THEME 3: PERSONAL LIFE
Sub-themes: Physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons
FLFS1. Listening/Watching-Comprehension
FLFS2. Reading-Comprehension
FLFS3. Speaking-Expression
FLFS4. Writing-Expression
FLSS1. Grammaring: Selection and Use
FLSS2. Vocabulary: Selection and Use
FLSS3. Pronunciation: Selection and Use
D1.1. Curiosity, D1.2. Independence, D1.3. Perseverance and Determination, D1.5. Self-Confidence, D1.6. Selectivity, D2.3. Assertiveness, D2.4. Trust, D2.5. Playfulness, D3.1. Reasoning, D3.2. Focus, D3.3. Creativity, D3.5. Open- Mindedness, D3.6. Analyticalness
SELS1.1. Self-Awareness Skill, SELS1.2. Self-Regulation Skill, SELS1.3. Self- Reflection Skill SELS2.1. Communication Skill, SELS2.2. Cooperation Skill, SELS2.3. Social Awareness Skill, SELS3.1. Adaptability Skill, SELS3.2. Flexibility Skill, SELS3.3. Responsible Decision-Making Skill
V3. Diligence, V4. Friendship, V6. Honesty, V7. Aesthetics, V8. Privacy, V10. Modesty, V11. Independence, V12. Patience, V14. Respect, V15. Love and Affection, V18. Cleanliness, V20. Benevolence
LS1. Information Literacy, LS2. Digital Literacy, LS4. Visual Literacy, LS5. Cultural Literacy, LS6. Civic Literacy
ENG.4.3.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons”.
a) Pupils activate their pre-existing knowledge and experiences related to the current theme and content, by recalling it in her/his own language in their minds.
b) Pupils recognise concrete and simple relationships between the previous knowledge and experience and the clues to the current content, by responding to simple questions with physical actions without speaking Turkish or without having a translation.
c) Pupils make simple predictions about the current content, by using pre-existing knowledge and experience based on the realia, pictures and context.
ENG.4.3.L2. Pupils can bring information about the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” together with key details and main components while listening/watching it.
a) Pupils make simple predictions about the current content based on the surrounding audio/ visual elements scattered around the classroom in relation to the current theme.
b) Pupils comprehend the topic of the current content by listening (to)/watching it as a whole without having intervals.
c) Pupils recognise concrete/simple/basic details and components within the whole introductory content by watching and listening to it by noticing the basic components.
ENG.4.3.L3. Pupils can make meaning of/derive meaning from the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” through details by listening/watching it carefully.
a) Pupils check all initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals about the concept.
b) Pupils locate the components of the current content within the whole by listening and watching it.
c) Pupils make simple and basic classifications of the current content when necessary by grouping components, words, and other aspects with the help of visuals.
d) Pupils make very simple comparisons of the current content when necessary to be aware of the differences between components, words, and other aspects with the help of visuals.
e) Pupils recognise very concrete/simple/basic horizontal and vertical relationships within the current content by being aware that some vocabulary relates to one set of components while another set relates to other components.
f) Pupils internalise the current content personally in an age- and level-appropriate manner, recognising that it is about her/his present life at school.
ENG.4.3.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” in a very simple way.
a) Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content in a very simple way.
b) Pupils convey their personal knowledge, experiences, thoughts, and feelings in relation to the listening/watching-comprehension process about the current content by sharing them with others in a very simple way.
ENG.4.3.P1. Pupils can select and use the target phonological elements of the current content about “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
a) Pupils listen to/watch the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b) Pupils reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.
c) Pupils recognise the target phonological elements of the current content when they are heard in different contexts.
d) Pupils recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e) Pupils use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.
ENG.4.3.R1. Pupils can get ready for the reading-comprehension process about the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons”.
a) Pupils activate their pre-existing knowledge and past experiences related to the current theme and content.
b) Pupils recognise simple and basic relationships between their pre-existing knowledge, past experiences and clues to the current content.
c) Pupils make simple preliminary predictions about the current content based on recognised relationships.
ENG.4.3.R2. Pupils can bring information about the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
a) Pupils make simple predictions about the topic of the current content by exploring the audiovisual clues surrounding it.
b) Pupils grasp the topic of the current content generally by looking at the surrounding audio/ visual materials quickly through skimming.
c) Pupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning.
ENG.4.3.R3. Pupils can make meaning of/derive meaning from the current content about “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” by reading it carefully.
a) Pupils check the current content in detail for the accuracy of initial predictions that are made earlier.
b) Pupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way.
c) Pupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way.
d) Pupils recognise basic horizontal/vertical relationships within the current content that contribute to the perception of it in a simple and meaningful way.
e) Pupils make simple, basic, and meaningful inferences from the information in the current content by examining it.
f) Pupils internalise the information in the current content in an individualised and appropriate way according to their age and language level.
ENG.4.3.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension process about the current content, “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” for reflection in relation to themselves or others, both individually and/or with others.
a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process very simply.
b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current reading-comprehension content and process by sharing them with others very simply.
ENG.4.3.V1. Pupils can select and use the target vocabulary of the current content about “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
a) Pupils hear/view target vocabulary in the current content as a whole in context.
b) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class.
c) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept.
d) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind.
e) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition.
f) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind).
g) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences.
ENG.4.3.G1. Pupils can select and use the language including target grammatical elements of the current content about “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
a) Pupils become familiar with the current content by listening, viewing, and reading it several times.
b) Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it.
c) Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition.
d) Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition.
e) Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically and by pointing.
f) Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules.
g) Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules.
h) Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules.
i) Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules.
ENG.4.3.W1. Pupils can get ready for the writing-expression process about the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” in an age and level-appropriate way.
a) Pupils activate their pre-existing knowledge and experiences used in the initial processes of listening/viewing (and/or reading) and associate it with the current content in a simple way.
b) Pupils understand correctly what the current writing task is as guided and assigned.
ENG.4.3.W2. Pupils can copy the model/example on the writing task about the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” based on the model/example provided to practise for further writing activities.
a) Pupils rewrite model/example content and some similar content by imitating it in order to gain familiarity with the content to be produced and to develop manual copying skills.
ENG.4.3.W3. Pupils can organise and form a content for the assigned writing task on the current content “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” based on the model/ example provided.
a) Pupils organise a very simple, short, and meaningful content for a prepared and/or unprepared writing task related to the current theme with suitable materials appropriate to the assigned writing type, age, and language level.
ENG.4.3.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons”.
a) Pupils use materials, structural features, discourse forms, and punctuation appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task.
b) Pupils select and use target words, language chunks, and social language expressions appropriate to the assigned writing type, age, and language level for a prepared and/or unprepared writing task related to the theme.
c) Pupils express simple messages clearly for a prepared and/or unprepared writing task related to the current theme.
ENG.4.3.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” to communicate with other people.
a) Pupils use similar information from the current content in different contexts by simply, meaningfully and individually reorganising it.
b) Pupils engage in simple written communication by sharing reconstructed meaningful information related to the current theme with others.
ENG.4.3.W.6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” very simply for reflection in relation to themselves or others, both individually and/or with others.
a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process very simply.
b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others very simply.
ENG.4.3.S1. Pupils can get ready for the speaking-expression process about the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” with the help of supplementary audio-visual materials.
a) Pupils become familiar with model/example content through repetition and imitation after completing the stage of recalling pre-existing knowledge and experience used during the initial processes of listening/watching/reading and associating it with the current content.
ENG.4.3.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons”.
a) Pupils become familiar with the model/sample content through repetition and imitation in context while and after listening (to)/watching it with the help of audio-visual aids.
ENG.4.3.S3. Pupils can organise simple new verbal content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” by speaking accurately, efficiently, and authentically.
a) Pupils design simple new verbal content by imitating model/sample content for prepared and/ or unprepared speaking situations based on the model/sample that was listened (to)/watched earlier.
b) Pupils organise simple new verbal content by imitating model/sample content for prepared/ unprepared speaking situations, appropriate to the model/sample, context, age, and language level.
ENG.4.3.S4. Pupils can form a simple new verbal content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” through reconstruction by speaking accurately, efficiently, and authentically.
a) Pupils select and use accurate pronunciation, discourse forms, target words and language chunks for prepared and/or unprepared speaking situations, by imitating model/example content, appropriate to age and language level.
b) Pupils select simple and contextually appropriate content/information quickly for impromptu speaking situations and present it in a natural and authentic way with appropriate and accurate materials and appropriate to the model/sample, age, language level, and context (questionanswer, pointing and saying, selecting and saying, etc.) within the given (thinking) time.
c) Pupils organise simple and contextually appropriate content for prepared speaking situations with accurate and appropriate materials and present it in a natural and authentic way (short monologues, dialogues, show and tell, pantomime drama, etc.).
d) Pupils express messages in a concrete, simple and clear way for the listener in prepared and/ or unprepared speaking situations together with mimics, gestures, and body language.
ENG.4.3.S5. Pupils can reorganise and use information about the current theme on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” by reconstructing it to communicate with other people.
a) Pupils use the presented information in different contexts in a simple, natural, accurate and necessary way by reorganising it individually and verbally.
b) Pupils engage in verbal communication by sharing the reconstructed meaningful information with others.
ENG.4.3.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” very simply for reflection in relation to themselves or others, both individually and/or with others.
a) Pupils convey individually the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process in a very simple way.
b) Pupils convey the knowledge, experiences, thoughts, and feelings that have been in relation to the current writing-expression content and process by sharing them with others in a very simple way.
PERSONAL LIFE:
Sub-themes: physical appearances and personality, clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons
Target Vocabulary in Use (with revisional vocabulary):
Parts of the body: A stomach, a moustache, a beard, a tongue, a finger (s), a neck, a shoulder(s), a knee(s), a toe(s).
Adjectives: Thick, thin, huge, fair, wavy, bright, medium, round.
Personal traits for comparing people: Angry, kind, funny, friendly, clever, quiet, brave, careful, naughty, sweet.
Verbs for preferences about body parts, clothes, and dressing: (To like, to dislike) to enjoy, to prefer. Infinitives after preference verbs: I prefer to wear /wearing cardigans.
Dates with ordinal numbers: 1st, 2nd, 3rd… 20th
Clothes: A wardrobe, Tops: a blouse, a hoodie Bottoms: shorts, leggings; Dresses: a dress, a sundress; Outwear: a raincoat, a cardigan; Footwear: sandals, slippers, flip-flops, trainers (sneakers-AmE.), flats; Sleepwear: pyjamas (pajamas-AmE.) Accessories: a bracelet, a ring, a tie, a belt, gloves, a helmet, a scarf, sunglasses.
Weather: Cloudy, foggy, cool, stormy, clear, misty, freezing, humid.
Quantifiers: All, both, none, no.
*National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”.
*(Relevant language content and (communicative) activities related to these national and religious days, festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.)
*Local Cultural, Social and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table for this section is provided in the introduction to the whole English Language Curriculum.
Target Language Chunks in Use:
The Simple Past Tense (+) (-) (?) (with regular verbs):
Language Chunks: (What did you do at school/home yesterday? I played games at school yesterday).
Functions: Describing completed actions or events that happened in the past.
“To be” in the Simple Past Tense (was, were):
Language Chunks:
(What were your hobbies when you were 6? My hobbies were playing basketball and playing the piano. How old were you last year? I was 8 years old last year. When was your birthday? It was on 5th March (fifth of March)).
Functions: Asking and answering about past states, ages, events, and personal experiences.
Could for ability in the past:
Language Chunks: (What could you do when you were 6? I could play the piano when I was 6. What sports could you play when you were 7? I could play basketball when I was 7).
Functions: Describing abilities or skills someone had in the past.
Comparative Adjectives (Regular & Irregular):
(Who was taller than you at six? My sister was taller than me at six. Who was more hardworking? My sister was more hardworking than me).
Function: Comparing people, animals, places, or things using adjectives to show differences in quality, size, or degree.
Background Language Chunks in Use:
“To be”-present (am-is-are):
Language Chunks:
(How old are you? I’m/am nine years old).
(When is your birthday? It’s 5th March (fifth of March)).
(What are your hobbies? My hobbies are basketball, volleyball, and table tennis).
(What’s/is your favourite cloth? My favourite (clothing) is my blue dress. My blue dress is my favourite cloth/ clothing).
Functions: Asking and answering about ages of people, birthday celebrations, physical clothing, dressing and appearance, preferences for clothing and dressing.
The Present Progressive Tense:
Language Chunks: (What are you wearing today? I’m/am wearing a blue cardigan today).
Functions: Describing what clothing people are wearing.
The Present Simple Tense:
Language Chunks: (What does she look like? She’s/is tall and beautiful.
What kind of clothing do you like? I like short cardigans).
(What are your hobbies? My hobbies are playing basketball and volleyball).
Functions: Describing physical appearance, preferences for clothing, hobbies, daily routines at home and at school.
Articles: A, an, the.
Function: Indicating whether a noun is specific or nonspecific, and distinguishing singular countable nouns.
Pronouns: Something, anything.
Function: Referring to unspecified or unknown things in affirmative, negative, or interrogative contexts.
Target Social Language in Use:
It fits like a glove!
That’s crazy!
What’s new?
Keep in touch, please!
Feel free to use this!
Go ahead!
It’s not fair!
Target Phonological Sounds in Use:
Vowel: i
Consonants: f, g, h, j
Vowel: i: (/aı/, /ı/, /i:/)
Consonants: f: (/f/); g: (/g/, /dʒ/); h: (/h/); j: (/dʒeɪ/, /dʒ/)
*No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme.
Appearance, physical appearance, clothing, preferences, clothing preferences, celebration, personal celebration, hobbies, abilities, now, past, hobbies now, abilities now, hobbies in the past, abilities in the past, hobbies and abilities in the past.
EVALUATION FOR THE SKILLS AND THE CONTENT:
PERFORMANCE ASSIGNMENT: Pupils will design a brochure titled “All About Me”. The brochure will include sections on their physical appearance, favourite clothing, hobbies, and memorable birthday celebrations in a simple way. They should use the target vocabulary and language chunks, such as “I’ve/have got short hair” “I’ve/have got glasses” or “My favourite clothing is my red cardigan”. Pupils will also include a past event using sentences like, “I was eight years old last year and I enjoyed playing football”. The brochure can include drawings, photos, or other visuals. pupils will briefly share their brochures with the class. The class will rate the presentations through the rating scales or checklists given by the teacher.
This theme is based on the pupils’ knowledge of the “physical appearances and personality, clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” in their own language. As the pupils are 9-year-old primary school children, they can know what “physical appearances and personality, clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” mean in their own language and to be able to express them in their own language. However, they would not know them in a foreign language, in this case English, if they were not covered in their existing school curriculum. This knowledge in their own language would prepare them to identify the same concepts in their foreign language, English, without speaking any Turkish. It is assumed that they have learnt how to ask what things are and how to introduce them using language chunks such as “What are your hobbies? I like table tennis/ basketball. How old are you? I am 9 years old. When is your birthday? It is on 5th March (fifth of March). What do you do at school/home every day? I play games at school every day. What can you do? I can play the piano” in English from the previous themes or themes from the previous years. These chunks can be used as a basis for learning the new language chunks in the current theme making the new chunks easier to learn. This can be an activity such as a short game, a physical activity, listening to a song/chant/ rhyme and so on which will not require any complex English knowledge and also there will not be a need to speak Turkish.
It is expected that pupils’ physical, cognitive, affective, and social factors are appropriate and suitable for learning about “personal life” as a concept in English. Some previous themes from previous years would be helpful as a basis for moving on and learning the current content on the concept of “physical appearances and personality, clothing, birthdays, and hobbies”. Therefore, a dialogue game can be played to revise the content about theme they learnt before. Some language chunks are also revised by giving instructions in English as a preparation practice. In this way, their performance can be evaluated by seeing how much they remember and how much they are able to understand and use previously learnt vocabulary and language chunks to build their competence in the current theme. It can be decided what to emphasise or practise in order to revise the previous knowledge and to facilitate the new vocabulary and chunks in the current theme. (Their performance can be evaluated by rubrics and/or checklists).
Pupils are asked to recall the current (theme) concept of “personal life” and its components such as “physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons”, by remembering their previous/pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current concept in English.
To remind them of the pre-existing background knowledge they already have about the current concept various visual materials such as a short digital cartoon, a picture, a poster can be prepared and shown (it can be a paper picture format if there are technological problems) before the main teaching/learning flow of the lesson begins. The pupils are facilitated through the materials they have learnt the concept of it in the previous years with various activities. Then they are asked in simple English what was it about. They get help from the teacher to be able remember and say. For example the teacher could show the pictures with the words next to them so that pupils can remember some vocabulary and language chunks from the previous years. The teacher asks them to wait until they see the next visual, which is the main entry material of the theme, the introductory digital story, without asking any further questions.
One of the example practices could be to point correctly to a picture of the current concept in it when they are given instructions by the teacher in simple English. Pupils give responses by pointing out relevant socalled pictures without speaking any Turkish but only in very simple English or with mimics and gestures.
In this way, connections are made between pre-existing knowledge about the current theme (in their minds) in their own language and the present information about the concept through meaningful contextualised activities with visuals within the theme.
WARM UP TO THE WHOLE THEME FOR WELL-BEING
Before starting to work on the theme, to prepare the pupils emotionally, cognitively, psychologically, and physically, a fun non-theme warm-up activity can be done as an icebreaker to help the pupils feel positive and ready for the whole learning process in class for their well-being. This could be an activity such as playing a short game, doing a physical activity, listening to/singing a song/chant/rhyme, doing a riddle, saying a tongue twister, etc. that has no relation or connection to the current theme and does not require any knowledge of English. This is done only for fun and relaxation. (D2.5, SELS2.1, V12.1, LS2, LS4).
INTEGRATION OF LANGUAGE SKILLS IN THE THEME:
All language skills (listening/watching-comprehension, reading-comprehension, speaking-expression, writing-expression, vocabulary selection and use, grammar selection and use, pronunciation selection and use) are used in an integrated way around a central topic and sub-themes, allowing pupils to build background knowledge through receptive skills before moving on to productive tasks throughout the theme. They are combined in a meaningful and purposeful way and are integrated to support the learning outcomes of the theme. Although they are sequenced from receptive to productive in the teaching-learning practices, they are always used in a closely linked way that means each activity builds on the previous one to promote language development and to increase communicative competence. The theme is characterised by a balanced integration of all the skills, where pupils engage with input (listening/watching-comprehension and reading-comprehension) and respond through output (speaking-expression and writing expression) with the help of their vocabulary, grammar and phonological selection and use skills.
ENG.4.3.L1.
PREPARING FOR LISTENING/WATCHING-COMPREHENSION: After having an activity about the current theme during the background recall session, pupils can have a vision of “personal life” in their minds, so a further concept check would help them prepare for the current theme (D3.2, SELS1.1, V3.2, LS1, CS2.11, CS2.16.2). For instance, the teacher could bring into the classroom and show a card model of a school and sets of pictures about the components of it. The teacher then asks the pupils to point to the pictures in or on the model. She/He asks what they think the topic of the main context of the theme, the introductory digital story, that they are going to watch is about (V3.3, LS2, LS4, CS2.6, CS2.8). For each theme, a digitally constructed story is used as the main context of the theme, and it is visited several times while going through the theme to cover target pronunciation, vocabulary, grammar, social language expressions, and semantic meaning of the whole theme. It is both an entry material and the main context to the whole theme at the same time. (A 3-D model of personal life can also be created using Web 2.0 programmes.) They can guess the sub-concepts of personal life, so they can easily understand that the current theme will be “personal life” (D1.2, D1.6, D2.3, D3.2, SELS1.2, V3.4, LS1, LS2, LS4, CS2.10, CS2.17).
ENG.4.3.L2.
BRINGING INFORMATION TOGETHER THROUGH LISTENING/WATCHING: To have access to the current theme, the teacher asks the pupils to watch the introductory digital story carefully recalling the pictures shown earlier (CS2.11). The introductory digital story is watched to identify the target theme “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” as a whole, without stopping the video at any point, so that the pupils can understand the theme/topic holistically (D3.2, SELS1.1, V3.3, V8.1, V10.1, V10.2, V10.3, V14.1, V14.2, V18.1 LS1, LS2, LS4, CS2.14, CS2.16.2).
ENG.4.3.L3.
MAKING MEANING THROUGH LISTENING/WATCHING-COMPREHENSION: To draw the pupils’ attention to the content about personal life and its relevant components, some pictures are brought into the classroom by the teacher. The teacher brings a necessary number of large boxes for the pictures (some symbols are stuck on the boxes for personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons) and puts the boxes on the table. She/He puts the corresponding picture into the related box when the corresponding vocabulary is mentioned in the introductory digital story without stopping the video while the pupils watch the story (V3.3, LS1). When they have watched the whole story, the teacher shows the items in the boxes on the table and asks some simple display questions about it. In this way, the teacher could carry out a monologue and also engage in a dialogue with the whole class to check that they have recognised the theme as a whole through its components, which can be used to check their learning as described in item (8) in the section 1.2. Principles for the Implementation of the English Curriculum (D1.2, D1.6, SELS2.1, V4.2, V6.1, LS2, LS4, CS2.8)). After watching the introductory digital story, the teacher takes all the pictures out of the boxes and puts them back on the table again and says the word “personal life” several times aloud, and the pupils repeat after her/him. In this way, the main vocabulary of the theme “personal life” is introduced to the pupils in English. To remember the sequence of the scenes with the parts, places, and people in the “personal life” in the introductory digital story, the teacher shows the mixed images/pictures of the scenes on the Smart Board and asks the pupils to look at the images/ pictures of these scenes for a while (CS2.3). She/ He then asks them to order the scenes in pairs with the mixed paper pictures she has already given to the pupils (SELS2.2, V3.4, V4.2, LS1, LS2). When the pairs have finished sorting the pictures for scenes of the story, the teacher asks the pupils to take turns or volunteer to order the scenes on the screen of the Smart Board (or the pictures on the blackboard (SELS1.2, V4.1, V14.1, V20.4, LS4, CS2.6, CS2.10). This will help the teacher organise the story as a whole so that the pupils can identify the main theme and the components of the theme through their memories (D1.2, D1.6, D2.3, CS2.12).
ENG.4.3.L4.
REFLECTING ON THE LISTENING/WATCHING PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks pupils to think about the whole listening-watching process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3, V7.2). Some volunteer pupils express what theythink and feel about them (CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS1.2, SELS2.2, V4.2, V4.3, V12.1, V20.4, LS5, LS6). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V10.3).
ENG.4.3.P1.
RECOGNITION OF TARGET PRONUNCIATION: To recognise the pronunciation of the new target words, language chunks, and social language expressions about the theme “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons”, the teacher puts on the table the pictures and boxes that she/he has previously used. She/ He holds up each picture and asks the pupils to repeat each word aloud a few times as a whole class after listening to the recordings she/he has prepared beforehand using some Web 2.0 programmes. She/He puts the picture in the correct box about the group corresponding to the word while repeating the words with the whole class (V3.4, V8.1, V10.1, V10.2, V10.3, V14.1, V14.2, V18.1, LS1, LS4, CS2.16.3). The teacher could offer variations with some techniques, such as showing the picture of the target words about personal life to the pupils to say the word or pointing to the corresponding picture when they hear the word from the recording, and then both. To help the pupils pronounce the words accurately, the teacher asks them to repeat each target word aloud a few times as a whole class after her/him or the recording, then in large groups, then in small groups and then again as volunteers, using the shadow technique, in which pupils immediately repeat whatever the teacher is saying or the story, without pausing (D1.3, SELS1.2, SELS2.1, V3.4, V7.1, LS2 CS2.14).
SELECTION AND USE OF TARGET PRONUNCIATION: Practice of pronunciation could be extended with different forms of TPR activities, e.g. first the teacher says the target words for the personal life and its components, the pupils listen; then the teacher says the target words and acts them out, the pupils repeat after her/him (SELS2.1, CS2.6). Then the teacher and the pupils say the target words and act them out together at the same time. Then the pupils say the words, and the teacher acts them out (V3.4, V4.2, V15.1, LS4). These “personal life”-related actions can be done through the actions which can be done in the school, but they are only used for acting without teaching them as verbs in English. For instance, they can pretend to do things according to the topic. As a variation, they can also repeat the words after the teacher happily, sadly, angrily etc. using different tones of voice through TPR techniques (SELS2.3, V11.1, V12.2, LS5, CS2.9). Then some groups of pupils say the words, some groups of pupils act them out. While doing the repetitions, they point to relevant pictures that the teacher has placed in different places in the classroom. Some action sequences are also created through which the pupils can practise the social language expressions of the theme in a fun way by repeating, pointing, and miming in several games. Several fun pronunciation games could be played where pupils whisper a target word into the ears of their peers forming a chain and the last person says it aloud and the class checks if the word is pronounced correctly or not (D2.5, SELS2.1, SELS2.2, V4.3, V4.4, V6.2, LS6, CS2.12). Their learning is evaluated as described in items (1) and (2) in the section 1.2. Principles for the Implementation of the English Curriculum.
ENG.4.3.R1.
PREPARATION FOR THE READING-COMPREHENSION PROCESS: The teacher facilitates reading activities throughout the theme when and where necessary with precise techniques and the necessary amount. Reading is quite limited for this age group and it is done in two ways in the theme, by using a short extract from the written version of the introductory digital story and/or additional short reading texts in reading sections of the teaching materials to be used. The texts are very short, precise, and simple, as they are limited reading texts. Various reading styles including reading aloud, chorus reading, silent reading, and speed reading are used as main styles. Basic reading techniques such as skimming, scanning, and reading for detail are used in very simplified ways. Pre-reading, while-reading and post-reading phases are used in a simplified and age-appropriate way in the theme. The ultimate aim of reading practice is to increase comprehension, improve fluency, develop pre-critical thinking skills, support the ability to comprehend and help talk/write about the content in a meaningful and communicative way. In this way pupils’ language and communicative competence improve gradually (V3.2, LS1, LS4, CS2.3, CS2.6, CS3.3). For the initial stage of reading, the teacher asks the pupils to look at quickly the audio/visual/written elements (e.g. sound, voices, scenes, title of the text, written words) surrounding the written version of the contextual introductory story or a new text in the reading section of the instructional material to be used for skimming to recall the conceptual meanings they already have about the theme on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” (V3.3, V8.1, V10.1, V10.2, V10.3, V14.1, V14.2, V18.1, LS2, LS4, CS2.8). At this stage, the teacher could ask the pupils to read the title/heading of the content and ask the pupils which words they already know, and which come to mind in connection with the title by showing them a list of words and corresponding pictures to choose the ones they know (SELS1.1, V3.4, LS1, CS2.16.2). She/He reminds them not to ask for the meanings of new words or the words they do not know. She/He reminds them that this is only a recalling activity to check the words they know and that there will be time to work on the new words of the new theme later (D3.2, D3.6, V12.1, CS2.10, CS2.12).
ENG.4.3.R2.
BRINGING INFORMATION TOGETHER THROUGH READING: To see the written forms of the target words and to do some simple reading, the teacher asks the pupils to look at the Smart Board where she/he shows a 3-D house model of “personal life” (that she/he has used earlier). Next to each item, the written form of the word is provided on the model. The teacher asks the pupils to read the words first silently. The teacher then points to a word at random and asks the pupils to read it out loud as a whole class. Then she/he invites volunteers to come to the board and they point to different words and the rest of the class read them aloud as a chorus (D2.3, SELS1, V3.4, V4.2, V20.4, LS1, LS2, LS4, CS2.12).
ENG.4.3.R3.
MAKING MEANING THROUGH READING: The teacher then shows (a short extract from) the written version of the introductory digital story (or another text about the theme) on the blackboard/Smart Board. She/ He asks the pupils to read after her/him using the shadow reading technique as a whole class. She/He could also try different versions such as pyramid reading or radio reading techniques (reading silently for a while and then aloud, then silently, and so on) which are the combinations of silent and aloud reading using rhythms as prompts (V3.4, V7.2). After reading the words/word groups/clauses in the content, pupils proceed with the activities for dealing with the target vocabulary, grammatical chunks, and semantic meaning relatively with the help of the teacher. For dealing with the semantic meaning, the teacher facilitates the lesson with meaningful activities including closed, semi-closed, free, open-ended, and communicative ones (SELS2.1, V3.3, LS1, LS4, CS2.14). From display to communicative open-ended, various types of questions are used to understand the meaning of the short and simple texts about “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” (SELS3.1, SELS3.2). During this process pupils work collaboratively to exchange information, thoughts, and feelings (SELS2.2, V4.2, V8.1, V10.1, V10.2, V10.3, V14.1, V14.2, V18.1, CS2.6). This is evaluated as described in items (6), (7), (8), and (9) in the section 1.2. Principles for the Implementation of the English Curriculum.
ENG.4.3.R4.
REFLECTING ON THE READING-COMPREHENSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks pupils to think about the reading-comprehension process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3). Some volunteer pupils express what they think and feel about them (V20.4, CS2.15). Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (D2.4, D3.5, SELS1.2, SELS2.2, V4.2, V12.2, LS1). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.4, V10.3).
ENG.4.3.V1.
PREPARATION TO WORK ON THE TARGET VOCABULARY: At this stage, pupils remember what the theme is about through the activities that they have done during the background knowledge, pre-listening/watching, and pre-reading sessions (SELS1.1, V3.2, LS1, LS2, LS4). As they know the main topic, they get ready to deal with the main components and target vocabulary of the theme.
ENG.4.3.V2.
RECOGNITION OF THE TARGET VOCABULARY: To introduce the meaning of the vocabulary related to the theme “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons”, the teacher asks the pupils to watch the introductory digital story again. A scanning activity to find out the main details of the introductory digital story (and/or a new text in the reading section) is organised to help pupils to know more about the content. This could help them identify what the target words in the text could be about. The activity could be designed by listing some pictures for the vocabulary about the main components of the theme that take place in the story/text (V3.3, V3.4, V8.1, V10.1, V10.2, V10.3, V14.1, V14.2, V18.1). Pupils circle or tick the ones that they have heard, seen and scanned (quickly read) in the story/text. In this way, they will be able to understand the story/text in general by using the main elements and also be ready to work on the target vocabulary items (D3.2, D3.6, CS2.4, CS2.6, CS2.7). Then, from the beginning, whenever an item related to “personal life” is mentioned, the teacher stops the video and asks a question in the form of two options by showing their pictures (CS2.16.1, CS2.6). By guessing what they are based on the pictures, the scene, and the sound, pupils hear the English equivalents of the words for the personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons, and they answer as a whole class. In this way, they are introduced to the meaning of the target words (D1.1, CS2.10). This is done in the form of a dialogue where their learning can be checked as described in items (SELS2.1) (3) and (8) in the section 1.2. Principles for the Implementation of the English Curriculum (V4.2, V8.1, V10.1, V10.2, V10.3, V14.1, V14.2, V18.1, LS1, LS2, LS4).
ENG.4.3.V3.
SELECTION AND USE OF TARGET VOCABULARY: To check whether the pupils are aware of the components of the main theme “personal life”, the teacher prepares an activity using the Web 2.0 program with images/ pictures of components of “personal life”. She/He prepares three boxes on one side of the screen and mixed images/ pictures for target vocabulary related to the “personal life” on the other side. She/He asks the pupils to look at the mixed pile of images/pictures on the Smart Board screen and scan them for a while to remember them (CS2.4). She/He asks the pupils to drag the objects about the components of the theme into the correct box on the screen. The boxes have the words for each component represented on them with symbolic pictures. The pupils are given the cut-out pictures and a large sheet of paper with the pictures of empty boxes. The teacher asks them to work in pairs and put the cut-out pictures in the right box and ask each other several display questions (CS2.5). When the pupils have finished working with the cut-outs and asking and answering questions about them, the teacher asks them to take turns or volunteer to go to the Smart Board and drag the corresponding images/pictures as the components of the theme “personal life” to the correct empty boxes on the screen (SELS1.2, CS2.5). In this way, images/pictures that are relevant to the concept of the theme “personal life” are consolidated through categorisation. The same activity can be done with real pictures on the white/blackboard if there is a problem with technology. To practise the meanings of the target words about the school, the teacher places several pictures for them in the different parts of the classroom. She/He then puts some flashcards with the target vocabulary for “personal life” on the blackboard/whiteboard. She/He takes a flashcard at random and shows it to the pupils. Pupils, working in pairs, look at the flashcard, decide which picture on the classroom walls is relevant, they go to the picture together, pin the flashcard to the noticeboard and say the word together first in pairs, and then as a whole class (SELS2.1, SELS2.2, V3.4, V7.1, LS1, LS2, LS4, CS2.5). To consolidate the meanings of the new vocabulary items for the concept of “personal life”, the teacher could organise several activities in pairs and groups with pictures and flashcards such as Bingo, Pelmanism, King’s game, Odd One out, etc. (SELS2.2). These activities are closed and controlled so that pupils can practise the current (new) vocabulary about the current context in the beginning but later they work with simple and easy open-ended and communicative activities (D2.5, SELS3.1, V4.2, V7.2, LS5). This is evaluated as described in items (1), (2), (3), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum. The teacher asks the pupils to copy the words in their picture dictionaries and then asks them to exchange their picture dictionaries with their peers and check each other’s spelling using the words written on the model school on the blackboard/ Smart Board (SELS1.2, SELS2.2, V4.2, V4.3, V6.2, LS1, LS4). This is evaluated as described in items (3) and (4) in the section 1.2. Principles for the Implementation of the English Curriculum.
ENG.4.3.G1.
RECOGNITION OF TARGET GRAMMATICAL ITEMS: To draw the pupils’ attention to the target language chunks of the theme, the introductory digital story is played so that the pupils can notice the target language chunks about the theme “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” (D3.2, CS2.2). While the pupils watch the introductory digital story, the teacher stops at the scenes where the target language chunks are used. She/He imitates the action by showing the scene, saying the chunk, and asking the pupils to do the same (CS2.14). She/He could hold up large pictures and ask the pupils questions about the pictures with the target chunks expecting the pupils to ask and answer by using the target chunks. To check the pupils’ identification of the target language chunks, the teacher shows some picture strips that she/he has prepared for this activity, using some Web 2.0 programmes, after the pupils have watched the introductory digital story and imitated the actions and said the target language chunks. She/He asks the pupils to listen to her/him saying a target language chunk and then to look at the screen and say “Stop!” when they see a scene in the picture strips with the target chunk that the teacher has just said (SELS3.1, CS2.7). The teacher stops if the pupils are correct, but not if they are not (V3.3, V4.1, V7.1, V8.1, V10.1, V10.2, V10.3, V14.1, V14.2, V18.1, LS1, LS2, LS4).
ENG.4.3.G2.
SELECTION AND USE OF THE TARGET GRAMMAR: To facilitate pupils’ practice with the target language chunks, the teacher prepares necessary number of headings on the screen with symbols for the components of the theme “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons”, and writes the appropriate language chunks to be used with each of the groups. She/He also provides the vocabulary items on the Smart Board screen. The teacher wants the pupils to think for a while and talk with their peers about which target words can be used in which language chunk group (SELS2.2, V3.1, V8.1, V10.1, V10.2, V10.3, V14.1, V14.2, V18.1, LS1, LS4, CS2.4). Then the pupils go to the board and move the words under the correct heading and say the complete sentence with the target words and the chunks. They are then asked to say a sentence with the target chunk aloud as a class. Each sentence is repeated after each pair. Their learning can be checked as described in items (5), (8), and (9) in the section 1.2. Principles for the Implementation of the English Curriculum. The same game can be played with pictures on the blackboard if there are technological/technical problems (D2.5). To organise the pupils’ further practice to consolidate the target language chunks, the teacher could create some action sequences in context by repeating, saying, and acting out with different activity bundles where their learning can be checked as described in items (5), (8), (9), and (10) in the section 1.2. Principles for the Implementation of the English Curriculum (CS2.13). There is no analysis or teaching of grammatical structures at this stage. Pupils can automatically, spontaneously, and naturally select and use the target language chunks in the current context (SELS3.1, V3.4, V4.2, V7.1, LS5, CS2.3, CS2.4, CS2.16.2). For consolidation of the target language chunks, the teacher can facilitate more fun activities and games so that the pupils can practise and consolidate them (V4.4, V7.2).
ENG.4.3.W1.
PREPARATION FOR THE WRITING-EXPRESSION SESSION: Writing activities help pupils produce and display meaningful written language for their personal expression and communication with others, by using language including target words, grammatical structures in use and the social language in this theme which is about “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” as in other themes. Writing activities are arranged according to age and level so they are quite limited and are gradually expanded (V3.2, V3.4, V8.1, V10.1, V10.2, V10.3, V14.1, V14.2, V18.1, LS1, LS4).
ENG.4.3.W2.
COPYING FROM THE MODEL: Initially, pupils produce very limited and short pieces of writing, such as words and word groups to practise the language including the target vocabulary and grammatical structures, after hearing and seeing them through listening/watching and reading activities in the theme. They practise the language in a more controlled way in the beginning, by writing to repeat, answering simple questions with a limited number of words, or simply explaining in context what they hear and see and what they are asked to do. They are provided a written model/example to copy. By copying a simple written model, they get used to seeing and using the target words, language chunks, punctuation, spelling and so on in written language (D3.1, SELS3.1, V3.4, LS1, CS2.4, CS2.16.3). To further practise guided and copied writing, the teacher gives all the pupils some paper/cardboard to make a model in groups (SELS2.1, SELS2.2) (of two, three, four etc.) and to write the names of the vocabulary items “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” next to their drawings on the model related to personal life. The teacher asks them to look at the Smart Board screen with the model related to personal life that she/he has made earlier so that the pupils can easily copy the target words for the items as described in item (3) in the section 1.2. Principles for the Implementation of the English Curriculum (V4.4, V7.3, V8.1, V10.1, V10.2, V10.3, V14.1, V14.2, V18.1, LS4).
ENG.4.3.W3.
CREATING CONTENT BASED ON THE MODEL: For practising more with the written forms of the target words, language chunks, and the social language for the theme, new contexts are created in the form of a new animated short story or a dialogue for the pupils to practise further by seeing/hearing/reading/writing (copying) the target words and language chunks about the concept of “personal life” in fun, enjoyable, varied, and versatile activities. This new content is contextual, simple, practical, and appropriate to the pupils’ age and language level (D1.2, D1.6, SELS3.2, V3.4, V4.2, V4.4, LS1, LS4, CS2.20).
ENG.4.3.W4.
CONSTRUCTING AND PRACTISING WRITING: Storification and gamification techniques are actively and extensively used for further writing practice tasks. Pupils are encouraged to produce a variety of written products such as clauses, sentences, acronyms, messages, posters, e-mails, poems, songs and so on to express their ideas, thoughts, and feelings (D2.5, SELS3.2, CS2.13). All the content is expected to be contextual, practical, authentic, real, and appropriate to the pupils’ age, interests, and language level (V3.4, V7.2, LS1, LS4).
ENG.4.3.W5.
RECONSTRUCTING AND COMMUNICATING THROUGH WRITING: Pupils interact and communicate with peers and/or other people inside or outside school by using the written language including the target words, language chunks, and the social language for the theme “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” from simple to more expanded versions in their writing (SELS2.2, SELS2.3, V4.2, V8.1, V10.1, V10.2, V10.3, V14.1, V14.2, V15.1, V18.1, LS1, LS4, LS5, CS2.20). AI-based technologies can be used for various activities, giving pupils access to authentic materials. They can also produce simple digital materials and projects at school and at home in a variety of ways (D3.3, SELS3.2, SELS3, V3.4, V7.2, V11.1, LS2, CS2.20). These activities can be evaluated as described in items (8), (9), (10), (11), and (12) in the section 1.2. Principles for the Implementation of the English Curriculum.
ENG.4.3.W6.
REFLECTING ON THE WRITING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks pupils to think about the whole writing expression process and asks them to express their thoughts, ideas, and feelings about the process in simple ways, for instance by using emoticons, symbols, drawings, charts etc. (D1.5, SELS1.3, V4.2, LS1, CS2.15). Pupils express what they think and feel about them. Then they give feedback about their reflections to each other in pairs (D2.4, D3.5, V12.1, V15.1, SELS2.2). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V10.3, LS4).
ENG.4.3.S1.
PREPARATION FOR SPEAKING: The teacher facilitates speaking activities throughout the theme from the first lesson to the end. Speaking activities enhance pupils’ learning and help them produce and display meaningful language for personal expression and communication with others by using the language including the target words, grammatical structures, and the social language expressions of the theme about “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” (V3.2, V4.2, V8.1, V10.1, V10.2, V10.3, V14.1, V14.2, V18.1, LS1, LS4, LS5).
ENG.4.3.S2.
RECOGNISING AND USING THE MODEL: In the beginning, through listening/watching and reading, pupils recognise the language with the target language items through the models (CS2.6). They practise the language in a controlled way, by telling, repeating, and imitating what they hear and see in the context (D1.3, D3.2, SELS3, V3.4, LS1, LS4, CS2.4). The spoken content of the model becomes a path for them to follow.
ENG.4.3.S3.
CONSTRUCTING SPOKEN CONTENT: In the later stages of the lessons after controlled practice sessions, the teacher creates new contexts in the form of new and simple photo/picture strip/pantomime/video stories, dialogues, etc. as new opportunities for the pupils to talk about them for practising further through questions, explanations, inferences etc. (D1.3, SELS3.2, V3.4, V7.1, LS1, LS4, CS2.13).
ENG.4.3.S4.
CONSTRUCTING SPOKEN MATERIALS: Pupils are encouraged to produce several spoken products related to the extended contexts such as simple dialogues, short texts etc. To interact and to communicate with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” (SELS2.2, SELS3.2, V4.2, V8.1, V10.1, V10.2, V10.3, V11.1, V14.1, V14.2, V18.1, LS1, LS4, LS5, CS2.20). AI-based technologies can be used for various activities, giving pupils access to authentic materials. They can also produce digital materials and projects at school and at home through recordings for developing their oral skills (D1.2, D1.6, D3.3, SELS3.2, SELS3.3, V3.4, V7.2, LS2, CS2.20).
ENG.4.3.S5.
RECONSTRUCTING AND COMMUNICATING THROUGH SPEAKING: Pupils communicate with each other by seeing/hearing/reading/using the language including the target words and grammatical structures related to the theme in fun, enjoyable, varied, and versatile activities (SELS2.3, CS2.20). Picture strip stories can be used at the end of each theme to provide a consolidation and revision. These new contents created are contextual, practical, authentic, real, and appropriate to the pupils’ age, interests, and language level. Storification, drama, and gamification techniques are actively and extensively used together with other further speaking practice throughout the theme (V3.4, V15.1, LS1). Pupils are encouraged to produce several spoken products related to the extended contexts such as dialogues, show and tell activities, acting out activities to interact and to communicate with peers and/or other people in or outside the school by using the language including the target words, language grammar in use, and the social language for the theme “personal life” and its components such as “physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” (SELS2.2, SELS3.2, V4.2, V7.2, V8.1, V10.1, V10.2, V10.3, V14.1, V14.2, V18.1, LS4, CS3.1, CS2.20). AI-based technologies can be used for various activities, giving pupils access to authentic materials. They can also produce digital materials and projects at school and at home through recordings (D2.5, D3.3, SELS3.2, SELS3.3, V11.1, LS2, CS2.20). These are evaluated as described in items (7), (8), (9), (10), (11), and (12) in the section 1.2. Principles for the Implementation of the English Curriculum. Then they can expand their language use and practise by communicating with others.
ENG.4.3.S6.
REFLECTING ON THE SPEAKING-EXPRESSION PROCESS INDIVIDUALLY AND COLLABORATIVELY: The teacher asks pupils to think about the whole writing-expression process and asks them to express their thoughts, ideas, and feelings about the process (SELS1.3, V4.2). Some volunteer pupils express what they think and feel about them. Then they give feedback about their reflections to each other in pairs and take notes about the feedback they receive (SELS1.2, SELS2.2, V12.1, V20.4, LS1, LS4, CS2.15). The teacher facilitates different activities for creating versatile reflection sessions in a fun and collaborative design (V4.3, V10.3).
Objective: To describe and talk about clothing and clothing preferences in English by using the target vocabulary and target chunks.
Activity 1: Design the Character
Each pupil is given a paragraph describing a character’s physical appearance, clothing, and personality traits. For example: “The character has wavy hair and blue eyes. She/He is wearing a raincoat, leggings, and slippers. She/He is very kind and enjoys quiet activities”. Pupils use the description to design the character on a blank person template. They cut out pictures such as hairstyles, clothing, and accessories from the provided sheets, paste them onto the template, and label the parts, such as “raincoat” or “blue eyes”. After completing the activity, pupils present their character by reading the paragraph. The teacher provides positive feedback to motivate them. Pupils reflect on their thoughts and feelings about the activity by using emoticons.
Objective: To describe clothing and clothing preferences in English by using the target vocabulary.
Activity 1: Design Your Character
Pupils receive a blank person template and a sheet with pictures of clothing items, hairstyles, and eye colours. They cut out their chosen items, paste them onto the template, and label them with arrows, such as “raincoat”, “blue eyes”, or “short hair”. After completing their characters, they describe them with simple sentences such as, “My character has blue eyes and is wearing a cardigan”. Then, their works are displayed on the classroom notice board. The teacher provides positive feedback to motivate them. Pupils reflect on their thoughts and feelings about the activity by using emoticons.