.


ill be able to comm

unicate during simple tasks

requiring a simple and direct exchange of inform

ation about their Internet habits.

Spoken Production


ake excuses, accept and refuse offers by using a series of phrases and sim

ple sentences.

Reading

• Students will be able to identify m

ain ideas in very short, sim

ple texts about internet habits. • Students w

ill be able to find specific, predictable information

in simple m

aterials such as news reports and brochures related

to the topic ‘Internet’.

Writing


rite a basic paragraph to describe and explain their Internet habits by using sim

ple connectors like ‘and’, ‘but’ and ‘because’.• Students w

ill be able to inquire about others’ plans and re-spond to sim

ple inquires and requests.

Com


ill be able to answer follow

-up questions if asked for clarification. • Students w

ill be able to express themselves by using several

words to convey the intended m

eaning when they can’t think of

a word or expression.

account, -s attachm

ent, -s brow

sebrow

ser, -s com

ment, -s

confirm

connection, -s deletelog on/in/off register replyscreen, -ssearch engine, -s sign in/upsocial netw

orking site, -s upload

I rarely email m

y friends, but I often use social netw

orking sites.W

ould you be interested in joining us?—

Yes, sure. W

here are you going to m

eet?—

I’m afraid I’m

busy.W

hy don’t we chat online at tw

o o’clock? I w

ant to tell you some-

thing.—

I’m sorry, but I can’t. I have a

problem w

ith the Internet. —

What do you m

ean?—

It isn’t working right.

— D

o you mean the Internet con-

nection?—

I’m going to call you about this

later, then.

Texts

Brochures

E-m

ails

Jokes

New

s Reports

Questionnaires

SMS

Activities

Chants and Songs

Reading C

omprehension Q

uestions

Real-life tasks

Skimm

ing and Scanning

Speaking

Project


a caricature or a

poster to inform

the students at their

school about their

Internet habits.


short questionnaire

to find out their

friends’ Internet

habits and show the

results to the class.

73

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

6

Adv

entu

res

Exp

ress

ing

pref

eren

ces

G

ivin

g ex

plan

atio

ns/r

easo

ns

Mak

ing

sim

ple

com

pari

sons

M

akin

g si

mpl

e in

quir

ies

Stat

ing

pers

onal

opi

nion

sT

alki

ng a

bout

wha

t pe

ople

do

regu

larl

yT

alki

ng a

bout

pas

t ev

ents

Lis

teni

ng•

Stud

ents

will

be

able

to id

entif

y th

e to

pic

of a

n ad

vent

ure-

rela

ted

disc

ussi

on w

hen

it is

con

duct

ed s

low

ly a

nd c

lear

ly.

• St

uden

ts w

ill b

e ab

le to

und

erst

and

the

mai

n po

int i

n sh

ort,

clea

r, si

mpl

e m

essa

ges

and

pron

ounc

emen

ts o

n si

mpl

e co

m-

pari

sons

, pre

fere

nces

and

rea

sons

.

Spok

en I

nter

acti

on•

Stud

ents

will

be

able

to in

tera

ct w

ith r

easo

nabl

e ea

se in

sho

rt

conv

ersa

tions

, pro

vide

d th

e ot

her

pers

on h

elps

whe

n ne

cess

ary.

•

Stud

ents

will

be

able

to a

sk a

nd a

nsw

er q

uest

ions

and

ex-

chan

ge id

eas

and

info

rmat

ion

on a

nd e

xpre

ssin

g pr

efer

ence

s an

d gi

ving

rea

sons

.

Spok

en P

rodu

ctio

n•

Stud

ents

will

be

able

to u

se s

impl

e de

scri

ptiv

e la

ngua

ge to

m

ake

brie

f st

atem

ents

abo

ut a

nd c

ompa

re s

port

s an

d ga

mes

.

Rea

ding

•

Stud

ents

will

be

able

to r

ead

very

sho

rt, s

impl

e te

xts

such

as

pers

onal

nar

rativ

es, a

dver

tisem

ents

and

bro

chur

es r

elat

ed to

an

adve

ntur

e an

d fi

nd th

e m

ain

poin

ts in

suc

h m

ater

ials

.

Wri

ting

• St

uden

ts w

ill b

e ab

le to

wri

te a

sho

rt, s

impl

e pa

ragr

aph

com

-pa

ring

two

obje

cts.

•

Stud

ents

will

be

able

to w

rite

a v

ery

sim

ple

broc

hure

exp

ress

-in

g th

eir

pref

eren

ce f

or s

port

s an

d fr

ee ti

me

activ

ities

.

Com

pens

atio

n St

rate

gies

• St

uden

ts w

ill b

e ab

le to

cla

rify

thei

r qu

estio

ns w

hen

need

ed.

amus

ing

cano

eing

cavi

ng

chal

leng

ing

disa

ppoi

ntin

g

emba

rras

sing

ente

rtai

ning

extr

eme

fasc

inat

ing

hang

-glid

ing

kaya

king

mot

or-r

acin

g

raft

ing

skat

eboa

rdin

g

take

ris

ks

Wha

t do

you

pref

er d

oing

on

sum

-

mer

hol

iday

s?

— I

wou

ld r

athe

r go

raf

ting

than

cano

eing

bec

ause

it is

eas

ier.

— I

pre

fer

raft

ing

to k

ayak

ing

be-

caus

e it

is m

ore

ente

rtai

ning

.

I ha

ve tr

ied

skat

eboa

rdin

g, b

ut I

didn

’t li

ke it

.

Wel

l, la

st y

ear

I at

tend

ed a

sum

mer

cam

p. W

e ha

d m

any

activ

ities

. I

thin

k ca

noei

ng w

as th

e m

ost c

hal-

leng

ing

of a

ll.

I th

ink

bung

ee-j

umpi

ng is

mor

e/

less

dan

gero

us a

nd c

halle

ngin

g th

an

cano

eing

.

Tex

ts

Adv

ertis

emen

ts

Bro

chur

es

Cat

alog

ues

Chi

ldre

n’s

Enc

yclo

pedi

a

Pers

onal

Nar

rativ

es

Act

ivit

ies

Cog

nate

s

Flas

hcar

ds

Lis

teni

ng

Mat

chin

g

Rea

l-lif

e ta

sks

Skim

min

g an

d Sc

anni

ng

Spea

king

Qui

z or

Exa

m

Pro

ject

s

• St

uden

ts s

earc

h

the

Inte

rnet

and

fin

d

suita

ble

tow

ns/c

it-

ies

from

thei

r ho

me

coun

try/

the

wor

ld

for

diff

eren

t kin

ds

of a

dven

ture

s. T

hey

expl

ain

whi

ch th

ree

of th

ese

adve

ntur

es

they

wou

ld c

hoos

e

and

why

by

prep

ar-

ing

a po

ster

with

visu

als.

• St

uden

ts p

lan

an

adve

ntur

e tr

ip a

nd

shar

e th

e pl

an w

ith

the

clas

s, u

sing

pos

t-

ers

or o

ther

vis

uals

.

74

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

7

Tourism

Describing places

Describing the w

eatherE

xpressing preferences G

iving explanations/reasons M

aking simple com

parisons Stating personal opinions T

alking about past events

Listening

• Students will be able to understand and extract the essential

information from

short, recorded passages dealing with tour-

ism w

hich is delivered slowly and clearly.


ill be able to exchange information on topics

related to tourism and popular tourist attractions.

• Students will be able to describe their favorite tourist attrac-

tions by giving information about their location, im

portant features and w

eather. • Students w

ill be able to make sim

ple comparisons betw

een different tourist attractions.

Spoken Production

• Students will be able to describe their favorite tourist attrac-

tions by using simple phrases and sentences.

• Students will be able to express their preference for particular

tourist attractions and give reasons.

Reading

• Students will be able to read various texts such as advertise-

ments, brochures, m

aps, etc. on tourism to find specific infor-

mation.

Writing

• Students will be able to design a brochure, advertisem

ent or a postcard about their favorite tourist attraction/s.

Attitudes


aintain concentration and motiva-

tion during a class period.

all-inclusive ancient architecture attraction, -sbed and breakfast country side culture destination fascinating historic site, -s incredible resort, -srural square urban

Which one do you prefer? H

istoric sites or the seaside?—

I’d rather visit historic sites, be-cause to m

e, they are usually more

interesting.—

To me, historical architecture is

more beautiful than m

odern buildings.

What do you think about R

ome? D

id you enjoy your trip?—

It was incredible. It’s truly an

ancient city. And the w

eather was just

perfect. It is in fact usually warm

and sunny in R

ome.

— T

he historic center is quite small,

but it’s fascinating.—

I think/guess/believe/suppose it is exciting.—

To me, it is lovely.

— To m

e, it sounds/looks fascinating.I have gone to Italy three tim

es already.

Texts

Advertisem

ents

Brochures

Diaries/Journal E

ntries

Maps

Personal Narratives

Activities

Gam

es

Labeling

Reading C

omprehension Q

uestions

Real-life Tasks

Skimm

ing and Scanning

Speaking

Projects

• Students interview

their friends and ask

about their travel

preferences (cultural,

historical, cuisine),

and then they pre-

pare an itinerary

plan using maps and

pictures.


short travel brochure

for a city/place of

their choice using

visuals.

75

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

8

Cho

res

Exp

ress

ing

feel

ings

Exp

ress

ing

likes

and

dis

likes

Exp

ress

ing

oblig

atio

n

Giv

ing

expl

anat

ions

/rea

sons

Mak

ing

sim

ple

inqu

irie

s

Mak

ing

sim

ple

sugg

esti

ons

Lis

teni

ng

• St

uden

ts w

ill b

e ab

le to

iden

tify

the

mai

n po

int o

f a

shor

t ta

lk d

escr

ibin

g th

e re

spon

sibi

litie

s of

dif

fere

nt p

eopl

e.

• St

uden

ts w

ill b

e ab

le to

und

erst

and

peop

le’s

obl

igat

ions

, fe

elin

gs a

nd d

islik

es.

• St

uden

ts w

ill b

e ab

le to

fol

low

cha

nges

of

topi

c du

ring

fa

ctua

l, sh

ort t

alks

and

for

m a

n id

ea o

f th

e m

ain

cont

ent.

Spok

en I

nter

acti

on

• St

uden

ts w

ill b

e ab

le to

com

mun

icat

e du

ring

sim

ple,

ro

utin

e ta

sks

requ

irin

g a

dire

ct e

xcha

nge

of in

form

atio

n as

king

abo

ut th

e re

spon

sibi

litie

s of

oth

ers

and

expr

essi

ng

thei

r ow

n re

spon

sibi

litie

s.

Spok

en P

rodu

ctio

n

• St

uden

ts w

ill b

e ab

le to

des

crib

e in

sim

ple

term

s th

eir o

bli-

gatio

ns, d

islik

es a

nd fe

elin

gs a

nd m

ake

sim

ple

sugg

estio

ns.

Rea

ding

• St

uden

ts w

ill b

e ab

le to

read

ver

y sh

ort,

sim

ple

diar

ies

and

jour

nal e

ntri

es d

escr

ibin

g a

pers

on’s

dai

ly re

spon

sibi

litie

s.

Wri

ting

• St

uden

ts w

ill b

e ab

le to

wri

te s

hort

, sim

ple

poem

s ab

out

thei

r fe

elin

gs in

rel

atio

n to

thei

r ob

ligat

ions

at h

ome

and

scho

ol.

arri

ve o

n tim

ecl

ean

updo

ing

chor

esir

onke

ep q

uiet

keep

/bre

ak p

rom

ises

laun

dry

load

/em

pty

the

dish

was

her

mak

e th

e be

dob

ey th

e ru

les

retu

rn b

ooks

set t

he ta

ble

take

out

the

garb

age/

tras

htid

y up

to-d

o lis

tw

ash/

dry

the

dish

es

Do

you

have

to h

elp

arou

nd th

e ho

use?

— W

ell,

I m

ust h

elp

my

mom

to ta

ke

care

of

my

brot

hers

.—

I m

ust h

elp

my

brot

her

to d

o hi

s ho

mew

ork.

And

of

cour

se I

mus

t do

min

e an

d st

udy

for

my

exam

s.

Don

’t y

ou th

ink

it is

nec

essa

ry to

tid

y up

you

r ro

om?

In o

ur h

ouse

, I’m

res

pons

ible

for

co

okin

g di

nner

. My

wif

e w

orks

late

, so

I h

ave

alw

ays

done

the

shop

ping

an

d co

okin

g.

My

pare

nts

shou

ld r

espe

ct m

y ri

ghts

. I

don’

t lik

e it

whe

n m

y m

om a

sks

too

man

y qu

estio

ns.

We

mus

t res

pect

the

elde

rly.

Tex

ts

Dia

ries

/Jou

rnal

Ent

ries

New

s R

epor

ts

Pers

onal

Nar

rativ

es

Que

stio

nnai

res

Act

ivit

ies

Gue

ssin

g w

ord

mea

ning

fro

m c

onte

xt

Lab

elin

g

Lis

teni

ng

Que

stio

ns a

nd A

nsw

ers

Rea

l-lif

e Ta

sks

Skim

min

g an

d Sc

anni

ng

Spea

king

Pro

ject

• St

uden

ts w

rite

a sh

ort p

arag

raph

title

d “C

hore

s.”

The

y ex

plai

n th

e

resp

onsi

bilit

ies

of

each

of

thei

r fa

m-

ily m

embe

rs. T

hey

wri

te a

t lea

st th

ree

resp

onsi

bilit

ies

for

each

fam

ily m

em-

ber.

76

Unit/T

heme

Com

municative F


exis/Language U

seSuggested T

ext and Activity T

ypesA

ssessment

9Science

Describing w


Describing w

hat people do regularly G

iving explanations/reasons T

alking about past events

Listening

• Students will be able to recognize and report m

ain ideas and key inform

ation in short recorded passages about the topic of science.


ill be able to ask people questions about what oth-

ers are doing at the mom

ent. • Students w

ill be able to involve in simple discussions about

scientific achievements.

Spoken Production

• Students will be able to talk about w

hat people are doing. • Students w

ill be able to present information about scientific

achievements by using a series of phrases and sim

ple sentences.

Reading

• Students will be able to understand short sim

ple texts related to w

hat people are doing and/or usually do.• Students w

ill be able to identify main ideas and supporting

details in short passages about science.

Writing


rite simple sentences and phrases

about what people are doing.


rite simple descriptions about

scientific achievements.

Com


ill be able to say when they do not understand.

• Students will be able to use a w

ord or phrase that means the

same thing w

hen they can’t think of a word.

Intercultural Aw

areness• Students w

ill be able to recognize science as a comm

on hu-m

an endeavor.

cell, -s cure, -s discover explode genius, -eshigh-techlab, -s process, -es result, -ssafety scientific search succeedtest tube, -svaccination, -s

Today my brother and his friends are at

the science museum

. They’re looking

at some fossils that w

ere discovered in France.L

ook! What are they doing over there?

— T

hey are working that m

achine. What

is the word?

— T

hey are operating it.R

esearchers found some new

fossils, and now

they are working on them

in the labs.

Why do researchers conduct experim

ents?—

They w

ant to discover new things.

— T

hey want to develop cures for ill-

nesses.Scientific achievem

ents of the past cen-tury changed the w

orld. For example,

Archim

edes invented the water screw

.—

I’m sorry, I can’t follow

you.—

I think I missed the point.

Texts

Brochures

Children’s E

ncyclopedia

Diaries/Journal E

ntries

Maps

Notes and M

essages

Tables

Activities

Cognates

Dram

a/Mim

ing

Labeling

Listening

Matching

Questions and A

nswers

Reading C

omprehension Q

uestions

Real-life Tasks

Role-play and Sim

ulations

Speaking

Projects


a science museum

brochure which

gives information

about the exhibi-

tions and experi-

ments.


poster about scien-

tific inventions/dis-

coveries that have

helped the world.

• Students search

through a website

providing informa-

tion for kids about

science and scien-

tific achievements,

choose an article

or report that is of

interest to them, and

write a sum

mary of

the article for their

friends.

77

Uni

t/T

hem

eC

omm

unic

ativ

e F

unct

ions

and

Ski

llsSu

gges

ted

Lex

is/L

angu

age

Use

Sugg

este

d T

ext

and

Act

ivit

y T

ypes

Ass

essm

ent

10

Nat

ural

F

orce

s

Giv

ing

expl

anat

ions

/rea

sons

Mak

ing

com

pari

sons

Mak

ing

pred

icti

ons

abou

t th

e fu

ture

M

akin

g si

mpl

e in

quir

ies

Mak

ing

sim

ple

sugg

esti

ons

Stat

ing

pers

onal

opi

nion

s

Lis

teni

ng•

Stud

ents

will

be

able

to id

entif

y th

e m

ain

poin

t of T

V n

ews

and

repo

rts

abou

t nat

ural

dis

aste

rs.

• St

uden

ts w

ill b

e ab

le to

und

erst

and

phra

ses

and

expr

essi

ons

rela

ted

to th

e sa

me

topi

c pr

ovid

ed s

peec

h is

cle

arly

and

slo

wly

ar

ticul

ated

.

Spok

en I

nter

acti

on•

Stud

ents

will

be

able

to c

omm

unic

ate

in a

sim

ple

task

req

uir-

ing

a di

rect

exc

hang

e of

info

rmat

ion

on m

akin

g pr

edic

tions

ab

out t

he f

utur

e of

Pla

net E

arth

, ask

ing

and

resp

ondi

ng to

qu

estio

ns.

• Stu

dent

s will

be

able

to e

xpre

ss re

ason

s to

supp

ort t

heir

pred

ictio

ns.

Spok

en P

rodu

ctio

n•

Stud

ents

will

be

able

to m

ake

sim

ple

sugg

estio

ns a

bout

sav

-in

g th

e ea

rth

from

nat

ural

dis

aste

rs.

• St

uden

ts w

ill b

e ab

le to

exp

ress

thei

r pe

rson

al o

pini

ons

abou

t th

e ca

uses

of

natu

ral d

isas

ters

, giv

ing

reas

ons

as a

sho

rt s

erie

s of

sim

ple

phra

ses

and

sent

ence

s.

Rea

ding

•

Stud

ents

will

be

able

to id

entif

y sp

ecif

ic in

form

atio

n in

sim

-pl

er w

ritte

n te

xts

cont

aini

ng th

e hi

ghes

t fre

quen

cy v

ocab

ular

y su

ch a

s br

ochu

res

and

shor

t new

spap

er a

rtic

les

that

des

crib

e na

tura

l eve

nts.

Wri

ting

• St

uden

ts w

ill b

e ab

le to

wri

te s

hort

, sim

ple

mes

sage

s ex

pres

s-in

g pr

edic

tions

and

giv

ing

reas

ons

abou

t the

fut

ure

of th

eir

plan

et b

y us

ing

sim

ple

conn

ecto

rs to

giv

e re

ason

s.

Com

pens

atio

n St

rate

gies

• St

uden

ts w

ill b

e ab

le to

ans

wer

str

aigh

tfor

war

d fo

llow

-up

ques

tions

if a

sked

for

cla

rifi

catio

n.•

Stud

ents

will

be

able

to a

sk f

or m

ore

info

rmat

ion

to c

heck

th

eir

unde

rsta

ndin

g w

hen

need

ed.

aval

anch

e, -

s

disa

ster

, -s

drou

ght,

-s

eart

hqua

ke, -

s

floo

d, -

s

glob

al w

arm

ing

hurr

ican

e, -

s

land

slid

e, -

s

mel

t

suff

er

surv

ivor

, -s

torn

ado,

-es

tsun

ami,

s

volc

ano,

-es

Doe

s yo

ur f

amily

hav

e a

plan

for

an

eart

hqua

ke?

— I

don

’t th

ink

so.

— I

thin

k w

e al

l sho

uld

have

one

.

It’s

ver

y sc

ary.

— I

thin

k w

e w

ill h

ave

wat

er s

hort

-

ages

in th

e fu

ture

, bec

ause

we

was

te

too

muc

h w

ater

. So

we

shou

ld/m

ust

stop

was

ting

wat

er.

— I

thin

k th

ere

will

be

seri

ous

drou

ghts

. So

ther

e sh

ould

be

pro-

gram

s to

edu

cate

peo

ple

to u

se le

ss

wat

er.

Do

you

thin

k th

ere

will

be

a w

ater

shor

tage

?

— S

hort

age?

Wha

t do

you

mea

n?

— T

here

won

’t b

e en

ough

wat

er.

Tex

ts

Bro

chur

es

Chi

ldre

n’s

Enc

yclo

pedi

a

E-m

ails

Map

s

New

s R

epor

ts

Pers

onal

Nar

rativ

es

Wea

ther

Rep

orts

Act

ivit

ies

Dra

win

g an

d C

olor

ing

Lis

teni

ng

Rea

ding

Com

preh

ensi

on Q

uest

ions

Rea

l-lif

e Ta

sks

Spea

king

Skim

min

g an

d Sc

anni

ng

Qui

z or

Exa

m

Pro

ject

s

• St

uden

ts p

repa

re a

post

er w

hich

sho

ws

poss

ible

nat

ural

dis

-

aste

rs in

the

futu

re

and

wri

te a

bout

thei

r

caus

es.

• St

uden

ts c

ompa

re

natu

ral d

isas

ters

.

Dos

sier

• St

uden

ts c

ompl

ete

and

hand

in th

e

Eur

opea

n L

angu

age

Port

folio

.

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