3. Sınıf İngilizce Yıllık Planı 2026-2027

3. Sınıf İngilizce Yıllık Planı — Kaynaklar ve İçerik

3. sınıf İngilizce dersi, Türkiye Yüzyılı Maarif Modeli öğretim programına göre haftada 2 ders saati okutulur; yıllık planında 6 tema, 60 ders saati ve 153 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)
• Ders İçeriği

  İlkokul - İlkokul (İlkokul) alanında İngilizce dersi 3. sınıf 2026-2027 eğitim öğretim yılı yıllık planı. Haftalık 2 ders saati.

  Üniteler ve Konular

  1. Orientation (4 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 (10 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, months of the year, ages and birthday celebrations; national days and celebrations.

  • Listening / Watching
    • ENG.3.1.L1 Pupils can get ready for the listening/watching-comprehension process for the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations”.
    • ENG.3.1.L2 Pupils can bring information about the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” together with key details and main components while listening/watching it.
    • ENG.3.1.L3 Pupils can make meaning of/derive meaning from the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” through details by listening/ watching it carefully.
    • ENG.3.1.L4 Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” in a very simple way.
  • Reading
    • ENG.3.1.R1 Pupils can get ready for the reading-comprehension process about the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations”.
    • ENG.3.1.R2 Pupils can bring information about the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” through skimming (looking quickly at) the audio- visual elements and reading the content very quickly.
    • ENG.3.1.R3 Pupils can make meaning of/derive meaning from the current content about “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” by reading it carefully.
    • ENG.3.1.R4 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” for reflection in relation to themselves or others, both individually and/or with other
  • Speaking
    • ENG.3.1.S1 Pupils can get ready for speaking-expression process about the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” with the help of supplementary audio-visual materials.
    • ENG.3.1.S2 Pupils can imitate the model/example for producing verbal content about the current theme on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations”.
    • ENG.3.1.S3 Pupils can organise simple new verbal content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” by speaking accurately, efficiently, and authentically.
    • ENG.3.1.S4 Pupils can form a simple new verbal content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” through reconstruction by speaking accurately, efficiently, and authentically.
    • ENG.3.1.S5 Pupils can reorganise and use information about the current theme on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” by reconstructing it to communicate with other people.
    • ENG.3.1.S6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” very simply for reflection in relation to themselves or others, both individually and/or
  • Writing
    • ENG.3.1.W1 Pupils can get ready for the writing-expression process about the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” in an age- and level- appropriate way.
    • ENG.3.1.W2 Pupils can copy the model/example on the writing task about the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” based on the model/ example provided to practise for further writing activities.
    • ENG.3.1.W3 Pupils can organise and form a content for the assigned writing task on the current content “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” based on the model/example provided.
    • ENG.3.1.W4 Pupils can practise writing by constructing content for the assigned writing task on the current content “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations”.
    • ENG.3.1.W5 Pupils can reorganise and use information by reconstructing it in the new written tasks about the “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” to communicate with other people. 168 THE ENGLISH LANGUAGE CURRICULUM
    • ENG.3.1.W6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” very simply for reflection in relation to themselves or others, both individually and/or
  • Phonology
    • ENG.3.1.P1 Pupils can select and use the target phonological elements of the current content about “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating wit
  • Vocabulary
    • ENG.3.1.V1 Pupils can select and use the target vocabulary of the current content about “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.3.1.V2 RECOGNITION OF THE TARGET VOCABULARY: To introduce the meaning of the vocabulary related to the theme “school life with (extended) greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations”, the teacher asks the pupils to watch the introductory digital story again. A scanning activity to find out the main
    • ENG.3.1.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.3.1.G1 Pupils can select and use the language including target grammatical elements of the current content about “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with oth
    • ENG.3.1.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 “school life with (extended) greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations”, and

  3. Theme 2: Classroom Life (10 ders saati)

  This theme is centred on the concept of classroom life and covers the sub-themes of classroom instructions and language; classroom furniture, objects, and devices; school subjects; seasons of the year.

  • Listening / Watching
    • ENG.3.2.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, objects, and devices, school subjects, seasons of the year”.
    • ENG.3.2.L2 Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” together with key details and main components while listening/watching it.
    • ENG.3.2.L3 Pupils can make meaning of/derive meaning from the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” through details by listening/watching it carefully.
    • ENG.3.2.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, objects, and devices, school subjects, seasons of the year” in a very simple way.
  • Reading
    • ENG.3.2.R1 Pupils can get ready for the reading-comprehension process about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year”.
    • ENG.3.2.R2 Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.3.2.R3 Pupils can make meaning of/derive meaning from the current content about “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” by reading it carefully.
    • ENG.3.2.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, objects, and devices, school subjects, seasons of the year” for reflection in relation to themselves or others, both individually and/ or with others.
  • Speaking
    • ENG.3.2.S1 Pupils can get ready for speaking-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” with the help of supplementary audio-visual materials.
    • ENG.3.2.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, objects, and devices, school subjects, seasons of the year”.
    • ENG.3.2.S3 Pupils can organise simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” by speaking accurately, efficiently, and authentically.
    • ENG.3.2.S4 Pupils can form a simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” through reconstruction by speaking accurately, efficiently, and authentically.
    • ENG.3.2.S5 Pupils can reorganise and use information about the current theme on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” by reconstructing it to communicate with other people.
    • ENG.3.2.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, objects, and devices, school subjects, seasons of the year” very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.3.2.W1 Pupils can get ready for the writing-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” in an age- and level-appropriate way.
    • ENG.3.2.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, objects, and devices, school subjects, seasons of the year” based on the model/example provided to practise for further writing activities.
    • ENG.3.2.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, objects, and devices, school subjects, seasons of the year” based on the model/example provided.
    • ENG.3.2.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, objects, and devices, school subjects, seasons of the year”.
    • ENG.3.2.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, objects, and devices, school subjects, seasons of the year” to communicate with other people.
    • ENG.3.2.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, objects, and devices, school subjects, seasons of the year” very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.3.2.P1 Pupils can select and use the target phonological elements of the current content about “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.3.2.V1 Pupils can select and use the target vocabulary of the current content about “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.3.2.V2 RECOGNITION OF THE TARGET VOCABULARY: To introduce the meaning of the vocabulary related to the theme “classroom life with (extended) classroom instructions and language; classroom furniture, objects, and devices; school subjects; seasons of the year”, the teacher asks the pupils to watch the introductory digital story again. A scanning activity to find out the main details of the introductory dig
    • ENG.3.2.V3 SELECTION AND USE OF TARGET VOCABULARY: To check whether the pupils are aware of the components of the main theme “classroom life”, 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
  • Grammar
    • ENG.3.2.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, objects, and devices, school subjects, seasons of the year” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.3.2.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 (extended) classroom instructions and language; classroom furniture, objects, and devices; school subjects; seasons of the year”, and writes the appropriate language

  4. Theme 3: Personal Life (10 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; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing.

  • Listening / Watching
    • ENG.3.3.L1 Pupils can get ready for the listening/watching-comprehension process for the current content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing”.
    • ENG.3.3.L2 Pupils can bring information about the current content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” together with key details and main components while listening/watching it.
    • ENG.3.3.L3 Pupils can make meaning of/derive meaning from the current content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” through details by listening/watching it carefully.
    • ENG.3.3.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 parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” in a very simple way.
  • Reading
    • ENG.3.3.R1 Pupils can get ready for the reading-comprehension process about the current content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing”.
    • ENG.3.3.R2 Pupils can bring information about the current content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.3.3.R3 Pupils can make meaning of/derive meaning from the current content about “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” by reading it carefully.
    • ENG.3.3.R4 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading- comprehension process about the current content, “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” for reflection in relation to themselves or others, both individually and/
  • Speaking
    • ENG.3.3.S1 Pupils can get ready for speaking-expression process about the current content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” with the help of supplementary audio-visual materials.
    • ENG.3.3.S2 Pupils can imitate the model/example for producing verbal content about the current theme on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing”.
    • ENG.3.3.S3 Pupils can organise simple new verbal content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” by speaking accurately, efficiently, and authentically.
    • ENG.3.3.S4 Pupils can form a simple new verbal content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” through reconstruction by speaking accurately, efficiently, and authentically.
    • ENG.3.3.S5 Pupils can reorganise and use information about the current theme on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” by reconstructing it to communicate with other people.
    • ENG.3.3.S6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” very simply for reflection in relation to themselves or others, both individu
  • Writing
    • ENG.3.3.W1 Pupils can get ready for the writing-expression process about the current content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” in an age- and level-appropriate way.
    • ENG.3.3.W2 Pupils can copy the model/example on the writing task about the current content on “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” based on the model/example provided to practise for further writing activities.
    • ENG.3.3.W3 Pupils can organise and form a content for the assigned writing task on the current content “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” based on the model/example provided.
    • ENG.3.3.W4 Pupils can practise writing by constructing content for the assigned writing task on the current content “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing”.
    • ENG.3.3.W5 Pupils can reorganise and use information by reconstructing it in the new written tasks about the “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” to communicate with other people.
    • ENG.3.3.W6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” very simply for reflection in relation to themselves or others, both individu
  • Phonology
    • ENG.3.3.P1 Pupils can select and use the target phonological elements of the current content about “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when commu
  • Vocabulary
    • ENG.3.3.V1 Pupils can select and use the target vocabulary of the current content about “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.3.3.V2 RECOGNITION OF THE TARGET VOCABULARY: To introduce the meaning of the vocabulary related to the theme “personal life with (extended) parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing”, the teacher asks the pupils to watch the introductory digital story again. A scanning activity to find o
    • ENG.3.3.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.3.3.G1 Pupils can select and use the language including target grammatical elements of the current content about “personal life with parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicat
    • ENG.3.3.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 (extended) parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clo

  5. Theme 4: Family Life (10 ders saati)

  This theme is centred on the concept of family life and covers the sub-themes of family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members.

  • Listening / Watching
    • ENG.3.4.L1 Pupils can get ready for the listening/watching-comprehension process for the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members”.
    • ENG.3.4.L2 Pupils can bring information about the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” together with key details and main components while listening/watching it.
    • ENG.3.4.L3 Pupils can make meaning of/derive meaning from the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” through details by listening/watching it carefully.
    • ENG.3.4.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; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” in a very simple way.
  • Reading
    • ENG.3.4.R1 Pupils can get ready for the reading-comprehension process about the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members”.
    • ENG.3.4.R2 Pupils can bring information about the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.3.4.R3 Pupils can make meaning of/derive meaning from the current content about “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” by reading it carefully.
    • ENG.3.4.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; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” for reflection in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.3.4.S1 Pupils can get ready for speaking-expression process about the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” with the help of supplementary audio-visual materials.
    • ENG.3.4.S2 Pupils can imitate the model/example for producing verbal content about the current theme on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members”.
    • ENG.3.4.S3 Pupils can organise simple new verbal content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” by speaking accurately, efficiently, and authentically.
    • ENG.3.4.S4 Pupils can form a simple new verbal content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” through reconstruction by speaking accurately, efficiently, and authentically.
    • ENG.3.4.S5 Pupils can reorganise and use information about the current theme on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” by reconstructing it to communicate with other people.
    • ENG.3.4.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; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” very simply for reflection in relation to themselves or others, both individually and/ or with others.
  • Writing
    • ENG.3.4.W1 Pupils can get ready for the writing-expression process about the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” in an age- and level-appropriate way.
    • ENG.3.4.W2 Pupils can copy the model/example on the writing task about the current content on “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” based on the model/example provided to practise for further writing activities.
    • ENG.3.4.W3 Pupils can organise and form a content for the assigned writing task on the current content “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” based on the model/example provided.
    • ENG.3.4.W4 Pupils can practise writing by constructing content for the assigned writing task on the current content “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members”.
    • ENG.3.4.W5 Pupils can reorganise and use information by reconstructing it in the new written tasks about the “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” to communicate with other people.
    • ENG.3.4.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; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” very simply for reflection in relation to themselves or others, both individually and/ or with others.
  • Phonology
    • ENG.3.4.P1 Pupils can select and use the target phonological elements of the current content about “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.3.4.V1 Pupils can select and use the target vocabulary of the current content about “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
  • Grammar
    • ENG.3.4.G1 Pupils can select and use the language including target grammatical elements of the current content about “family life with family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

  6. Theme 5: Homes & Houses & the Neighbourhood (10 ders saati)

  This theme is centred on the concept of homes, houses and the neighbourhood and covers the sub-themes of life in the countryside; farmhouses and farm animals; activities and chores on a farm.

  • Listening / Watching
    • ENG.3.5.L1 Pupils can get ready for the listening/watching-comprehension process for the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm”.
    • ENG.3.5.L2 Pupils can bring information about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” together with key details and main components while listening/watching it.
    • ENG.3.5.L3 Pupils can make meaning of/derive meaning from the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” through details by listening/watching it carefully.
    • ENG.3.5.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 the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” in a very simple way.
  • Reading
    • ENG.3.5.R1 Pupils can get ready for the reading-comprehension process about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm”.
    • ENG.3.5.R2 Pupils can bring information about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.3.5.R3 Pupils can make meaning of/derive meaning from the current content about “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” by reading it carefully.
    • ENG.3.5.R4 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading- comprehension process about the current content, “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” for reflection in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.3.5.S1 Pupils can get ready for speaking-expression process about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” with the help of supplementary audio-visual materials.
    • ENG.3.5.S2 Pupils can imitate the model/example for producing verbal content about the current theme on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm”.
    • ENG.3.5.S3 Pupils can organise simple new verbal content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” by speaking accurately, efficiently, and authentically.
    • ENG.3.5.S4 Pupils can form a simple new verbal content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” through reconstruction by speaking accurately, efficiently, and authentically.
    • ENG.3.5.S5 Pupils can reorganise and use information about the current theme on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” by reconstructing it to communicate with other people.
    • ENG.3.5.S6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.3.5.W1 Pupils can get ready for the writing-expression process about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” in an age- and level-appropriate way.
    • ENG.3.5.W2 Pupils can copy the model/example on the writing task about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” based on the model/example provided to practise for further writing activities.
    • ENG.3.5.W3 Pupils can organise and form a content for the assigned writing task on the current content “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” based on the model/example provided.
    • ENG.3.5.W4 Pupils can practise writing by constructing content for the assigned writing task on the current content “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm”.
    • ENG.3.5.W5 Pupils can reorganise and use information by reconstructing it in the new written tasks about the “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” to communicate with other people.
    • ENG.3.5.W6 Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing- expression process about the current content, “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.3.5.P1 Pupils can select and use the target phonological elements of the current content about “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.3.5.V1 Pupils can select and use the target vocabulary of the current content about “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.3.5.V2 RECOGNITION OF THE TARGET VOCABULARY: To introduce the meaning of the vocabulary related to the theme “homes, houses and neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm”, 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
    • ENG.3.5.V3 SELECTION AND USE OF TARGET VOCABULARY: To check whether the pupils are aware of the components of the main theme “homes, houses and neighbourhood”, the teacher prepares an activity using the Web 2.0 program with images/pictures of components of “homes, houses and the neighbourhood”. She/He prepares three boxes on one side of the screen and mixed images/ pictures for target vocabulary related to t
  • Grammar
    • ENG.3.5.G1 Pupils can select and use the language including target grammatical elements of the current content about “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.3.5.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 neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm”, and writes the appropriate language chunks to be used with e

  7. Theme 6: Life in the City & the World (10 ders saati)

  This theme is centred on the concept of life in the city and the world and covers the sub-themes of food items and meals, eating outside and ordering food.

  • Listening / Watching
    • ENG.3.6.L1 Pupils can get ready for the listening/watching-comprehension process for the current content on “life in the city and the world with food items and meals, eating outside and ordering food”.
    • ENG.3.6.L2 Pupils can bring information about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” together with key details and main components while listening/watching it.
    • ENG.3.6.L3 Pupils can make meaning of/derive meaning from the current content on “life in the city and the world with food items and meals, eating outside and ordering food” through details by listening/watching it carefully.
    • ENG.3.6.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 food items and meals, eating outside and ordering food” in a very simple way.
  • Reading
    • ENG.3.6.R1 Pupils can get ready for the reading-comprehension process about the current content on “life in the city and the world with food items and meals, eating outside and ordering food”.
    • ENG.3.6.R2 Pupils can bring information about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
    • ENG.3.6.R3 Pupils can make meaning of/derive meaning from the current content about “life in the city and the world with food items and meals, eating outside and ordering food” by reading it carefully.
    • ENG.3.6.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 food items and meals, eating outside and ordering food” for reflection in relation to themselves or others, both individually and/or with others.
  • Speaking
    • ENG.3.6.S1 Pupils can get ready for speaking-expression process about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” with the help of supplementary audio-visual materials.
    • ENG.3.6.S2 Pupils can imitate the model/example for producing verbal content about the current theme on “life in the city and the world with food items and meals, eating outside and ordering food”.
    • ENG.3.6.S3 Pupils can organise simple new verbal content on “life in the city and the world with food items and meals, eating outside and ordering food” by speaking accurately, efficiently, and authentically.
    • ENG.3.6.S4 Pupils can form a simple new verbal content on “life in the city and the world with food items and meals, eating outside and ordering food” through reconstruction by speaking accurately, efficiently, and authentically.
    • ENG.3.6.S5 Pupils can reorganise and use information about the current theme on “life in the city and the world with food items and meals, eating outside and ordering food” by reconstructing it to communicate with other people.
    • ENG.3.6.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 food items and meals, eating outside and ordering food” very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Writing
    • ENG.3.6.W1 Pupils can get ready for the writing-expression process about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” in an age- and level-appropriate way.
    • ENG.3.6.W2 Pupils can copy the model/example on the writing task about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” based on the model/example provided to practise for further writing activities.
    • ENG.3.6.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 food items and meals, eating outside and ordering food” based on the model/example provided.
    • ENG.3.6.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 food items and meals, eating outside and ordering food”.
    • ENG.3.6.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 food items and meals, eating outside and ordering food” to communicate with other people.
    • ENG.3.6.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 food items and meals, eating outside and ordering food” very simply for reflection in relation to themselves or others, both individually and/or with others.
  • Phonology
    • ENG.3.6.P1 Pupils can select and use the target phonological elements of the current content about “life in the city and the world with food items and meals, eating outside and ordering food” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
  • Vocabulary
    • ENG.3.6.V1 Pupils can select and use the target vocabulary of the current content about “life in the city and the world with food items and meals, eating outside and ordering food” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.3.6.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 (extended) food items and meals, eating outside and ordering food”, 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 s
    • ENG.3.6.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 “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 “life in the city and the w
  • Grammar
    • ENG.3.6.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 food items and meals, eating outside and ordering food” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
    • ENG.3.6.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 (extended) food items and meals, eating outside and ordering food”, and writes the appropriate language chunks to be used with each of the groups. Sh

  8. Revision Programme (4 ders saati)

  Hours dedicated to revision of all themes — recap, consolidation, and integration of vocabulary, grammar and skills covered during the year.

  • Revision Activities

  9. 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 A1.2 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.