2. Sınıf İngilizce Yıllık Planı 2026-2027

2. Sınıf İngilizce Yıllık Planı — Kaynaklar ve İçerik

2. sınıf İngilizce dersi, Türkiye Yüzyılı Maarif Modeli öğretim programına göre haftada 2 ders saati okutulur; yıllık planında 6 tema, 66 ders saati ve 156 öğrenme çıktısı yer alır. Yıl, “School Life” temasıyla başlar; aradaki 4 temanın ardından “Life in the City & the World” temasıyla biter.

• İngilizce Ders Bilgi Formu (DBF)
• İngilizce Ders Kitabı (DK)
• Ders İçeriği

  İlkokul - İlkokul (İlkokul) alanında İngilizce dersi 2. sınıf 2026-2027 eğitim öğretim yılı yıllık planı. Haftalık 2 ders saati.

  Üniteler ve Konular

  1. Orientation (2 ders saati)

  Becoming familiar with the classroom, school environment and English-learning routines. Building rapport with the teacher and peers.

  • Orientation Activities

  2. Theme 1: School Life (11 ders saati)

  This theme is centred on the concept of "school life" and covers the sub-themes of greetings and introductions at school; people and places at school; days of the week; national days and celebrations.

  • Listening / Watching
    • ENG.2.1.L1 Pupils can get ready for the listening/watching-comprehension process for the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
    • ENG.2.1.L2 Pupils can bring information about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” together with key details and main components while listening/watching it.
    • ENG.2.1.L3 Pupils can make meaning of/derive meaning from the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through details by listening/watching it carefully.
    • ENG.2.1.L4 Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” in a very simple way.
  • Reading
    • ENG.2.1.R1 Pupils can get ready for the reading-comprehension process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
    • ENG.2.1.R2 Pupils can bring information about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.2.1.R3 Pupils can make meaning of/derive meaning from the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
    • ENG.2.1.R4 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading- comprehension process about the current content, “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” for reflection in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.2.1.S1 Pupils can get ready for speaking-expression process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” with the help of supplementary audio-visual materials.
    • ENG.2.1.S2 Pupils can imitate the model/example for producing verbal content about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
    • ENG.2.1.S3 Pupils can organise simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by speaking accurately, efficiently, and authentically.
    • ENG.2.1.S4 Pupils can form a simple new verbal content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” through reconstruction by speaking accurately, efficiently, and authentically.
    • ENG.2.1.S5 Pupils can reorganise and use information about the current theme on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” by reconstructing it to communicate with other people.
    • ENG.2.1.S6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.2.1.W1 Pupils can get ready for the writing-expression process about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” in an age- and level-appropriate way.
    • ENG.2.1.W2 Pupils can copy the model/example on the writing task about the current content on “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided to practise for further writing activities.
    • ENG.2.1.W3 Pupils can organise and form a content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” based on the model/example provided.
    • ENG.2.1.W4 Pupils can practise writing by constructing content for the assigned writing task on the current content “greetings and introductions at school; people and places at school; days of the week; national days and celebrations”.
    • ENG.2.1.W5 Pupils can reorganise and use information by reconstructing it in the new written tasks about the “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” to communicate with other people.
    • ENG.2.1.W6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.2.1.P1 Pupils can select and use the target phonological elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.2.1.V1 Pupils can select and use the target vocabulary of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.2.1.V2 RECOGNITION OF THE TARGET VOCABULARY: To introduce the meaning of the vocabulary related to the theme “greetings and introductions at school; people and places at school; days of the week; national and religious days and celebrations”, the teacher asks the pupils to watch the introductory digital story again. A scanning activity to find out the main details of the introductory digital story (and/o
    • ENG.2.1.V3 SELECTION AND USE OF TARGET VOCABULARY: To check whether the pupils are aware of the components of the main theme “school”, the teacher prepares an activity using the Web 2.0 program with images/pictures of components of “school life”. She/He prepares three boxes on one side of the screen and mixed images/ pictures for target vocabulary related to the “school life” on the other side. She/He asks t
  • Grammar
    • ENG.2.1.G1 Pupils can select and use the language including target grammatical elements of the current content about “greetings and introductions at school; people and places at school; days of the week; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.2.1.G2 SELECTION AND USE OF THE TARGET GRAMMAR: To facilitate pupils’ practice with the target language chunks, the teacher prepares necessary number of headings on the screen with symbols for the components of the theme “greetings and introductions at school; people and places at school; days of the week; national and religious days and celebrations”, and writes the appropriate language chunks to be use

  3. Theme 2: Classroom Life (11 ders saati)

  This theme is centred on the concept of "classroom life" and covers the sub-themes of classroom instructions and language; classroom furniture, devices and objects; colours.

  • Listening / Watching
    • ENG.2.2.L1 Pupils can get ready for the listening/watching-comprehension process for the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”.
    • ENG.2.2.L2 Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” together with key details and main components while listening/watching it.
    • ENG.2.2.L3 Pupils can make meaning of/derive meaning from the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” through details by listening/watching it carefully.
    • ENG.2.2.L4 Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” in a very simple way.
  • Reading
    • ENG.2.2.R1 Pupils can get ready for the reading-comprehension process about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”.
    • ENG.2.2.R2 Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.2.2.R3 Pupils can make meaning of/derive meaning from the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” by reading it carefully.
    • ENG.2.2.R4 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” for reflection in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.2.2.S1 Pupils can get ready for speaking-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” with the help of supplementary audio-visual materials.
    • ENG.2.2.S2 Pupils can imitate the model/example for producing verbal content about the current theme on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”.
    • ENG.2.2.S3 Pupils can organise simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” by speaking accurately, efficiently, and authentically.
    • ENG.2.2.S4 Pupils can form a simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” through reconstruction by speaking accurately, efficiently, and authentically.
    • ENG.2.2.S5 Pupils can reorganise and use information about the current theme on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” by reconstructing it to communicate with other people.
    • ENG.2.2.S6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.2.2.W1 Pupils can get ready for the writing-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” in an age- and level-appropriate way.
    • ENG.2.2.W2 Pupils can copy the model/example on the writing task about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” based on the model/example provided to practise for further writing activities.
    • ENG.2.2.W3 Pupils can organise and form a content for the assigned writing task on the current content “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” based on the model/example provided.
    • ENG.2.2.W4 Pupils can practise writing by constructing content for the assigned writing task on the current content “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”.
    • ENG.2.2.W5 Pupils can reorganise and use information by reconstructing it in the new written tasks about the “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” to communicate with other people.
    • ENG.2.2.W6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.2.2.P1 Pupils can select and use the target phonological elements of the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.2.2.V1 Pupils can select and use the target vocabulary of the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.2.2.V2 RECOGNITION OF THE TARGET VOCABULARY: To introduce the meaning of the vocabulary related to the theme “classroom life with classroom instructions and language; classroom furniture, devices and objects; 75 THE ENGLISH LANGUAGE CURRICULUM weather conditions; colours”, the teacher asks the pupils to watch the introductory digital story again. A scanning activity to find out the main details of the in
    • ENG.2.2.V3 SELECTION AND USE OF TARGET VOCABULARY: To check whether the pupils are aware of the components of the main theme “school”, the teacher prepares an activity using the Web 2.0 program with images/ pictures of components of “classroom life”. She/He prepares three boxes on one side of the screen and mixed images/ pictures for target vocabulary related to the “classroom life” on the other side. She/He
  • Grammar
    • ENG.2.2.G1 Pupils can select and use the language including target grammatical elements of the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.2.2.G2 SELECTION AND USE OF THE TARGET GRAMMAR: To facilitate pupils’ practice with the target language chunks, the teacher prepares necessary number of headings on the screen with symbols for the components of the theme “classroom life with classroom instructions and language; classroom furniture, devices and objects; weather conditions; colours”, and writes the appropriate language chunks to be used wi

  4. Theme 3: Personal Life (11 ders saati)

  This theme is centred on the concept of "personal life" and covers the sub-themes of parts of the body and physical features; clothes; days of the week, ages and birthdays; weather conditions.

  • Listening / Watching
    • ENG.2.3.L1 Pupils can get ready for the listening/watching-comprehension process for the current content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”
    • ENG.2.3.L2 Pupils can bring information about the current content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” together with key details and main components while listening/watching it.
    • ENG.2.3.L3 Pupils can make meaning of/derive meaning from the current content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” through details by listening/watching it carefully.
    • ENG.2.3.L4 Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” in a very simple way.
  • Reading
    • ENG.2.3.R1 Pupils can get ready for the reading-comprehension process about the current content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”.
    • ENG.2.3.R2 Pupils can bring information about the current content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.2.3.R3 Pupils can make meaning of/derive meaning from the current content about “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” by reading it carefully.
    • ENG.2.3.R4 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” for reflection in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.2.3.S1 Pupils can get ready for speaking-expression process about the current content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”with the help of supplementary audio-visual materials.
    • ENG.2.3.S2 Pupils can imitate the model/example for producing verbal content about the current theme on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”.
    • ENG.2.3.S3 Pupils can organise simple new verbal content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” by speaking accurately, efficiently, and authentically.
    • ENG.2.3.S4 Pupils can form a simple new verbal content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” through reconstruction by speaking accurately, efficiently, and authentically.
    • ENG.2.3.S5 Pupils can reorganise and use information about the current theme on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” by reconstructing it to communicate with other people.
    • ENG.2.3.S6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.2.3.W1 Pupils can get ready for the writing-expression process about the current content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”in an age- and level-appropriate way.
    • ENG.2.3.W2 Pupils can copy the model/example on the writing task about the current content on “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”based on the model/example provided to practise for further writing activities.
    • ENG.2.3.W3 Pupils can organise and form a content for the assigned writing task on the current content “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”based on the model/example provided.
    • ENG.2.3.W4 Pupils can practise writing by constructing content for the assigned writing task on the current content “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays”.
    • ENG.2.3.W5 Pupils can reorganise and use information by reconstructing it in the new written tasks about the “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”to communicate with other people.
    • ENG.2.3.W6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.2.3.P1 Pupils can select and use the target phonological elements of the current content about “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.2.3.V1 Pupils can select and use the target vocabulary of the current content about “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.2.3.V2 RECOGNITION OF THE TARGET VOCABULARY: To introduce the meaning of the vocabulary related to the theme “personal life with parts of the body and physical features; clothes; days of the week, ages and birthdays”, the teacher asks the pupils to watch the introductory digital story again. A scanning activity to find out the main details of the introductory digital story (and/or a new text in the readi
    • ENG.2.3.V3 SELECTION AND USE OF TARGET VOCABULARY: To check whether the pupils are aware of the components of the main theme “personal life”, the teacher prepares an activity using the Web 2.0 program with images/ pictures of components of “personal life”. She/He prepares three boxes on one side of the screen and mixed images/ pictures for target vocabulary related to the “personal life” on the other side. S
  • Grammar
    • ENG.2.3.G1 Pupils can select and use the language including target grammatical elements of the current content about “personal life with basic parts of the human body, physical features, clothes, days of the week, ages, and birthdays; weather conditions”accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.2.3.G2 SELECTION AND USE OF THE TARGET GRAMMAR: To facilitate pupils’ practice with the target language chunks, the teacher prepares necessary number of headings on the screen with symbols for the components of the theme “personal life with parts of the body and physical features; clothes; days of the week, ages and birthdays”, and writes the appropriate language chunks to be used with each of the groups

  5. Theme 4: Family Life (11 ders saati)

  This theme is centred on the concept of "family life" and covers the sub-themes of family members and family members' physical appearances and physical features.

  • Listening / Watching
    • ENG.2.4.L1 Pupils can get ready for the listening/watching-comprehension process for the current content on “family life with family members and family members’ physical appearances and physical features”.
    • ENG.2.4.L2 Pupils can bring information about the current content on “family life with family members and family members’ physical appearances and physical features” together with key details and main components while listening/watching it.
    • ENG.2.4.L3 Pupils can make meaning of/derive meaning from the current content on “family life with family members and family members’ physical appearances and physical features” through details by listening/watching it carefully.
    • ENG.2.4.L4 Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “family life with family members and family members’ physical appearances and physical features” in a very simple way.
  • Reading
    • ENG.2.4.R1 Pupils can get ready for the reading-comprehension process about the current content on “family life with family members and family members’ physical appearances and physical features”.
    • ENG.2.4.R2 Pupils can bring information about the current content on “family life with family members and family members’ physical appearances and physical features” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.2.4.R3 Pupils can make meaning of/derive meaning from the current content about “family life with family members and family members’ physical appearances and physical features” by reading it carefully.
    • ENG.2.4.R4 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members and family members’ physical appearances and physical features” for reflection in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.2.4.S1 Pupils can get ready for the speaking-expression process about the current content on “family life with family members and family members’ physical appearances and physical features” with the help of supplementary audio-visual materials.
    • ENG.2.4.S2 Pupils can imitate the model/example for producing verbal content about the current theme on “family life with family members and family members’ physical appearances and physical features”.
    • ENG.2.4.S3 Pupils can organise simple new verbal content on “family life with family members and family members’ physical appearances and physical features” by speaking accurately, efficiently, and authentically.
    • ENG.2.4.S4 Pupils can form a simple new verbal content on “family life with family members and family members’ physical appearances and physical features” through reconstruction by speaking accurately, efficiently, and authentically.
    • ENG.2.4.S5 Pupils can reorganise and use information about the current theme on “family life with family members and family members’ physical appearances and physical features” by reconstructing it to communicate with other people.
    • ENG.2.4.S6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.2.4.W1 Pupils can get ready for the writing-expression process about the current content on “family life with family members and family members’ physical appearances and physical features” in an age- and level-appropriate way.
    • ENG.2.4.W2 Pupils can copy the model/example on the writing task about the current content on “family life with family members and family members’ physical appearances and physical features” based on the model/example provided to practise for further writing activities.
    • ENG.2.4.W3 Pupils can organise and form a content for the assigned writing task on the current content “family life with family members and family members’ physical appearances and physical features” based on the model/example provided.
    • ENG.2.4.W4 Pupils can practise writing by constructing content for the assigned writing task on the current content “family life with family members and family members’ physical appearances and physical features”.
    • ENG.2.4.W5 Pupils can reorganise and use information by reconstructing it in the new written tasks about the “family life with family members and family members’ physical appearances and physical features” to communicate with other people.
    • ENG.2.4.W6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.2.4.P1 Pupils can select and use the target phonological elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.2.4.V1 Pupils can select and use the target vocabulary of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.2.4.V2 RECOGNITION OF THE TARGET VOCABULARY: To introduce the meaning of the vocabulary related to the theme “family life with family members and family members’ physical appearances and physical features”, the teacher asks the pupils to watch the introductory digital story again. A scanning activity to find out the main details of the introductory digital story (and/or a new text in the reading section)
    • ENG.2.4.V3 SELECTION AND USE OF TARGET VOCABULARY: To check whether the pupils are aware of the components of the main theme “family life”, the teacher prepares an activity using the Web 2.0 program with images/ pictures of components of “family life”. She/He prepares three boxes on one side of the screen and mixed images/ pictures for target vocabulary related to the “family life” on the other side. She/He
  • Grammar
    • ENG.2.4.G1 Pupils can select and use the language including target grammatical elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.2.4.G2 SELECTION AND USE OF THE TARGET GRAMMAR: To facilitate pupils’ practice with the target language chunks, the teacher prepares necessary number of headings on the screen with symbols for the components of the theme “family life with family members and family members’ physical appearances and physical features”, and writes the appropriate language chunks to be used with each of the groups. She/He al

  6. Theme 5: Homes & Houses & Neighbourhoods (11 ders saati)

  This theme is centred on the concept of "homes, houses, and neighbourhoods" and covers the sub-themes of parts, rooms and furniture in the house; pets in the house.

  • Listening / Watching
    • ENG.2.5.L1 Pupils can get ready for the listening/watching-comprehension process for the current content on “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house”.
    • ENG.2.5.L2 Pupils can bring information about the current content on “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” together with key details and main components while listening/watching it.
    • ENG.2.5.L3 Pupils can make meaning of/derive meaning from the current content on “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” through details by listening/watching it carefully.
    • ENG.2.5.L4 Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” in a very simple way.
  • Reading
    • ENG.2.5.R1 Pupils can get ready for the reading-comprehension process about the current content on “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house”.
    • ENG.2.5.R2 Pupils can bring information about the current content on “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.2.5.R3 Pupils can make meaning of/derive meaning from the current content about “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” by reading it carefully.
    • ENG.2.5.R4 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading- comprehension process about the current content, “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” for reflection in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.2.5.S1 Pupils can get ready for speaking-expression process about the current content on “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” with the help of supplementary audio-visual materials.
    • ENG.2.5.S2 Pupils can imitate the model/example for producing verbal content about the current theme on “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house”.
    • ENG.2.5.S3 Pupils can organise simple new verbal content on “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” by speaking accurately, efficiently, and authentically.
    • ENG.2.5.S4 Pupils can form a simple new verbal content on “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” through reconstruction by speaking accurately, efficiently, and authentically.
    • ENG.2.5.S5 Pupils can reorganise and use information about the current theme on “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” by reconstructing it to communicate with other people.
    • ENG.2.5.S6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.2.5.W1 Pupils can get ready for the writing-expression process about the current content on “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” in an age- and level-appropriate way.
    • ENG.2.5.W2 Pupils can copy the model/example on the writing task about the current content on “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” based on the model/example provided to practise for further writing activities.
    • ENG.2.5.W3 Pupils can organise and form a content for the assigned writing task on the current content “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” based on the model/example provided.
    • ENG.2.5.W4 Pupils can practise writing by constructing content for the assigned writing task on the current content “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house”.
    • ENG.2.5.W5 Pupils can reorganise and use information by reconstructing it in the new written tasks about the “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” to communicate with other people.
    • ENG.2.5.W6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.2.5.P1 Pupils can select and use the target phonological elements of the current content about “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.2.5.V1 Pupils can select and use the target vocabulary of the current content about “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.2.5.V2 RECOGNITION OF THE TARGET VOCABULARY: To introduce the meaning of the vocabulary related to the theme “homes, houses, and neighbourhoods with parts, rooms and furniture in the house; pets in the house”, the teacher asks the pupils to watch the introductory digital story again. A scanning activity to find out the main details of the introductory digital story (and/or a new text in the reading secti
    • ENG.2.5.V3 SELECTION AND USE OF TARGET VOCABULARY: To check whether the pupils are aware of the components of the main theme “homes, houses, and neighbourhoods”, the teacher prepares an activity using the Web 2.0 program with images/pictures of components of “homes, houses, and neighbourhoods”. She/He prepares three boxes on one side of the screen and mixed images/ pictures for target vocabulary related to t
  • Grammar
    • ENG.2.5.G1 Pupils can select and use the language including target grammatical elements of the current content about “homes, houses and neighbourhoods with parts, rooms and furniture in the house; pets in the house” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.2.5.G2 SELECTION AND USE OF THE TARGET GRAMMAR: To facilitate pupils’ practice with the target language chunks, the teacher prepares necessary number of headings on the screen with symbols for the components of the theme “homes, houses, and neighbourhoods with parts, rooms and furniture in the house; pets in the house”, and writes the appropriate language chunks to be used with each of the groups. She/He

  7. Theme 6: Life in the City & the World (11 ders saati)

  This theme is centred on the concept of "life in the city and the world" and covers the sub-themes of basic food types, items, and meals.

  • Listening / Watching
    • ENG.2.6.L1 Pupils can get ready for the listening/watching-comprehension process for the current content on “life in the city and the world with basic food types, items, and meals”.
    • ENG.2.6.L2 Pupils can bring information about the current content on “life in the city and the world with basic food types, items, and meals” together with key details and main components while listening/watching it.
    • ENG.2.6.L3 Pupils can make meaning of/derive meaning from the current content on “life in the city and the world with basic food types, items, and meals” through details by listening/watching it carefully.
    • ENG.2.6.L4 Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “life in the city and the world with basic food types, items, and meals” in a very simple way.
  • Reading
    • ENG.2.6.R1 Pupils can get ready for the reading-comprehension process about the current content on “life in the city and the world with basic food types, items, and meals”.
    • ENG.2.6.R2 Pupils can bring information about the current content on “life in the city and the world with basic food types, items, and meals” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.2.6.R3 Pupils can make meaning of/derive meaning from the current content about “life in the city and the world with basic food types, items, and meals” by reading it carefully.
    • ENG.2.6.R4 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the city and the world with basic food types, items, and meals” for reflection in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.2.6.S1 Pupils can get ready for the speaking-expression process about the current content on “life in the city and the world with basic food types, items, and meals” with the help of supplementary audio-visual materials.
    • ENG.2.6.S2 Pupils can imitate the model/example for producing verbal content about the current theme on “life in the city and the world with basic food types, items, and meals”.
    • ENG.2.6.S3 Pupils can organise simple new verbal content on “life in the city and the world with basic food types, items, and meals” by speaking accurately, efficiently, and authentically.
    • ENG.2.6.S4 Pupils can form a simple new verbal content on “life in the city and the world with basic food types, items, and meals” through reconstruction by speaking accurately, efficiently, and authentically.
    • ENG.2.6.S5 Pupils can reorganise and use information about the current theme on “life in the city and the world with basic food types, items, and meals” by reconstructing it to communicate with other people.
    • ENG.2.6.S6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “life in the city and the world with basic food types, items, and meals” very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.2.6.W1 Pupils can get ready for the writing-expression process about the current content on “life in the city and the world with basic food types, items, and meals” in an age- and level-appropriate way.
    • ENG.2.6.W2 Pupils can copy the model/example on the writing task about the current content on “life in the city and the world with basic food types, items, and meals” based on the model/example provided to practise for further writing activities.
    • ENG.2.6.W3 Pupils can organise and form a content for the assigned writing task on the current content “life in the city and the world with basic food types, items, and meals” based on the model/ example provided.
    • ENG.2.6.W4 Pupils can practise writing by constructing content for the assigned writing task on the current content “life in the city and the world with basic food types, items, and meals”.
    • ENG.2.6.W5 Pupils can reorganise and use information by reconstructing it in the new written tasks about the “life in the city and the world with basic food types, items, and meals” to communicate with other people.
    • ENG.2.6.W6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “life in the city and the world with basic food types, items, and meals” very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.2.6.P1 Pupils can select and use the target phonological elements of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.2.6.V1 Pupils can select and use the target vocabulary of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.2.6.V2 RECOGNITION OF THE TARGET VOCABULARY: To introduce the meaning of the vocabulary related to the theme “life in the city and the world with basic food types, items and meals”, the teacher asks the pupils to watch the introductory digital story again. A scanning activity to find out the main details of the introductory digital story (and/or a new text in the reading section) is organised to help pup
    • ENG.2.6.V3 SELECTION AND USE OF TARGET VOCABULARY: To check whether the pupils are aware of the components of the main theme “life in the city and the world”, the teacher prepares an activity using the Web 2.0 program with images/pictures of components of “life in the city and the world”. She/He prepares three boxes on one side of the screen and mixed images/ pictures for target vocabulary related to the “li
  • Grammar
    • ENG.2.6.G1 Pupils can select and use the language including target grammatical elements of the current content about “life in the city and the world with basic food types, items, and meals” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.2.6.G2 SELECTION AND USE OF THE TARGET GRAMMAR: To facilitate pupils’ practice with the target language chunks, the teacher prepares necessary number of headings on the screen with symbols for the components of the theme “life in the city and the world with basic food types, items and meals”, and writes the appropriate language chunks to be used with each of the groups. She/He also provides the vocabular

  8. School-Based Planning (4 ders saati)

  Hours allocated to teacher's school-based planning — out-of-school learning activities, research, project studies, local studies, social activities.

  • School-Based Planning Activities

  Dersin Amaçları

  • Pupils develop listening, reading, speaking and writing skills in English at A1.1 level (CEFR).
  • Pupils acquire age-appropriate vocabulary and language chunks around the six themes (school, classroom, personal, family, home, food/world).
  • Pupils develop positive attitudes towards English through play, songs, stories and creative activities.
  • Pupils gain awareness of cultural similarities and differences between Turkish and English-speaking communities.