2. SINIF İNGİLİZCE DERSİ KAZANIMLARI

Functions: Telling people what we know using "This is/That’s a/an ..."

Vocabulary:

• ambulance (artist/aspirin)
• balloon
• cake (café/camp)
• doctor (dance)
• electrics (e-mail)
• football (film)
• gorilla (garage)
• hotel
• Internet
• judo
• kangaroo (kilo)
• lemon (laptop)
• microphone (market)
• note
• orchestra (office)
• picnic (passport/plastic)
• quiz
• radio (restaurant)
• sport (stop/stadium)
• television (train)
• university
• vanilla (video)
• wagon
• yoghurt
• zebra

Listening:

E2.1.L1. Students will be able to identify words that are common to both Turkish and English.

Speaking:

E2.1.S1. Students will be able to use the correct word to identify certain objects, people, or animals.

Contexts:

• Advertisements
• Cartoons
• Illustrations
• Picture Dictionaries
• Posters
• Probes/Realia
• Songs
• Videos

Tasks/Activities:

• Arts and Crafts
• Chants and Songs
• Drama (Role Play, Simulation, Pantomime)
• Drawing and Coloring
• Games
• Labeling
• Matching

Assignments:

• Students prepare a visual dictionary to show the words they know in English.

Asking someone’s name:

• What’s your name?
• —My name is John.
• —I’m John.
• —This is John.
• —John.

Greeting and meeting people:

• Hi! Hello!
• Good morning!
• Good afternoon!
• Good night!
• Good bye!
• Bye!
• How are you?
• —I’m fine. You?
• —I’m okay, thank you.
• How are you?
• Great, thanks.

Listening:

• E2.2.L1. Students will be able to understand simple expressions about greeting and meeting someone.
• E2.2.L2. Students will be able to understand when someone introduces himself or herself.

Speaking:

• E2.2.S1. Students will be able to use everyday expressions for greeting and meeting someone.
• E2.2.S2. Students will be able to ask questions to learn someone’s name.
• E2.2.S3. Students will be able to ask questions to find out how they are doing.
• E2.2.S4. Students will be able to introduce themselves in a simple way.

Contexts:

• Advertisements
• Cartoons
• Illustrations
• Picture Dictionaries
• Posters
• Probes/Realia
• Songs
• Videos

Tasks/Activities:

• Arts and Crafts
• Chants and Songs
• Drama (Role Play, Simulation, Pantomime)
• Drawing and Coloring
• Games
• Labeling
• Matching
• Questions and Answers
• Reordering

Assignments:

• Students prepare masks to represent imaginary characters and then meet others and introduce themselves.
• Students prepare a poster to demonstrate how people greet each other.

Expressing and responding to thanks:

• Thank you.
• Thanks.
• You are welcome.

Giving and responding to simple instructions:

• Open/Close the window/the door.
• Sit down.
• Stand up.
• Color the picture.
• Cut the paper.
• Draw a balloon.
• Paint the ball.

Asking for clarification:

• Excuse me?
• I’m sorry.
• Excuse me.
• Say that again, please.

Giving simple directions:

• Turn ...
• ... left.
• ... right.

Listening:

• E2.3.L1. Students will be able to understand instructions and follow short, simple directions.

Speaking:

• E2.3.S1. Students will be able to tell others how to do things in the classroom.
• E2.3.S2. Students will be able to ask for clarification by asking the speaker to repeat what has been said.
• E2.3.S3. Students will be able to express and respond to thanks.

Contexts:

• Advertisements
• Cartoons
• Illustrations
• Picture Dictionaries
• Posters
• Probes/Realia
• Songs
• Videos

Tasks/Activities:

• Arts and Crafts
• Chants and Songs
• Drama (Role Play, Simulation, Pantomime)
• Drawing and Coloring
• Games
• Labeling
• Making Puppets
• Matching

Assignments:

• Students keep expanding their visual dictionary by including new vocabulary items.

Expressing quantity:

• How many ... are there?
• —four (pencils).
• —five (schoolbags).
• —seven (books).

Making simple inquiries:

• How old are you?
• —I am 7.
• —I am 7 years old.

Naming classroom objects:

• board, -s
• book, -s
• crayon, -s
• desk, -s
• notebook, -s
• paper
• pen, -s
• pencil, -s
• schoolbag, -s
• scissors
• table, -s

Naming numbers:

• Numbers from 1 to 10.

Listening:

• E2.4.L1. Students will be able to identify and understand the names of some classroom objects.
• E2.4.L2. Students will be able to recognize the numbers from 1 to 10.
• E2.4.L3. Students will be able identify quantities of things.

Speaking:

• E2.4.S1. Students will be able to express the correct names of the classroom objects.
• E2.4.S2. Students will be able to count numbers from 1 to 10.
• E2.4.S3. Students will be able express quantities of things.

Contexts:

• Advertisements
• Cartoons
• Illustrations
• Picture Dictionaries
• Posters
• Probes/Realia
• Songs
• Videos

Tasks/Activities:

• Arts and Crafts
• Chants and Songs
• Drama (Role Play, Simulation, Pantomime)
• Drawing and Coloring
• Games
• Labeling
• Matching
• Questions and Answers

Assignments:

• Students keep expanding their visual dictionary by including new vocabulary items.
• In pairs, students prepare a puzzle about numbers.

Expressing likes and dislikes:

• I like red and blue.
• I don’t like brown.

Making simple inquiries:

• What color is it?
• —Green.
• —It’s red.

Naming colors:

• black
• blue
• brown
• green
• orange
• pink
• purple
• red
• white
• yellow

Expressing quantity:

• How many red crayons are there?
• —Three.
• —Three crayons.

Listening:

• E2.5.L1. Students will be able to identify colors of things.

Speaking:

• E2.5.S1. Students will be able to name the colors of things.
• E2.5.S2. Students will be able to talk about the colors they like.
• E2.5.S3. Students will be able to express quantities of things.

Contexts:

• Advertisements
• Cartoons
• Illustrations
• Picture Dictionaries
• Posters
• Probes/Realia
• Songs
• Videos

Tasks/Activities:

• Arts and Crafts
• Chants and Songs
• Drama (Role Play, Simulation, Pantomime)
• Drawing and Coloring
• Games
• Labeling
• Matching
• Making Puppets
• Questions and Answers

Assignments:

• Students keep expanding their visual dictionary by including new vocabulary items.
• Students prepare a color scale by cutting and pasting colored papers and then present it.

Making simple inquiries:

• Do you dance?
• —Yes!
• —Yes, I do.
• —No!
• —No, I don’t.

Making simple suggestions:

• Let’s ...
• ... dance.
• ... jump/skip (rope).
• ... play
•     chess
•     football/basketball/…
•     hide and seek
• ... run.
• ... sing.
• ... slide.
• ... walk.

Listening:

• E2.6.L1. Students will be able to understand short, simple suggestions.

Speaking:

• E2.6.S1. Students will be able to make suggestions in a simple way.
• E2.6.S2. Students will be able to ask and answer simple questions.

Contexts:

• Advertisements
• Cartoons
• Illustrations
• Posters
• Probes/Realia
• Songs
• Videos

Tasks/Activities:

• Arts and Crafts
• Chants and Songs
• Drama (Role Play, Simulation, Pantomime)
• Drawing and Coloring
• Games
• Labeling
• Matching
• Making Puppets
• Questions and Answers

Assignments:

• Students keep expanding their visual dictionary by including new vocabulary items.
• In groups, students draw and name the actions they have learnt.

Making simple inquiries:

• What is this?
• —This is my finger.
• —It’s my hand.
• —This is my mouth.
• —It’s my nose.

Talking about possessions:

• My/your finger

Telling someone what to do:

• Open/close your eyes.
• Point to your head.
• Raise your hand(s).
• Show your knee(s).
• Touch your toes.

Vocabulary:

• ear, -s
• eye, -s
• finger, -s
• hand, -s
• head, -s
• knee, -s
• mouth, -s
• nose, -s

Listening:

• E2.7.L1. Students will be able to understand the names of their body parts.

Speaking:

• E2.7.S1. Students will be able to tell the names of their body parts.
• E2.7.S2. Students will be able to give short, simple and oral instructions.

Contexts:

• Advertisements
• Cartoons
• Illustrations
• Posters
• Probes/Realia
• Songs
• Videos

Tasks/Activities:

• Arts and Crafts
• Chants and Songs
• Drama (Role Play, Simulation, Pantomime)
• Drawing and Coloring
• Games
• Labeling
• Making Puppets
• Matching
• Questions and Answers

Assignments:

• Students bring a photo or draw a picture to show/write the names of the body parts.

Making simple inquiries:

• Where is the cat?
• The cat is…
• Where are the birds?
• The birds are…

Talking about locations of things:

• —The birds are ...
•     ... in the tree.
•     ... on the car.
• —The cat is…
•     …under the table.

Vocabulary:

• bird, -s
• cat, -s
• dog, -s
• rabbit, -s
• turtle, -s

Listening:

• E2.8.L1. Students will be able to identify certain pet animals.
• E2.8.L2. Students will be able to follow short and simple oral instructions about the names and locations of pet animals.

Speaking:

• E2.8.S1. Students will be able to say the names of certain pet animals.
• E2.8.S2. Students will be able to say where the animals are by pointing out them.

Contexts:

• Advertisements
• Captions
• Cartoons
• Conversations
• Fables
• Illustrations
• Songs
• Stories
• Videos

Tasks/Activities:

• Arts and Crafts
• Chants and Songs
• Drama (Role Play, Simulation, Pantomime)
• Drawing and Coloring
• Games
• Labeling
• Matching
• Making Puppets
• Questions and Answers

Assignments:

• Students keep expanding their visual dictionary by including new vocabulary items.
• Students draw the pet animals they have learnt to prepare posters and then display them on the classroom walls.

Expressing likes and dislikes:

• —I like watermelon.
• —I don’t like grapefruit.

Giving and responding to simple instructions:

• Touch the melon.
• Show the apples.
• —Sure.
• —Okay.
• —Of course.

Telling someone what to do:

• Cut the peach.
• Give the banana.
• Eat the grapes.
• Color the lemons.

Vocabulary:

• apple, -s
• banana, -s
• grapefruit, -s
• grape, -s
• melon, -s
• orange, -s
• peach, -es
• lemon, -s
• watermelon, -s

Listening:

• E2.9.L1. Students will be able to recognize the names of fruit.

Speaking:

• E2.9.S1. Students will be able to talk about the fruit they like.
• E2.9.S2. Students will be able to tell others to do things with fruit by pointing out them.

Contexts:

• Advertisements
• Conversations
• Coupons
• Fairy tales
• Illustrations
• Instructions
• Lists
• Menus
• Probes/Realia
• Songs
• Tables
• Videos

Tasks/Activities:

• Arts and Crafts
• Chants and Songs
• Drama (Role Play, Simulation, Pantomime)
• Drawing and Coloring
• Games
• Labeling
• Making puppets
• Matching
• Questions and Answers

Assignments:

• Students draw a fruit basket with the fruit they like and name them.
• Students play a game “find someone who” by asking each other about the fruit they like and dislike.

Expressing abilities:

• I am a duck. I can swim.
• I am a horse. I can run.
• Monkeys can jump.
• Elephants can run.
• Fish can swim.
• Birds can fly.

Expressing likes and dislikes:

• I like donkeys.
• I don’t like spiders.

Making simple inquiries:

• Can you jump?
• —Yes, I can.
• —I can jump. Can birds fly?
• —Yes.
• —Yes. Birds can fly.

Vocabulary:

• chicken, -s
• cow, -s
• donkey, -s
• duck, -s
• elephant, -s
• goat, -s
• horse, -s
• lion, -s
• monkey, -s
• snake, -s
• spider, -s

Listening:

• E2.10.L1. Students will be able to recognize the names of certain animals.
• E2.10.L2. Students will be able to understand common expressions about abilities.

Speaking:

• E2.10.S1. Students will be able to talk about the animals they like/dislike.
• E2.10.S2. Students will be able to talk about abilities.

Contexts:

• Advertisements
• Captions
• Cartoons
• Conversations
• Fables
• Illustrations
• Poems
• Posters
• Songs
• Stories
• Tables
• Videos

Tasks/Activities:

• Arts and Crafts
• Chants and Songs
• Drama (Role Play, Simulation, Pantomime)
• Drawing and Coloring
• Games
• Labeling
• Matching
• Making Puppets
• Questions and Answers

Assignments:

• Students complete and reflect on their visual dictionary by including new vocabulary items.
• In groups, students prepare animal masks and color them.