Foreign Languages Department

Primary School Unit Plan

GRADE LEVEL 1 GSE / CEFR A1 / GSE 18-20 DATE 30th October-10th

November 2023

THEME & Where do I live and play? CENTRAL IDEA Where do I live and play?
UNIT UNIT 4- Welcome to my house
FORMATIVE -Identify the rooms in the house. SUMMATIVE Students will do their Activity Wheel at the end of
LEARNING -Identify the furniture in the ASSESSMENT TASK Unit 6.
OUTCOMES house. Students should get prepared accordingly during
-Explain the preposition of place. Units 4,5 and 6.
-Identify what things are made of,
ice, brick, metal, stone.
-Recognize words and simple
phrases related to familiar topics.

LANGUAGE Key vocabulary: dining room, living RESOURCES Published Materials:

room, kitchen, bedroom, bathroom, Amaze Book A
home office,garden,study, oven Amaze Portfolio Notebook
wardrobe, TV, bed, chairs, sink, Globed CLIL Math & Science
refrigerator,table Rise and Shine 2
Grammar: There’s / There are:
There’s a (kitchen). Online Materials:
There are (two bedrooms). TumbleBook Library
Prepositions of place: There’s a Brainpop.Jr
(wardrobe) in the Wordwall
(bedroom). – It’s (on) the (table) in Tinytap
the (kitchen).
Where’s the…? / Where are the…: Optional Folder:
Where’s the Kindness Day, Nov 13
(bookshelf)? – It’s in the (living room

WEEK 1
FORMATIVE LEARNING
LESSON ROAD MAP
OUTCOMES
• Recognize familiar words in 1 Presentation: Weekend Worksheet Check
CORE

short phrases and sentences, Guided practice: Amaze Portfolio Notebook p. 14-15
if supported by pictures or Warm Up: MAT 1 (Video)
gestures. MAT 2 (PPT)
• Use a few simple words to
 describe objects if supported Warm Up: MAT 3 (Video)
by pictures. MAT 4 (Video)
• Name common parts of the Guided practice: Amaze book A page 36-37
body Wrap Up
2
https://wordwall.net/resource/16878296/parts-of-the-house
https://wordwall.net/resource/838412/parts-of-the-house

Warm Up: MAT 5(Video)

Guided practice: Amaze book A page 38-39
Optional Activity:
3
https://www.tinytap.com/activities/g2cg8/play/parts-of-the-house
https://wordwall.net/resource/39626381/ingilizce/there-is-there-are

Warm Up: MAT 5A (Video)

MAT 6 (Video)
MAT 7 (ppt)
4
Guided practice: Amaze book A page 40-41
Optional Activity:
https://wordwall.net/resource/23772079/parts-of-the-house
Warm Up: MAT 8 (Video)
MAT 9 (Video)
5 Guided practice: Amaze WB A p. 116-117
Optional Activity: https://view.genial.ly/613706f792e16f0db625ad09

Warm Up: MAT 10 (Video)

Guided practice: Amaze WB A p. 118-119
Wrap Up: T writes the parts of the room on the board randomly and ss say
6
what they can see in the given room.
Ex: “I can see a bed”, “I can see a book.”

Warm Up: MAT 11 (ppt)

Guided practice: MAT 12 (worksheet)
Optional Activity:
7
https://www.baamboozle.com/game/135230

8 Master First

Warm Up: Watching the videos about the sounds “qu”, “ou”,’’oi’’
- Recognize the sounds qu, ou, (MAT 1, MAT 2, MAT 3)
oi, Introduction: Teaching the sounds “qu”, “ou” & “oi”.
1
Presentation: Brainstorming the words starting with “qu” and “ou”
EXTENSION

-encouraging students to Guided Practice: MAT 4, MAT 5, MAT 6 (worksheet)

identify and replicate narrative
Wrap Up: Drawing and guessing game with the target sounds.
patterns in a text.

-Promote Global Citizenship by 2 Warm up: Reviewing vocabulary about clothes and practicing the use of “have,
encouraging pupils’ awareness haven’t.” (Let's explore together Lesson 8 – Review Starting the lesson)
of people’s roles in society and Introduction: Naming the clothes after looking at the picture. (P.18)
Presentation: Writing the names of the clothes. (P.18 activity 1) (Let's explore
 the community together Lesson 8 – Review: Activity 1)
-Realize the importance of Guided practice: Choosing and putting tick the clothes students are.
people as a community wearing. (P.18 activity 2) (Let's explore together Lesson 8 – Review: Activity
2)
-Recognize words and simple Wrap up: Practicing have/has got, haven’t - hasn’t got, jobs and clothes. (MAT
phrases related to familiar 7) (worksheet)
topics Warm up: Watching a video about different physical appearances. (MAT 8)
Introduction: Describing cartoon characters by their looks and clothing style.
-Talk about familiar people (MAT 9 PPT)
and places using single words Presentation: Practicing the use of have got has got by playing a guessing
game. (P.18 Activity 3). Practicing the use of have got / has got while
3
describing a community/ family member. (P.18 Activity 4)
Wrap up: Revising the vocabulary about clothing and appearance then
practicing writing. (1 Let's explore together Lesson 8 – Review Ending the
lesson)

Warm up: Play the video (MAT 9)

Introduction: Tumble Book Library on Metodbox/ How Do You Read to a
Rabbit?

Presentation: Quiz for "How Do You Read to a Rabbit?"

4 TumbleBooks - eBooks for eKids! - (tumblebooklibrary.com)

Guided practice: T opens the book from ‘’Tumble Book Library’’, ss will listen,
and then they do the quiz.
Wrap up: Things in My Room – EDBOOM Level 3

Warm up: Play the video - Community Helpers - BrainPOP Jr.

Introduction: Revise the body parts by using Rise &Shine flashcards
Presentation: Use the app Draw &Tell on their iPad.
5
Practice: Ss draw and and tell one of their classmates and
Wrap up: T plays (MAT 10) to review -er Sound.

CLIL Warm Up: MAT 1 (Video)

Math Presentation: MAT 2 (Worksheet)
Guided Practice: Math and Science AB p.17
-Learning to show a group of 1 Wrap Up: Wordwall about ‘Tens and ones’
10 to 20 objects (including 10
https://wordwall.net/resource/62001461
and 20) by dividing them into
tens and ones and write and
read the number Warm Up: MAT 3 (Video)
CLIL

corresponding to these
objects in numerical form. Presentation: MAT 4 (Teacher Resource)
Guided Practice: MAT 5 (Worksheet)
Wrap Up: Kahoot about ‘Tens and ones’
2
https://create.kahoot.it/share/place-of-values-with-two-digit-numbers/
510f3fe8-1c70-4b3f-88c0-04e6935a835b
Life Sciences
-Learning about how to be
 kind at school.

-Using polite expressions

when communicating at Warm Up: Brainstorming
school. Presentation: MAT 6 (Video) and MAT 7 (Video)

Guided Practice: Math and Science AB p.107

3
Wrap Up: MAT 8 (PPT) and a game.
https://wordwall.net/resource/320780/kindness-wheel

WEEK 2
FORMATIVE LEARNING
LESSON ROAD MAP
OUTCOMES
-Recognize familiar words in Presentation: Weekend Worksheet Check
short phrases and sentences, Warm Up: MAT1 (video)
if supported by pictures or Guided practice: Amaze Portfolio Notebook p. 16-17 (Dictation)
1
gestures.
-Use a few simple words to
describe objects if supported
by pictures. Warm Up: MAT 2 (Ppt)
- Name common parts of the Guided practice: Amaze book A p. 42-43
house Wrap up :
2
https://wordwall.net/resource/62471170

Warm Up: MAT 3-MAT 4 (videos)

Guided practice: Amaze book A p. 44-45
3
Wrap Up: MAT 5 (Go Green Worksheet)

Warm Up: MAT 6 (Video)

CORE

Guided practice: Amaze WB A p. 120-121

4 Wrap Up:
https://wordwall.net/resource/62472489

Warm Up: MAT 7 (Video)

Guided practice: MAT 8 (Worksheet)
5
Optional Activity: Kindness Day Folder

6 Warm Up: MAT 9 (Video)

MAT 10 (video)
Guided practice: MAT 11 (Ppt)
MAT 12 (Ppt) MAT 13 (Video)
Wrap Up : https://edpuzzle.com/media/650349c46955023fbfa91630
https://wordwall.net/resource/62473144

Optional Activity: Draw and Tell app.

(Drawing dream house)
 7 Life Skills

8 Master First

Warm up: Watch the video about ‘’have got, has got’’ (MAT 1)
Introduction: Asking questions to check if students can remember the
vocabulary of the unit. (If you have..., raise your hand.)
Presentation: Choosing the correct items to show what our friend is wearing.
- Recognize the letter Phonics, (P 19 activity 5).
ue, er, ar Guided practice: (T provides binders or folders in which pupils can insert
1
their pages before the lesson) Describing a friend by drawing their picture or
-Understand the main taking their photo. T makes Ss share pictures and presenting them to the
information when people whole class. (P.19 Activity 6-7-8)
introduce themselves. Wrap up: Matching the pictures with the statements:
https://wordwall.net/resource/62456852
-Use words by matching them
to a picture. Warm Up: Watching the videos about the sounds “ue”, “er” & “ar”.
(MAT 2, MAT 3, MAT 4 video)
-Describe someone’s physical Introduction: Teaching the sounds “ue”, “er” & “ar”
appearance using one or two 2
Presentation: Brainstorming the words starting with “oi” and “ou”
words. Guided Practice: MAT 5 MAT 6 and MAT 7 (worksheet)
Wrap Up: Drawing and guessing game with the target sounds.
EXTENSION

Warm Up: Watching video about have got, has got (MAT 8)
Introduction: https://wordwall.net/resource/62456887

Presentation: Cut – outs Rise & Shine: unit 1 (P.83)

3
Guided Practice: T asks the students to do the cutting activity on page 83 and
aims to get the students to talk to their friends about what is in each other's
bags.

Warm Up: Ss play Simon Says to practice body parts.

Introduction:T practices have got/has got via the Wordwall game.
https://wordwall.net/resource/62456905
4
Presentation: Rosa is a good student- EDBOOM
Wrap up: Talks about the book, summarizes, asks what they understand.
Optional: Asks the students which words they remember in the video.
Warm up: T uses (MAT 9) PPT revise body parts.
Presentation: T revises the phonics sound (MAT 10) PPT and reviews letters
5 sound while reading the words.
T then revises the sounds /ch/, /sh/, /th/, /ng/ with PPT (MAT 11)
Wrap Up: https://www.baamboozle.com/game/1326796

1
CLIL Warm Up: MAT 1 (Video)
Math Presentation: MAT 2 (Worksheet)

Guided Practice: Math and Science AB p.17

CLIL

-Learning to show a group of

10 to 20 objects (including 10 Wrap Up: MAT 3 (Worksheet) and MAT 4 (PPT)
and 20) by dividing them into
tens and ones and write and
 read the number Warm Up: Brainstorming
corresponding to these Presentation: MAT 5 (Video)
objects in numerical form.
Guided Practice: Math and Science AB p.109

2 Wrap Up: Mime and guess game and Wordwall games

-Practice counting place values
https://wordwall.net/tr/resource/38579932/people-at-school
-Developing understanding
https://wordwall.net/tr/resource/16963722/parts-of-the-school
about counting the ordinal
numbers.

-Using numbers up to 20 to 10th November Atatürk Memorial Day

state the order. Warm Up: MAT 6 (Video) Ataturks life
Presentation: MAT 7 (Video)
-Talking about the activities Guided Practice: MAT 8 (PPT)
that students like at school. Wrap Up: MAT 9 (Video
3
- Willing to take part in school
activities.

Life Sciences
-Understanding Ataturk’s life.
-Talking about Atatürk

TEACHING NOTES
WEEK 1
Weekend Worksheet 5 Check: T makes sure that each St understands the correct answers by explaining the
worksheet on the board. T collects the sheets and gives feedback on them. Then, T distributes the sheets
back.
Warm Up: Ask students to tell you about the home that they live in. Ask for volunteers to talk to the whole
class.
L1
Guided Practice: T plays MAT 1 (video) and asks some questions about the video. Then T opens MAT 2 (ppt)
and talks about the slides. T asks them to open the book page 14-15 and trace the words.
Wrap Up: T ends the lesson using classroom realia. T gives some examples such as “The books are on my
table “and asks “WHERE” questions to Ss.
CORE

L2 Warm Up: T introduces the theme by telling the students that they will learn about the world around us
including where we live and what we can do there. T gives examples about himself, e.g., I live in an apartment
next to the park. There is a great library near my home. My neighbor is a firefighter. She works at the fire
station. Then T asks each student to think about where they live. T encourages them to say at least one thing
about their neighborhood
Guided Practice: T plays MAT 3 (video) and talks about the things in the house. Then T plays MAT 4 (video)
and asks ss to talk about their favorite activity. Ss do the activities in page 36-37.
Wrap Up: T plays online Wordwall games about parts of the house.
https://wordwall.net/resource/16878296/parts-of-the-house

https://wordwall.net/resource/838412/parts-of-the-house
 Warm Up: T plays MAT 5A (video) and ask questions about how many things in the classroom. Ss answer the
question by using there is/ there are.

Guided Practice: Ss listen, point and find the correct picture on page 38.
Ss will be able to listen and stick the stickers on page 39 and talk about the house by using there is/there are.
L3 Optional Activity:
https://wordwall.net/resource/16878296/parts-of-the-house

https://wordwall.net/resource/838412/parts-of-the-house

Warm Up: T plays MAT 5(video) and asks questions about the things that Ss do in the house.
Guided Practice: T plays MAT 6 (video) and talks about the furniture in the house. Ss listen the story and
draw their favorite character on page 40-41. Then T asks ss to act out the story.
L4 Practice: T opens MAT 7 (ppt) and answer the questions.
Wrap Up: T plays the Wordwall game. https://wordwall.net/resource/23772079/parts-of-the-house

Warm Up: T plays MAT 8- MAT 9 (videos) and talks about the activities that the Ss do on the weekends.
Guided Practice: Ss do listening parts and draw an activity they do at weekends on page 116. Ss color four
L5 objects that belong the room and circle the objects that don’t belong on page 117.
Wrap Up: Ss drag each furniture to the correct parts of the house in the game.

Warm Up: T runs MAT 10 (video) then asks the parts of the house that the ss watch in the video.
Guided Practice T wants Ss to open their books and check the listening activities, color the correct picture,
and find the pairs on pp 118-119
L6 Wrap Up: T writes the parts of the room on the board randomly and ss say what they can see in the given
room.
“I can see a bed”, “I can see a book in the bedroom” etc.

T opens MAT 11 (ppt) and asks questions about the rooms of the house. Then, Ss look, trace, cut and paste
the pictures. (MAT 12)
When the activity is over, T runs video lesson and ask basic questions to Ss about the video.
L7 If time allows Ss play the online games as a class activity to practice parts of a house.
Optional Activity: T plays the game with ss.
https://www.baamboozle.com/game/135230

L8 MasterFirst
 Phonics /qu/, /ou/, /oi/
Warm Up: T plays the videos on the screen. (MAT1)
Introduction: T writes the letter /qu/ on the board and asks ss to repeat (T makes sure ss are pronouncing the
correct sound). T gives an example of one word that has the letter /qu/ (/qu/ as in queen). Then, T gives more
examples of words with the /qu/ sound and spells the sound slowly and helps ss repeat it correctly, too.
Presentation: T writes the letter /qu/ on the board and tries to elicit maximum number of the words that Ss
can say starting with /qu/.
Guided Practice: T gives (MAT 4) handout about the letter /qu/ in which Ss need to trace and practice.
Wrap Up: T plays “drawing & guessing” game about the sound /qu/. T draws the words starting with /qu/ on
the board and Ss guess them (e.g., queen, quack, etc.)
Warm Up: T plays the video (MAT 2) on the screen.
Introduction: T writes the letter /ou/ on the board and asks ss to repeat (T makes sure ss are pronouncing the
correct sound). T gives an example of one word that has the letter /ou/ (/ou/ as in mouse). Then, T gives more
examples of words with the /ou/ sound and spells the sound slowly and helps ss repeat it correctly, too.
Presentation: T writes the letter /ou/ on the board and tries to elicit maximum number of the words that Ss
L1 can say starting with /ou/.
Guided Practice: T gives (MAT5) handout about the letter /ou/ in which Ss need to trace and practice.
Wrap Up: T plays “drawing & guessing” game about the sound /ou/. T draws the words starting with /ou/ on
the board and Ss guess them (e.g., mouse, round, etc.)

Warm Up: T plays the video (MAT 3) on the screen.

Introduction: T writes the letter /oi/ on the board and asks ss to repeat (T makes sure ss are pronouncing the
correct sound). T gives an example of one word that has the letter /oi/ (/oi/ as in soil). Then, T gives more
EXTENSION

examples of words with the /oi/ sound and spells the sound slowly and helps ss repeat it correctly, too.
Presentation: T writes the letter /oi/ on the board and tries to elicit maximum number of the words that Ss
can say starting with /oi/.
Guided Practice: T gives (MAT 6) handout about the letter /oi/ in which Ss need to trace and practice.
Wrap Up: T plays “drawing & guessing” game about the sound /oi/. T draws the words starting with /oi/ on
the board and Ss guess them (e.g., soil, boil, etc.)

L2
Warm up: T asks ss to read the sentences and look at the picture, then choose “Yes, I have. or No, I haven't.”
then checks the answer as a class. (Let's explore together Lesson 8 – Review Starting the lesson)
Optional: Ss listen to a song and sing along. (MAT1)
Introduction: T asks Ss to look at the picture and name the things they can see. (Speaking activity)
(P.18)
Presentation: T asks Ss to look at the words in the wordpool. First, he/she pronounces the words then asks
students to pronounce each word and have them find the items in the picture.
After that T has Ss find each number in the picture and write the correct word to complete the labels. (P.18
activity 1) (Let's explore together Lesson 8 – Review: Activity 1)
Guided practice: The teacher asks, "Have you got (e.g., glasses)? and elicits answers from several ss,
encouraging them to answer Yes, I have / No, I haven't.
After that students choose the items, they have and put ticks on the boxes. T can complete the activity on the
board to show how it should be done. (P.18 activity 2) (1 Let's explore together Lesson 8 – Review: Activity
2)
Wrap up: T gives out the handout (MAT 7-Handout) and asks the students to complete the activities. When
completed T elicits the answers.
 Warm up: T makes Ss watch the video about physical appearance and clothing. While watching the video T
makes sure that Ss realize have/has structure. (MAT 8)
Introduction: T shows some cartoon characters on the board and asks Ss to guess their names after that T
describes the cartoon characters by their physical look and clothing style. Finally, T asks some students to
describe them too. (MAT 9) PPT
Presentation: T draws Ss attention to the speech bubbles and has two Ss read them out loud. Ss take turns
pairs to make statements about one of the ss in the classroom the other tries to guess who the student is.. (P.
18 activity 3). (1 Let's explore together Lesson 8 – Review: Activity 3)
T asks Ss to think about people in their community / family. Then they describe this person orally in a simple
way saying what they have got. (P.18 Activity 4) (1 Let's explore together Lesson 8 – Review: Activity 4)
L3
Guided practice: T shows the handout on the SmartScreen and explains what students should do, then
distributes the handout to students. Lastly, they check the answers together as a class. (MAT 5) (Handout)
Wrap up: T shows the activity on screen and explains that ss must type the word or phrase shown in the
picture. As a class, T goes through the pictures naming them. Then T chooses a student to come to the screen
and types the answer next to the first picture.
T works through the rest of the activity, asks individual Ss to come to the screen to type the answer next to
the picture. T asks the class to give feedback on whether they think the ss is correct.
Then checks the answers on the screen and reviews any words that ss got wrong. (1 Let's explore together
Lesson 8 – Review Ending the lesson

Warm up: T plays the videos on the screen. (MAT 9)

Introduction: T logs in to Tumble Book Library on Metodbox learning tools and read the book and listen to it
at once. -How Do You Read to a Rabbit?
Presentation: After listening, T asks Ss to read the book by taking turns. Make sure that each student reads at
L4
least one sentence. After reading is completed, T asks some comprehension questions about the book.
TumbleBooks - eBooks for eKids! - (tumblebooklibrary.com)

Wrap up: T logs in EDBOOM via Metodbox and display Things in My Room book. First, they listen to the
book, then they read the book. After all is done, T asks comprehension questions about the book.

Warm up: T logs in the BrainPOP from learning tools and plays the video ‘’ Community Helpers - BrainPOP Jr.’’
T pauses the video every time and asks related questions.
L5 Introduction: T revises the body parts by using Rise &Shine flashcards
Presentation: Both teachers help ss to open the app Draw &Tell on their iPad.
Practice: Ss draw and tell one of their classmates and then they present their drawings to their classmates.

Warm Up: T runs MAT 1 (Video) about ‘Tens and ones’ for Ss.
Presentation: After Ss watch the video T gives Mat 2 (Worksheet) to Ss, T leads Ss to complete the activity
about ‘tens and ones’.
CLIL

L1 Guided Practice: After the worksheet T covers the second part of Math and Science AB p.17
Wrap Up: To wrap up the lesson T opens Wordwall and plays the game attached here about ‘Tens and ones.
https://wordwall.net/resource/62001461
 Warm Up: To start the lesson T runs Mat 3 (Video) about ‘tens and ones’

Presentation: After the video T shows MAT 4 (Teacher Resource) on the screen to Ss and T puts some beans
(usually available in classes for counting) on (Mat 4) in the places of ones and tens. T calls one Ss to counts
beans and tell the number of them in their places. And then draws and writes them on the board as in the
example.
L2
Guided Practice: Then T gives MAT 5(worksheet) to Ss and helps them to count the number of objects in the
activity and write their values in their places.
Wrap Up: To wrap up the lesson T plays the game on Kahoot about ‘Tens and ones’

https://create.kahoot.it/share/place-of-values-with-two-digit-numbers/510f3fe8-1c70-4b3f-88c0-
04e6935a835b

Warm Up: T starts lesson by asking Ss what the magic words are that we use in our daily life when we talk to
people or ask for something or someone helped us or if we need to apologize… T elicits polite words and
writes them on the board: hello, please, thank you, sorry….
Presentation: Then runs MAT 6 (Video) about polite words. Then T runs MAT 7 (Video) called ‘Color your
world with kindness’.

Guided Practice: T covers Math and Science AB p.107 with Ss in which Ss act out the polite words given on
L3 the page 107.

Wrap Up: T presents MAT 8 (PPT). In each picture there is a situation card. A randomly picked student comes
to board and replies if that behavior is kind or unkind. Then the students tell what the appropriate kindness
phrase would be in that situation.
If time allows T opens the game. https://wordwall.net/resource/320780/kindness-wheel

WEEK 2
 Weekend Worksheet Check: T makes sure that Ss understand the correct answers by explaining the
questions on the board and answer the questions together. T collects the worksheets to give feedback.

Warm Up: T opens MAT 1 (video) and help ss to remind the rooms of the house.
Guided Practice: SS trace the words then match the pictures with the same beginning sound and draw their
house and the furniture on page 16-17.
Dictation: T dictates the given sentences below after checking SS are ready with their pencils and their
Portfolio Books page 16 is open. T reads the sentences slowly and Ss write on page 16 of their Portfolio
Notebooks.
You may see the sample dictation sentences below:
L1 1-This is a chair.
2-This is a bed.
3-This is a cat.
4-This is a dog.
5-This is an orange.

*Differentiated Dictation: In classes consisting of illiterate groups, only CVC word is used. T
only reads ten CVC words to Ss( such as CAT-HAT- MAP -HEN etc.)

Warm Up: T opens MAT 2 (PPT) makes Ss answer the questions.

Guided Practice: Ss circle, match, listen and do the activities on page 42-43.
L2
CORE

Wrap Up: T runs the game on Wordwall to practice prepositions. https://wordwall.net/resource/62471170

Warm Up: T plays MAT 3-MAT 4 (video)

T brings objects made from glass, metal, wood, ceramic, and brick to class. T introduces them to the students
and passes them around allowing them time to feel them and comment on them. T asks them to identify
things around the classroom made from the materials
L3
Guided Practice: Ss open page 44. Ss listen to the audio and number the objects. On page 45 Ss listen, color,
write the numbers and match the pictures with the same beginning sound.
Wrap Up: T displays MAT 5 (Go Green) and Ss decide what the items are made of?

Warm Up: T plays MAT 6 (video) and lets the Ss remember the properties of materials.
Guided Practice: Ss listen, write true or false and matching activities on pages 120 & 121.
L4 Wrap Up: Ss play the online game to review the properties of materials.
https://wordwall.net/resource/62472489

L5 Warm Up: T plays MAT 7 (video). T asks some basic questions about the video.
Practice: T gives MAT 8 the worksheet and wants ss make a mini book of parts of the house by coloring and
they talk about their house.
This is my garden.
This is my bedroom.
There are trees in the garden, etc.
Optional Activity: T goes to Kindness Day folder and opens the videos and game. T explains why being kind is
important giving some daily life examples.
 Warm Up: T plays MAT 9 – MAT 10 and talks, asks some questions about the videos to review the parts of the
house.

Practice: T plays MAT 11- MAT 12(ppt) games to ss. Ss answer the questions. Then, t opens a video lesson to
the Ss and want them to answer the questions in the video.
Wrap Up: Ss answer the questions in the games.
https://edpuzzle.com/media/650349c46955023fbfa91630
https://wordwall.net/resource/62473144
Students watch the video (MAT 13) and talk about some dream houses.
L6
Optional Activity: Ss draw their dream house on their iPad to use DRAW and TELL application.
T asks ss what they would like in their dream house. Discuss the number of rooms, what it would be made of
what it would look like, and what they would put in each room.
Ss present their dream houses to their classmates.
T encourages ss to use there is/there are structures as much as possible.

Life Skills
Please visit the Life Skills Blog for the lesson plans and materials.
https://bahcesehirlifeskillsprimary.edublogs.org/
The blogs are password protected. Please use the following password when accessing the blogs.
L7
Password for the blogs: bk1994lifeskills
(Please contact your local department head for further inquiries.)

Master First
L8
 Warm up: (1 Let's explore together Lesson 9 – Project: Let's make a club book! Starting the lesson.) T shows
the activity on screen and explains that Ss have to choose the words shown in the picture from the drop-
down menu. As a class Ss go through the sentences completing them. Then T nominates a student to come to
the screen and chooses the answers next to the first picture.
T works through the rest of the activity, asking individual ss to come to the screen to choose the answers next
to the pictures. T asks the class to give feedback on whether they think the student is correct. T then checks
the answers on the screen and reviews any words that s got wrong.
Introduction: T says, “if you have a (e.g watch etc.) raise your hand.” Ss raise their hands and teacher asks
about a different clothing or physical appearance. T asks some questions to revise the vocabulary of the unit.
(Eg: Have you got dark /fair hair/ a red backpack etc.)
Presentation: (P 19 activity 5) T tells ss that all their classmates are in the Explorers Club. They are going to
describe the different members of the club. Ss choose one or two friends, think about what they have got and
choose the relevant pictures.
Guided practice: (P 19 activity 6-7-8) (T provides binders or folders in which pupils can insert their pages
before the lesson) T draws Ss’ attention to the picture of the club book and elicits that Ss can either draw
pictures or take photos of their friends. T writes a model on the board, e.g. This is Emma. She's 7 years old.
She's got long, dark hair. She's got a cap.
L1
Ss draw pictures of their classmates or take photos and print them out. Ss talk about the people in their
pictures. T tells Ss that they are going to share their pictures with the class.
ss show their pictures to each other in pairs or small groups, describing each member of their club.
Ss can work in groups or as a whole class to collate their pages to create a book. Fast finishers can design a
cover and contents page.
Wrap up: Let's explore together Lesson 9 – Project: Let's make a club book! Ending the lesson
T shows the activity on the screen and explains that ss have to match the words to the pictures. T reads
through the words and asks the class to repeat after him/her. T then nominates a student to come to the
EXTENSION

screen and match words to a picture.

T works through the rest of the activity, asking individual ss to come to the screen to match the words to the
pictures. T asks the class to give feedback on whether they think the student is correct.
When all the words have been matched, T checks the answers on the screen and reviews any words that ss
got wrong.
T plays the game:
https://wordwall.net/resource/62456852

L2 Phonics /ue/, /er/, /ar/

Warm Up: T plays the video (MAT 1) on the screen.
Introduction: T writes the letter /ue/ on the board and asks ss to repeat (T makes sure ss are pronouncing the
correct sound). T gives an example of one word that has the letter /ue/ (/ue/ as in blue). Then, T gives more
examples of words with the /ue/ sound and spells the sound slowly and helps ss repeat it correctly, too.
Presentation: T writes the letter /ue/ on the board and tries to elicit maximum number of the words that Ss
can say starting with /ue/.
Guided Practice: T gives (MAT4) worksheet about the letter /ue/ in which Ss need to trace and practice.
Wrap Up: T plays “drawing & guessing” game about the sound /ue/. T draws the words starting with /ue/ on
the board and Ss guess them (e.g., blue, tissue, etc.)

Warm Up: T plays the video (MAT 2) on the screen.

Introduction: T writes the letter /er/ on the board and asks ss to repeat (T makes sure ss are pronouncing the
correct sound). T gives an example of one word that has the letter /er/ (/er/ as in finger). Then, T gives more
examples of words with the /er/ sound and spells the sound slowly and helps ss repeat it correctly, too.
Presentation: T writes the letter /er/ on the board and tries to elicit maximum number of the words that Ss
can say starting with /er/.
Guided Practice: T gives (MAT 5) worksheet about the letter /er/ in which Ss need to trace and practice.
 Wrap Up: T plays “drawing & guessing” game about the sound /er/. T draws the words starting with /ou/ on
the board and Ss guess them (e.g., finger, hammer, etc.)

Warm Up: T plays the video (MAT 3) on the screen.

Introduction: T writes the letter /ar/ on the board and asks ss to repeat (T makes sure ss are pronouncing the
correct sound). T gives an example of one word that has the letter /ar/ (/ar/ as in car). Then, T gives more
examples of words with the /ar/ sound and spells the sound slowly and helps ss repeat it correctly, too.
Presentation: T writes the letter /ar/ on the board and tries to elicit maximum number of the words that Ss
can say starting with /ar/.
Guided Practice: T gives (MAT 7) worksheet about the letter /ar/ in which Ss need to trace and practice.
Wrap Up: T plays “drawing & guessing” game about the sound /ar/. T draws the words starting with /ar/ on
the board and Ss guess them (e.g., car, arm, etc.)

Warm up: T plays video about have got, has got (MAT 8)
Introduction: T chooses ss for each question for Wordwall quiz https://wordwall.net/resource/62456905
L3 Presentation: Cut – outs Rise & Shine: Unit 1 (P.83)
Guided Practice: T asks the students to do the cutting activity on page 83 and aims to get the students to talk
to their friends about what is in each other's bags.

Warm Up: They listen to the song about qu, ou, oi, ue, er, ar sounds. It is a video containing every sound they
learned in two weeks belonging to the unit.
Introduction: T chooses the Ss for each question for Wordwall revision quiz
L4 https://wordwall.net/resource/62456887
Presentation: Rosa is a good student- EDBOOM.
Wrap up : the teacher talks about the book, summarizes, asks what they understand

Warm up: T uses (MAT 9) PPT revise body parts.

Presentation: T revises the phonics sound (MAT 10) PPT and reviews letters sound while reading the words.
L5 T then revises the sounds /ch/, /sh/, /th/, /ng/ with PPT (MAT 11).
Wrap Up: https://www.baamboozle.com/game/1326796

Warm Up: T starts lesson with MAT 1 (Video) which is about Ordinal Numbers then T writes on the board 1st ,
2nd, 3rd and 4th and so on until 10th and drills them with Ss.

Presentation: Then T gives MAT 2 (Worksheet) and guides Ss to circle the correct answer.

L1 Guided Practice: T covers the first part of Math and Science AB p.17 with Ss.

Wrap Up: Then T gives MAT 3 (Worksheet) to

Ss. In this worksheet Ss cut and stick the numbers in order.

CLIL

If time allows T gets MAT 4 (PPT) up on the screen and plays with Ss.

L2
Warm Up: T starts lesson with a brainstorming to help Ss recall about the parts of their school. As T elicits the
right vocabulary from Ss writes on the board. ‘’gym, library, computer room, canteen and so on…’’
Presentation: Then T runs MAT 5 (Video) about the parts of the school.
Guided Practice: After the video T covers Math and Science AB p.109
Wrap Up: T explains ‘’Mime and guess the place of school or people at school’ game to Ss. A randomly
picked student mimes a place of school that he/she picked from his/her mind. Other ss try to guess it. When
 she/he finds the right answer, he/she tells what her favorite activity in that place school is.
If time allows T plays games from Wordwall.

https://wordwall.net/tr/resource/38579932/people-at-school

https://wordwall.net/tr/resource/16963722/parts-of-the-school

Warm Up: T starts lesson by asking Ss if they know Atatürk and what they know about Atatürk and Turkish
Republic. T elicits the information Ss have about Atatürk. Then T runs MAT 6 (Video) about Ataturk.
Presentation: After the video T talks to the Ss about Atatürk. Optional Group Work: if suitable gives Ss MAT
7 (Optional Worksheet) and Ss can work together to match the information asked.
L3 Guided Practice: Then T gets Mat 8 (PPT) on the screen and talks about Atatürk in the lesson.

Wrap Up: To wrap up the lesson T runs MAT 9 (Video) a song about Ataturk and Ss enjoy the song.

SUGGESTED EDBOOM BOOKS for assignments:

“My Mom Shows Me Old Photos” (Level 2)
“The Stone House” (Level 4)
NOTES: As the Bahçeşehir College Foreign Languages Department, we're committed to leaving a cleaner
planet for future generations. To achieve this, we'd like to highlight how we handle printed materials for our
NOTES
lessons.
Some materials in this plan can be easily used on smart boards for class activities. We encourage avoiding
unnecessary printing and only doing so when individual study is necessary. This small change can go a long
way in preserving nature and using resources wisely