Yıllık plan · İlkokulTYMM · 2026-2027

2. Sınıf İngilizce Yıllık Planı 2026-2027

19 ünite, 46 hafta, 838 öğrenme çıktısı. Türkiye Yüzyılı Maarif Modeli esas alınarak, hafta hafta tarihleriyle.

Sıradaki hafta

9. hafta · 9–13 Kasım 2026

Theme 2: Classroom Lıfe

  • ENG.2.2.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
  • ENG.2.2.P1Pupils 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.
  • ENG.2.2.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
  • ENG.2.2.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
  • ENG.2.2.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
Haftanın tam planıTüm haftalar

Tüm haftalar

Üniteye dokunun, haftalar açılsın

Orıentatıon

1. hafta · 1 hafta
  1. 1. hafta14–18 Eylül 2026
    • ORIENTATION

Theme 1: School Lıfe

2–7. hafta · 6 hafta
  1. 2. hafta21–25 Eylül 2026
    • ENG.2.1.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.1.P1Pupils 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.
    • ENG.2.1.R1Pupils 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.R2Pupils 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.R3Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
    • ENG.2.1.R4Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension 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.
    • ENG.2.1.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
    • ENG.2.1.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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
  2. 3. hafta28 Eylül – 2 Ekim 2026
    • ENG.2.1.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.1.P1Pupils 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.
    • ENG.2.1.R1Pupils 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.R2Pupils 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.R3Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
    • ENG.2.1.R4Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension 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.
    • ENG.2.1.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
    • ENG.2.1.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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
  3. 4. hafta5–9 Ekim 2026
    • ENG.2.1.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.1.P1Pupils 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.
    • ENG.2.1.R1Pupils 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.R2Pupils 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.R3Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
    • ENG.2.1.R4Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension 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.
    • ENG.2.1.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
    • ENG.2.1.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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
  4. 5. hafta12–16 Ekim 2026
    • ENG.2.1.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.1.P1Pupils 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.
    • ENG.2.1.R1Pupils 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.R2Pupils 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.R3Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
    • ENG.2.1.R4Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension 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.
    • ENG.2.1.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
    • ENG.2.1.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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
  5. 6. hafta19–23 Ekim 2026
    • ENG.2.1.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.1.P1Pupils 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.
    • ENG.2.1.R1Pupils 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.R2Pupils 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.R3Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
    • ENG.2.1.R4Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension 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.
    • ENG.2.1.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
    • ENG.2.1.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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
  6. 7. hafta26–30 Ekim 2026
    • ENG.2.1.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.1.P1Pupils 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.
    • ENG.2.1.R1Pupils 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.R2Pupils 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.R3Pupils can make meaning of/derive meaning from the current content about “greetings an introductions at school; people and places at school; days of the week; national days and celebrations” by reading it carefully.
    • ENG.2.1.R4Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension 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.
    • ENG.2.1.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
    • ENG.2.1.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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

School Based Plannıng (2-6 November)

8. hafta · 1 hafta
  1. 8. hafta2–6 Kasım 2026
    • SCHOOL BASED PLANNING (2-6 NOVEMBER)

Theme 2: Classroom Lıfe

9. hafta · 1 hafta
  1. 9. hafta9–13 Kasım 2026
    • ENG.2.2.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.2.P1Pupils 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.
    • ENG.2.2.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.2.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
    • ENG.2.2.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.

Mıdterm Break (16-20 November)

10. hafta · 1 hafta
  1. 10. hafta
    • MIDTERM BREAK (16-20 NOVEMBER)

Theme 2: Classroom Lıfe

10–13. hafta · 4 hafta
  1. 10. hafta23–27 Kasım 2026
    • ENG.2.2.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.2.P1Pupils 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.
    • ENG.2.2.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.2.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
    • ENG.2.2.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
  2. 11. hafta30 Kasım – 4 Aralık 2026
    • ENG.2.2.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.2.P1Pupils 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.
    • ENG.2.2.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.2.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
    • ENG.2.2.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
  3. 12. hafta7–11 Aralık 2026
    • ENG.2.2.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.2.P1Pupils 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.
    • ENG.2.2.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.2.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
    • ENG.2.2.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
  4. 13. hafta14–18 Aralık 2026
    • ENG.2.2.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.2.P1Pupils 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.
    • ENG.2.2.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.2.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
    • ENG.2.2.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.

Theme 3: Personal Lıfe

14–18. hafta · 5 hafta
  1. 14. hafta21–25 Aralık 2026
    • ENG.2.3.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.3.P1Pupils 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.
    • ENG.2.3.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.3.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils 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.
    • ENG.2.3.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
  2. 15. hafta28 Aralık 2026 – 1 Ocak 2027
    • ENG.2.3.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.3.P1Pupils 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.
    • ENG.2.3.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.3.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils 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.
    • ENG.2.3.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
  3. 16. hafta4–8 Ocak 2027
    • ENG.2.3.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.3.P1Pupils 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.
    • ENG.2.3.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.3.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils 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.
    • ENG.2.3.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
  4. 17. hafta11–15 Ocak 2027
    • ENG.2.3.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.3.P1Pupils 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.
    • ENG.2.3.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.3.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils 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.
    • ENG.2.3.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
  5. 18. hafta18–22 Ocak 2027
    • ENG.2.3.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.3.P1Pupils 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.
    • ENG.2.3.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.3.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils 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.
    • ENG.2.3.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.

Semester Holıday (25 January- 05 February 2027)

25. hafta · 2 hafta
  1. 25. hafta25 Ocak – 27 Şubat 2027
    • SEMESTER HOLIDAY (25 JANUARY- 05 FEBRUARY 2027)
  2. 25. hafta25 Ocak – 27 Şubat 2027
    • SEMESTER HOLIDAY (25 JANUARY- 05 FEBRUARY 2027)

Theme 4: Famıly Lıfe

19–22. hafta · 7 hafta
  1. 19. hafta8–12 Şubat 2027
    • ENG.2.4.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.4.P1Pupils can select and use the target phonological elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
    • ENG.2.4.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.4.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
    • ENG.2.4.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
  2. 19. hafta8–12 Şubat 2027
    • ENG.2.4.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.4.P1Pupils can select and use the target phonological elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
    • ENG.2.4.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.4.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
    • ENG.2.4.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
  3. 19. hafta8–12 Şubat 2027
    • ENG.2.4.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.4.P1Pupils can select and use the target phonological elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
    • ENG.2.4.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.4.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
    • ENG.2.4.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
  4. 19. hafta8–12 Şubat 2027
    • ENG.2.4.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.4.P1Pupils can select and use the target phonological elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
    • ENG.2.4.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.4.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
    • ENG.2.4.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
  5. 20. hafta15–19 Şubat 2027
    • ENG.2.4.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.4.P1Pupils can select and use the target phonological elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
    • ENG.2.4.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.4.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
    • ENG.2.4.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
  6. 21. hafta22–26 Şubat 2027
    • ENG.2.4.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.4.P1Pupils can select and use the target phonological elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
    • ENG.2.4.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.4.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
    • ENG.2.4.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
  7. 22. hafta1–5 Mart 2027
    • ENG.2.4.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.4.P1Pupils can select and use the target phonological elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
    • ENG.2.4.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.4.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
    • ENG.2.4.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.

Mıdterm Break (8-12 March)

8. hafta · 1 hafta
  1. 8. hafta8–12 Mart 2027
    • MIDTERM BREAK (8-12 MARCH)

Eıd Al-fıtr (9-11 March)

9. hafta · 1 hafta
  1. 9. hafta9–11 Mart 2027
    • EID AL-FITR (9-11 MARCH)

Theme 4: Famıly Lıfe

23–24. hafta · 2 hafta
  1. 23. hafta15–19 Mart 2027
    • ENG.2.4.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.4.P1Pupils can select and use the target phonological elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
    • ENG.2.4.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.4.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
    • ENG.2.4.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
  2. 24. hafta22–26 Mart 2027
    • ENG.2.4.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.4.P1Pupils can select and use the target phonological elements of the current content about “family life with family members and family members’ physical appearances and physical features” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
    • ENG.2.4.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.4.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.
    • ENG.2.4.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “family life with family members and family members’ physical appearances and physical features” very simply for reflection in relation to themselves or others, both individually and/or with others.

Theme 5: Homes & Houses & Neıghbourhoods

25–29. hafta · 5 hafta
  1. 25. hafta29 Mart – 2 Nisan 2027
    • ENG.2.5.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.5.P1Pupils 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.
    • ENG.2.5.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension 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.
    • ENG.2.5.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils 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.
    • ENG.2.5.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
  2. 26. hafta5–9 Nisan 2027
    • ENG.2.5.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.5.P1Pupils 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.
    • ENG.2.5.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension 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.
    • ENG.2.5.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils 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.
    • ENG.2.5.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
  3. 27. hafta12–16 Nisan 2027
    • ENG.2.5.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.5.P1Pupils 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.
    • ENG.2.5.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension 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.
    • ENG.2.5.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils 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.
    • ENG.2.5.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
  4. 28. hafta19–23 Nisan 2027
    • ENG.2.5.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.5.P1Pupils 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.
    • ENG.2.5.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension 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.
    • ENG.2.5.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils 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.
    • ENG.2.5.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
  5. 29. hafta26–30 Nisan 2027
    • ENG.2.5.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.5.P1Pupils 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.
    • ENG.2.5.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension 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.
    • ENG.2.5.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils 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.
    • ENG.2.5.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.

Theme 6: Lıfe In The Cıty & The World

30–31. hafta · 2 hafta
  1. 30. hafta3–7 Mayıs 2027
    • ENG.2.6.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.6.P1Pupils 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.
    • ENG.2.6.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.6.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
    • ENG.2.6.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
  2. 31. hafta10–14 Mayıs 2027
    • ENG.2.6.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.6.P1Pupils 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.
    • ENG.2.6.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.6.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
    • ENG.2.6.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.

Eıd Al-adha (16-19 May)

16. hafta · 1 hafta
  1. 16. hafta16–19 Mayıs 2027
    • EID AL-ADHA (16-19 MAY)

Theme 6: Lıfe In The Cıty & The World

32. hafta · 1 hafta
  1. 32. hafta17–21 Mayıs 2027
    • ENG.2.6.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.6.P1Pupils 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.
    • ENG.2.6.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.6.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
    • ENG.2.6.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.

School Based Plannıng

33. hafta · 1 hafta
  1. 33. hafta24–28 Mayıs 2027
    • SCHOOL BASED PLANNING

Theme 6: Lıfe In The Cıty & The World

34–36. hafta · 3 hafta
  1. 34. hafta31 Mayıs – 4 Haziran 2027
    • ENG.2.6.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.6.P1Pupils 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.
    • ENG.2.6.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.6.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
    • ENG.2.6.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
  2. 35. hafta7–11 Haziran 2027
    • ENG.2.6.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.6.P1Pupils 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.
    • ENG.2.6.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.6.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
    • ENG.2.6.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
  3. 36. hafta14–18 Haziran 2027
    • ENG.2.6.L1Pupils 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.L2Pupils 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.L3Pupils 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.L4Pupils 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.
    • ENG.2.6.P1Pupils 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.
    • ENG.2.6.R1Pupils 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.R2Pupils 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.R3Pupils 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.R4Pupils 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.
    • ENG.2.6.V1Pupils 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.G1Pupils 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.W1Pupils 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.W2Pupils 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.W3Pupils 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.W4Pupils 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.W5Pupils 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.W6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.
    • ENG.2.6.S1Pupils 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.S2Pupils 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.S3Pupils 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.S4Pupils 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.S5Pupils 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.S6Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression 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.

Socıal Actıvıtes

37. hafta · 1 hafta
  1. 37. hafta21–25 Haziran 2027
    • SOCIAL ACTIVITES

Dosya bilgileri

Eğitim öğretim yılı
2026-2027
Sınıf
2. Sınıf
Ders
İngilizce
Program
Türkiye Yüzyılı Maarif Modeli
Dosya biçimi
Excel ve Word (ücretsiz hesapla)

Sık sorulan sorular

2. Sınıf İngilizce yıllık planını nasıl indiririm?

Sayfadaki Word veya Excel düğmesine dokunun ve ücretsiz hesabınızla giriş yapın. Plan, seçtiğiniz biçimde bilgisayarınıza iner.

2. Sınıf İngilizce yıllık planında kaç hafta ve ünite var?

2026-2027 planında 19 ünite, 46 ders haftası ve 838 öğrenme çıktısı var. Üniteler: Orıentatıon, Theme 1: School Lıfe, School Based Plannıng (2-6 November), Theme 2: Classroom Lıfe, Mıdterm Break (16-20 November), Theme 3: Personal Lıfe, Semester Holıday (25 January- 05 February 2027), Theme 4: Famıly Lıfe, Mıdterm Break (8-12 March), Eıd Al-fıtr (9-11 March), Theme 5: Homes & Houses & Neıghbourhoods, Theme 6: Lıfe In The Cıty & The World, Eıd Al-adha (16-19 May), School Based Plannıng, Socıal Actıvıtes.

2. Sınıf İngilizce planı hangi programa göre hazırlandı?

Bu plan Türkiye Yüzyılı Maarif Modeli esas alınarak hazırlanan MEB yıllık planından derlenmiştir. Hafta tarihleri 2026-2027 eğitim öğretim yılına göredir.

Yıllık planı indirmek ücretli mi?

Hayır. Planı bu sayfada hesapsız inceleyebilir, ücretsiz hesapla Word veya Excel olarak indirebilirsiniz.

Planın tamamı içeride

İngilizce derslerine dakikalar içinde hazırlanın

Her hafta süreç bileşenleri, ölçme önerileri ve değerler tek ekranda. Yapay zekâ hazırlık soruları üretir, planınız Excel veya Word olarak iner.

Ücretsiz kayıt olGiriş yap

2. Sınıf diğer dersler

İngilizce diğer sınıflar