t.c. mİllÎ eĞİtİm bakanliĞi talim ve terbiye kurulu...
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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
4. SINIF İNGİLİZCE ÖĞRETİM PROGRAMI .......................................................................................................... 23
5. SINIF İNGİLİZCE ÖĞRETİM PROGRAMI .......................................................................................................... 34
6. SINIF İNGİLİZCE ÖĞRETİM PROGRAMI ......................................................................................................... 45
7. SINIF İNGİLİZCE ÖĞRETİM PROGRAMI .......................................................................................................... 56
8. SINIF İNGİLİZCE ÖĞRETİM PROGRAMI .......................................................................................................... 67
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.
III
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
IV
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)
Listening and Speaking
Limited Reading°
Very Limited Writing°Drama/Role-play
6 (10-10.5)
Listening and Speaking
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.
VII
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.”
VIII
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).
X
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
çocu
klar
ın y
aban
cı d
il öğ
renm
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evm
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i ve
bir y
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cı d
ili öğ
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rken
ken
dile
rine
güve
nere
k, d
il öğ
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min
in z
evkl
i bir
süre
ç ol
duğu
nu b
enim
sem
eler
i öne
mlid
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inci
sın
ıf İn
giliz
ce ö
ğret
im p
rogr
amı i
şte
bu g
erek
sini
m ü
zerin
e ku
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lup
esas
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efi d
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rene
n/ku
llana
nlar
da y
aban
cı d
il öğ
renm
e se
vgis
ini o
luşt
urm
aktır
. İki
nci s
ınıfı
n ka
zanı
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rı re
nkle
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yıla
r, sı
nıfta
kul
land
ığım
ız e
şyal
ar, h
ayva
nlar
, mey
vele
r, be
deni
miz
deki
org
anla
r ve
evi
miz
deki
od
a ve
eşy
alar
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gili
tem
el s
özcü
kler
i İng
ilizce
nin
ses
bilg
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işki
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imiz
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llanı
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sın
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dili
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http
://ad
p.m
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adr
esin
de b
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ortfo
lyo
değe
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mal
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por
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a ko
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ip e
dilm
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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
.
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
Picture Dictionaries
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
unctions and SkillsSuggested L
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
unctions and SkillsSuggested L
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
Picture Dictionaries
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
• Students prepare a
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
unctions and SkillsSuggested L
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
Picture Dictionaries
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
unctions and SkillsSuggested L
exis/Language U
seSuggested T
ext and Activity T
ypesA
ssessment
9Fruits
Expressing likes and dislikes
Giving and responding to sim
ple instructions
Making sim
ple inquiries
Telling som
eone what to do
Listening
• Students will be able to recognize the nam
es of fruits.
• Students will be able to follow
short, simple, spoken
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
Picture Dictionaries
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.
• Students prepare
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
unctions and SkillsSuggested L
exis/Language U
seSuggested T
ext and Activity T
ypesA
ssessment
2
My fam
ily
Describing characters/people
Making sim
ple inquiries
Talking about possessions
Listening
• Students will be able to recognize kinship term
s
(names for fam
ily mem
bers).
• Students will be able to follow
short, simple, spoken
instructions, especially if they include pictures, by
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
Picture Dictionaries
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.
• Students prepare a
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
unctions and SkillsSuggested L
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
• Students will be able to recognize the nam
es of emo-
tions/feelings.
• Students will be able to follow
short, simple, spoken
instructions, especially if they include pictures, by
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.
• Students will be able to ask and answ
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
Picture Dictionaries
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
• Students prepare
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
unctions and SkillsSuggested L
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
• Students will be able to recognize the nam
es of the
rooms in a flat/house.
• Students will be able to follow
short, simple, spoken
instructions, especially if they include pictures, by
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
Picture Dictionaries
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 prepare
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
unctions and SkillsSuggested L
exis/Language U
seSuggested T
ext and Activity T
ypesA
ssessment
8
Transporta-
tion
Making sim
ple inquiries
Talking about locations of things
Telling people w
hat we know
Listening
• Students will be able to recognize the nam
es of vehi-
cles.
• Students will be able to follow
short, simple, spoken
instructions, especially if they include pictures, by
pointing and saying the names of som
e vehicles.
• Students will be able to follow
directions that lead
them to a certain place.
Speaking
• Students will be able to ask and answ
er questions
about where vehicles are right now
.
• Students will be able to ask and answ
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
• Students prepare
a model country or
draw a m
ap and re-
port how one can get
from one place (city)
to another.
• Students prepare
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
unctions and SkillsSuggested L
exis/Language U
seSuggested T
ext and Activity T
ypesA
ssessment
10
Nature
Describing places
Expressing ability and inability
Expressing likes and dislikes
Expressing quantity
Making sim
ple inquiries
Nam
ing colors
Listening
• Students will be able to recognize the nam
es of ani-
mals.
• Students will be able to follow
short, simple, spoken
instructions, especially if they include pictures, by
pointing and saying the names of anim
als and their
quantity and colors.
Speaking
• Students will be able to ask and answ
er questions
about the animals they like and don’t like.
• Students will be able to ask and answ
er questions
about the quantity of the animals they see.
• Students will be able to ask and answ
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
Picture Dictionaries
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.
• Students prepare a
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
unctions and SkillsSuggested L
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.
• Students will be able to m
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
• Students prepare
simple puppets and
practice how to ask
for permission, m
ake
requests and tell
someone w
hat to do.
• Students prepare a
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
unctions and SkillsSuggested L
exis/ Language U
seSuggested T
ext and Activity T
ypesA
ssessment
3
Free T
ime
Expressing likes and dislikes
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
Picture Dictionaries
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
• Students prepare
a questionnaire
(find someone
who ...) on iden-
tifying others’
likes and dislikes,
and apply it in
the classroom/at
school.
• Students prepare
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.
• Students will be able to ask and answ
er and initiate
and respond to simple statem
ents about their daily rou-
tines.
• Students will be able to ask and answ
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
Picture Dictionaries
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
ole-Play and Simulations
Speaking Storytelling T
PR
Projects
• Students prepare a
timetable show
ing
what they do during
the day and present
their daily routines
to the class.
• Students prepare
“daily activities”
cards (collage/
drawing) and play a
TPR
and guessing
game by m
iming the
actions on the cards
they have picked up.
• Students prepare
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
unctions and SkillsSuggested L
exis/Language U
seSuggested T
ext and Activity T
ypesA
ssessment
7Jobs
Describing w
hat people do regularly
Expressing likes and dislikes
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.
• Students will be able to ask and answ
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
ole-Play and Simulations
Speaking Storytelling T
PR
Projects
• Students prepare
a collage about
people’s jobs and
where they w
ork.
• Students prepare
a visual (with pho-
tos and drawings)
to be displayed
about their parents
and their jobs.
• Students prepare
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
unctions and SkillsSuggested L
exis/Language U
seSuggested T
ext and Activity T
ypesA
ssessment
9
My F
riends
Describing characters/people
Making sim
ple inquiries
Talking about possessions
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.).
• Students will be able to ask and answ
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
ole-Play and Simulations
Speaking Storytelling Synonym
s and Antonym
s T
PR
Quiz or E
xam
Projects
• Students prepare
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
unctions and SkillsSuggested L
exis/Language U
seSuggested T
ext and Activity T
ypesA
ssessment
2
My tow
n
Making sim
ple inquiries
Talking about locations of things
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
Picture Dictionaries
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
unctions and SkillsSuggested L
exis/Language U
seSuggested T
ext and Activity T
ypesA
ssessment
4
Gam
es and H
obbies
Describing w
hat people do regularly
Expressing ability and inability
Expressing likes and dislikes
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
• Students will be able to ask and answ
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
• Students will be able to follow
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
Picture Dictionaries
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
• Students prepare a
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.
• Students prepare
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 characters/people
Describing w
hat people do
Expressing dislikes
Making sim
ple inquiries
Stating personal opinions
Telling the tim
e, days and dates
Listening
• Students will be able to follow
slow and carefully
articulated speech describing movie characters and
movie types.
Speaking
• Students will be able to ask and answ
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
• Students prepare a
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
Suggested Text and A
ctivity Types
Assessm
ent
8Fitness
Expressing ability and inability
Expressing obligation
Making sim
ple inquiries
Making sim
ple requests
Making sim
ple suggestions
Listening
• Students will be able to understand sim
ple speech
about physical exercise and invitations.
Speaking
• Students will be able to ask and answ
er requests for
personal information.
• Students will be able to m
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
pensation Strategies
• 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
Picture Dictionaries
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
• Students prepare a
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
Suggested Text and A
ctivity Types
Assessm
ent
10
Festivals
Describing w
hat people do regularly
Making sim
ple inquiries
Nam
ing numbers
Listening
• Students will be able to understand sim
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
Picture Dictionaries
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
• Students work in
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
• Students complete
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.
• Students complete
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
Suggested Text and A
ctivity Types
Assessm
ent
1After
School
Describing w
hat people do regularly
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
pensation Strategies
• Students will be able to say w
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
• Students prepare a
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
Suggested Text and A
ctivity Types
Assessm
ent
3
A D
ay in M
y City
Describing places
Describing w
hat people are doing now
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.
• Students will be able to m
ake comparisons betw
een
two things.
Reading
• Students will be able to read visually supported,
short, simple, w
ritten statements.
Com
pensation Strategies
• 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.
• Students prepare a
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
Suggested Text and A
ctivity Types
Assessm
ent
5At the
Fair
Describing places
Expressing feelings
Expressing likes and dislikes
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
pensation Strategies
• Students will be able to say w
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
Suggested Text and A
ctivity Types
Assessm
ent
7
Occupations
Describing w
hat people do regularly
Expressing ability and inability
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
pensation Strategies
• Students will be able to use m
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.
• Students work in
groups, do some Inter-
net research, and find
three “unusual/origi-
nal/new jobs.” T
hey
prepare posters and
present them in class.
• Students prepare
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
Suggested Text and A
ctivity Types
Assessm
ent
9
Saving the P
lanet
Describing w
hat people are doing now
Giving and responding to sim
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
• Students will be able to recognize fam
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.
• Students will be able to use m
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
• Students prepare
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.
• Students work in
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
unctions and SkillsSuggested L
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
• Students will be able to m
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
pensation Strategies
• 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
unctions and SkillsSuggested L
exis/Language U
seSuggested T
ext and Activity T
ypesA
ssessment
4Wild
Anim
als
Describing the frequency of actions
Giving explanations/reasons
Making sim
ple inquiries M
aking simple suggestions
Talking about past events
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.
Spoken Interaction• Students w
ill be able to ask people questions about characteristics of w
ild animals.
Spoken Production
• Students will be able to m
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
pensation Strategies• Students w
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
unctions and SkillsSuggested L
exis/Language U
seSuggested T
ext and Activity T
ypesA
ssessment
6Parties
Accepting and refusing
Expressing basic needs
Expressing quantity
Giving and responding to sim
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
• Students will be able to m
ake suggestions and express
quantity.
Reading
• Students will be able to understand sim
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
• Students will be able to w
rite simple sentences and
phrases about what is needed for a special occasion.
Com
pensation Strategies
• 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
unctions and SkillsSuggested L
exis/Language U
seSuggested T
ext and Activity T
ypesA
ssessment
8Public
Buildings
Describing w
hat people do regularly
Giving explanations/reasons
Making sim
ple suggestions
Talking about plans
Talking about past events
Listening
• Students will be able to identify expressions related to
everyday shopping used in everyday life.
• Students will be able to m
ake themselves understood
when they m
ake simple suggestions.
Spoken Production
• Students will be able to m
ake suggestions and give
reasons.
• Students will be able to describe past activities.
Reading
• Students will be able to recognize fam
iliar words and
very simple phrases on sim
ple notices in the most com
-
mon everyday situations.
Writing
• Students will be able to w
rite simple sentences and
phrases about what people usually do.
• Students will be able to w
rite about their past activities.
Com
pensation Strategies
• Students will be able to say w
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
• Students prepare a
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
unctions and SkillsSuggested L
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.
Spoken Interaction• Students w
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
pensation Strategies• Students w
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
• Students prepare a
poster about NA
SA’s
Curiosity Project to
Mars by using online
resources.
Dossier
• Students complete
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
unctions and SkillsSuggested L
exis/Language U
seSuggested T
ext and Activity T
ypesA
ssessment
1
Friendship
Accepting and refusing
Apologizing
Giving explanations/reasons
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.
Spoken Interaction• Students w
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
• Students will be able to w
rite a short, simple letter apolo-
gizing and giving reasons for not attending a party in re-sponse to an invitation.
Com
pensation Strategies• Students w
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
• Students work in
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
unctions and SkillsSuggested L
exis/Language U
seSuggested T
ext and Activity T
ypesA
ssessment
3
Cooking
Describing sim
ple processes E
xpressing preferences M
aking simple inquiries
Nam
ing comm
on objects
Listening
• Students will be able to get the gist of short, clear,
simple descriptions of a process.
Spoken Interaction• Students w
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
• Students will be able to w
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
unctions and SkillsSuggested L
exis/Language U
seSuggested T
ext and Activity T
ypesA
ssessment
5The
Internet
Accepting and refusing
Giving explanations/reasons
Making excuses
Making sim
ple requests M
aking simple inquiries
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.
Spoken Interaction• Students w
ill be able to comm
unicate during simple tasks
requiring a simple and direct exchange of inform
ation about their Internet habits.
Spoken Production
• Students will be able to m
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
• Students will be able to w
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
pensation Strategies• Students w
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
• Students prepare
a caricature or a
poster to inform
the students at their
school about their
Internet habits.
• Students prepare a
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
unctions and SkillsSuggested L
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.
Spoken Interaction• Students w
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
• Students will be able to m
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.
• Students prepare a
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
unctions and SkillsSuggested L
exis/Language U
seSuggested T
ext and Activity T
ypesA
ssessment
9Science
Describing w
hat people are doing now
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.
Spoken Interaction• Students w
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
• Students will be able to w
rite simple sentences and phrases
about what people are doing.
• Students will be able to w
rite simple descriptions about
scientific achievements.
Com
pensation Strategies• Students w
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
• Students prepare
a science museum
brochure which
gives information
about the exhibi-
tions and experi-
ments.
• Students prepare a
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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