10. sınıf İngilizce (Hazırlık Sınıflı Okullar) kasım ayı Maarif Model ders raporu: Classroom Life & Learning, Personal Life & Well-Being teması, 48 öğrenme…
| Öğrenme Alanları ve Temalar | 2. Tema: Classroom Life & Learning
3. Tema: Personal Life & Well-Being |
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| İçerik Çerçeveleri | CLASSROOM LIFE & LEARNING
Sub-themes: "Innovations in education and learning; personal ways and strategies of learning; study habits''
Vocabulary for innovations in education and learning: Nouns: An asset, an integration, globalisation, artificial intelligence (AI), virtual reality (VR), augmented reality (AR), creativity. Verbs: To enable, to alter, to boost. Adjectives: Critical, interactive, technological. Phrases: Digital literacy, lifelong learning, self-paced learning, learning apps, mobile learning, smart classrooms, user-friendly, digital tools, distance learning. Vocabulary for personal ways and strategies of learning: Nouns: An observation, a visual, an approach, a concept, inference. Verbs: To associate, to assume, to brainstorm, to classify, to engage, to clarify, to debate, to demonstrate, to emphasize, to illustrate, to infer, to summarise. Phrases: Visual/auditory/kinaesthetic/ social/solitary learning. Adjectives: Efficient. Adverbs: Briefly, broadly. Vocabulary for study habits: Nouns: Note-taking, mind mapping, revision. Verbs: To advance, to evaluate, to chart. Phrases: Problem-solving, critical thinking, goal setting, taking a break, self-assessment. Adjectives: Disciplined, detailed.
“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-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum.
Passive Voice for Present Tenses: (The assignment is completed by the students every evening. English is taught in a lot of schools around the world. Dinner is being prepared by the cook now).
''Shall'' for Suggestions: (Shall we try using a new app to organise our study programme? Shall I help you organise a quiet study environment at home?)
''Have got to'' and ''Ought to'' for Obligation: (I have got to finish the presentation by Thursday).
Use of Passive Voice for Present Tenses: Describing actions, events, and/or processes where the focus is on the activity or outcome, rather than the person performing it at present times.
Use of Passive Words with Two Objects: (I was given an assignment by the teacher).
Use of ''Shall'' for Suggestions: Proposing ideas or seeking agreement to make suggestions.
Use of ''Have got to'' and ''Ought to'' for Obligation: Expressing a moral or logical obligation, advice, or recommendation.
Every class is a step forward.
No shortcuts in learning!
Make mistakes.
That’s how you learn!
Ask questions.
Own answers!
Learn hard, lead harder!
Intonation for positive statements, negative statements, questions, and question tags.
PERSONAL LIFE & WELL-BEING
Sub-themes: "Planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''
To break down, to set up, to take up, to do for a living, to keep in mind, to go through.
Vocabulary for extreme sports across earth: Nouns: Free climbing.
Vocabulary for extreme sports across water: Nouns: Kite surfing, kiteboarding, cave diving, free diving, sailing.
Vocabulary for extreme sports across snow and ice: Nouns: Ice climbing, snow kiting. Vocabulary for extreme sports across air: Nouns: Base jumping.
Vocabulary for personal choices and preferences for sports and extreme sports: Nouns: determination, a helmet, a marathon, a medal, oxygen, panic, suffering, patience, preference, a scratch, survival, a territory, a capacity, a current, courage, confidence, desire, discipline, enthusiasm, freedom.
Verbs: To favour, to challenge, to crack, to dare, to devote, to equip, to scratch, to strengthen, to drag, to inspire. Adjectives: Bold, deadly, memorable, overseas, passionate, relieved, capable, enthusiastic, fellow.
Vocabulary for films and film genres: Nouns: Fantasy, horror, cast, budget, an origin.
Vocabulary for types of music and music genres: Nouns: A tone, rhythm, a lyric, a gig.
“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)”.
The Past Tenses for Narration (The Simple Past Tense, the Past Progressive Tense, the Past Perfect Tense, the Past Perfect Progressive Tense): (He had followed the guideline for his fitness routine before he saw the results).
''Would'' for Expressing Habits in the Past: (She would adapt quickly to different cultures and environments).
''Was/were used to and Got used to'' in all forms: (He got used to struggling with stress).
Complex Question Tags: (I’m going to get an email with the details, aren’t I?)
Use of the Past Tenses for Narration (The Simple Past Tense, the Past Progressive Tense, the Past Perfect Tense, the Past Perfect Progressive Tense): Expressing the details of the actions happened in the past such as time, process or order.
Use of ''Would'' for Expressing Habits in the Past: Talking about the actions that happened regularly in the past.
Use of ''Was/were used to'' and ''Got used to'' in all forms: Describing habitual actions or states in the past.
Use of Complex Question Tags: Expressing confirmation about the actions or opinions.
Peace begins within!
Your mind matters!
Small steps, big changes!
Happiness is a daily habit.
Your pace! Your journey! |
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| Öğrenme Çıktıları | ENG.10.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits''.
ENG.10.2.L2. Students can bring together the information in the current content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits''.
ENG.10.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits''.
ENG.10.2.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' in relation to themselves or others, both individually and/or with others.
ENG.10.2.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.10.2.R1. Students can prepare for reading the content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' efficiently and effectively.
ENG.10.2.R2. Students can bring information together about the current content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' through skimming, scanning and detailed reading.
ENG.10.2.R3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits''.
ENG.10.2.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' in relation to themselves or others, both individually and/or with others.
ENG.10.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.10.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery.
ENG.10.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits''.
ENG.10.2.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits''.
ENG.10.2.W3. Students can construct new written content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' based on their understanding of the model(s) provided.
ENG.10.2.W4. Students can practise producing written content based on the current theme ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits''.
ENG.10.2.W5. Students can engage in the process of writing related to the content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits''.
ENG.10.2.W6. Students can reconstruct their writing about the current theme on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' to communicate effectively about it.
ENG.10.2.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' in relation to themselves or others, both individually and/or with others.
ENG.10.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits''.
ENG.10.2.S2. Students can analyse and understand the model content related to ''Classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' to support the production of spoken language.
ENG.10.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits''.
ENG.10.2.S4. Students can construct meaningful spoken content about ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' through efficient and meaningful practice.
ENG.10.2.S5. Students can reconstruct the information about ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' when communicating with others.
ENG.10.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life and learning with innovations in education and learning; personal ways and strategies of learning; study habits'' in relation to themselves or others, both individually and/or with others.
ENG.10.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.
ENG.10.3.L2. Students can bring together the information in the current content on ''personal life and wellbeing with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.
ENG.10.3.L3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.
ENG.10.3.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' in relation to themselves or others, both individually and/or with others.
ENG.10.3.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.10.3.R1. Students can prepare for reading the content on ''personal life and well-being with planning lifetime personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' efficiently and effectively.
ENG.10.3.R2. Students can bring information together about the current content on ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' through skimming, scanning and detailed reading.
ENG.10.3.R3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.
ENG.10.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life and well-being with planning lifetime personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' in relation to themselves or others, both individually and/or with others.
ENG.10.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.10.3.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.10.3.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.
ENG.10.3.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.
ENG.10.3.W3. Students can construct new written content on ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' based on their understanding of the model(s) provided.
ENG.10.3.W4. Students can practise producing written content based on the current theme ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.
ENG.10.3.W5. Students can engage in the process of writing related to the content on ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.
ENG.10.3.W6. Students can reconstruct their writing about the current theme on ''personal life and wellbeing with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' to communicate effectively about it.
ENG.10.3.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' in relation to themselves or others, both individually and/or with others.
ENG.10.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.
ENG.10.3.S2. Students can analyse and understand the model content related to ''Personal life and wellbeing with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' to support the production of spoken language.
ENG.10.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres''.
ENG.10.3.S4. Students can construct meaningful spoken content about ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' through efficient and meaningful practice.
ENG.10.3.S5. Students can reconstruct the information about ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' when communicating with others.
ENG.10.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life and well-being with planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' in relation to themselves or others, both individually and/or with others. |
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| Alan Becerileri | 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 |
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| Eğilimler | D1.1. Curiosity
D1.2. Independence
D1.3. Perseverance and Determination
D1.4. Self-Efficacy
D1.5. Self-Confidence
D1.6. Selectivity
D2.1. Empathy
D2.2. Responsibility
D2.3. Assertiveness
D2.4. Trust
D2.5. Playfulness
D3.1. Reasoning
D3.2. Focus
D3.3. Creativity
D3.4. Seeking the Truth
D3.5. Open- Mindedness
D3.6. Analyticalness
D3.7. Being Systematic
D3.8. Questioning
D3.9. Doubting
D3.10. Critical Perspective |
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| Sosyal-Duygusal Öğrenme Becerileri | 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 Skil |
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| Değerler | V1. Justice
V3. Diligence
V4. Friendship
V5. Sensitivity
V6. Honesty
V7. Aesthetics
V9. Compassion
V10. Modesty
V11. Independence
V12. Patience
V13. Healthy Living
V14. Respect
V16. Responsibility
V20. Benevolence |
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| Okuryazarlık Becerileri | LS1. Information Literacy
LS2. Digital Literacy
LS4. Visual Literacy
LS5. Cultural Literacy
LS6. Civic Literacy
LS7. Data Literacy
LS9. Art Literacy |
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| Disiplinler Arası İlişkiler | Turkish Language and Literature, Maths, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling |
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| Beceriler Arası İlişkiler | CS2.1. Conflict Resolution Skill
CS2.2. Observation Skill
CS2.3. Summarising Skill
CS2.4. Analysis Skill
CS2.5. Classification Skill
CS2.6. Information Gathering Skill
CS2.7. Comparison Skill
CS2.8. Inquiry Skill
CS2.9. Generalisation Skill
CS2.10. Inference Skill
CS2.11. Observation-Based Prediction Skill
CS2.12. Data-Based Prediction Skill
CS2.13. Structuring Skill
CS2.14. Interpretation Skill
CS2.15. Reflective Thinking Skill
CS2.16.1. Inductive Reasoning Skill
CS2.16.2. Deductive Reasoning Skill
CS2.16.3. Analogical Reasoning Skill
CS2.17. Evaluation Skill
CS2.18. Argumentation Skill
CS2.19. Logical Auditing Skill
CS2.20. Synthesis Skill
CS3.1. Decision-Making Skill
CS3.2. Problem-Solving Skill
CS3.3. Critical Thinking Skill |
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| Anahtar Kavramlar | Generalisations, The target concept of this theme ''classroom life and learning with its components such as innovations in education and learning; personal ways and strategies of learning; study habits'' is present in almost all languages. Students who start to learn a new language inevitably bring with them their pre-existing knowledge and transfer it to their new language learning context. For example, a student in year 10 of upper secondary school may know what ''classroom life and learning with its components such as innovations in education and learning; personal ways and strategies of learning; study habits'' means, but may not know how to say these things in a foreign language if this has not yet been covered in their existing curriculum. However, this existing knowledge in their own language will help them recognise, understand, and learn the new information more easily in a foreign language, in this case English., Key Concepts, Innovations, education, learning, innovations in education, innovations in learning, personal learning, personal ways of learning, personal strategies of learning, study habits., The target concept of this theme ''personal life and well-being with its components such as planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' is present in almost all languages. Students who start to learn a new language inevitably bring with them their pre-existing knowledge and transfer it to their new language learning context. For example, a student in year 10 of upper secondary school may know what ''personal life and well-being with its components such as planning life-time personal well-being; personal choices and preferences for sports and extreme sports; personal choices for films and film genres; music and music genres'' mean, Well-being, personal well-being, life-time well-being, planning life-time personal well-being, personal choices, preferences, personal preferences for sports, extreme sports, personal choices for extreme sports, personal choices for films, film genres, personal choices for film genres, music, music genres. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students will design a project to share their personal learning adventure by focusing on several educational tools, learning styles, and study habits. They will begin by describing studying tools in the classroom such as smart boards and /or learning apps. They will explain how these tools can make learning easier and more enjoyable. They can explain and show one AI learning tool that is used by them. Later, they will talk about their own learning style whether they can learn best by seeing, hearing, or doing. They will provide examples of how they use techniques like mind mapping, summarising or teamwork for understanding lessons better by giving examples. Finally, they will create their own ''Study Success Plan'', by outlining useful habits like goal setting, taking breaks, and reviewing notes. They can present this plan through drawings, charts, or a short video. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. |
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10. sınıf İngilizce (Hazırlık Sınıflı Okullar) dersinde ekim ayında başlanan “Classroom Life & Learning” teması üzerindeki çalışmalara kasım ayında devam edildi. Ayın ilerleyen haftalarında “Personal Life & Well-Being” temasına başlandı. Tema kapsamında “Innovations in education and learning”, “personal ways and strategies of learning” ve “study habits” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.10.2.L1–ENG.10.3.L4) öğrenciler dinleme/izleme öncesi, sırası ve sonrası etkinliklerle anlamlandırma çalışmaları yaptı. Okuma becerisine yönelik çalışmalarda (ENG.10.2.R1–ENG.10.3.R4) öğrenciler kısa metinlerde aradıkları bilgiye ulaştı ve okuduklarını anlamlandırdı. Konuşma becerisine yönelik çalışmalarda (ENG.10.2.S1–ENG.10.3.S6) öğrenciler eşli ve grup çalışmalarında hedef dili iletişim amaçlı kullandı. Yazma becerisine yönelik çalışmalarda (ENG.10.2.W1–ENG.10.3.W7) öğrenciler hedef sözcük ve yapılarla kısa cümleler ve metinler yazdı. Sesletim becerisine yönelik çalışmalarda (ENG.10.2.P1 ve ENG.10.3.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.10.2.V1 ve ENG.10.3.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.10.2.G1 ve ENG.10.3.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (understand, Key Concepts, Innovations, education, learning, innovations in education, innovations in learning, personal learning, Well-being, personal well-being) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.10.2.L1–ENG.10.3.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin kasım ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “They will explain how these tools can make learning easier and more enjoyable.” Öğrenciler hazırladıkları ürünleri sınıfta İngilizce olarak sundu ve arkadaşlarından geri bildirim aldı. Öğrenciler life-time well-being, planning life-time personal well-being, personal choices, preferences, personal preferences for sports sözcüklerini kullanarak kısa cümleler ve diyaloglar yazdı.
Ay başında önceki ayın hedef sözcükleri resimli kartlar ve kısa dinleme etkinlikleriyle hatırlatıldı; hatırlanmayan yapılar yeniden çalışıldı. Kasım ayında ENG.10.2.L1–ENG.10.3.S6 öğrenme çıktılarına ulaşma düzeyi kısa yazılı çalışmalar, sözlü sunumlar ve gözlemlerle izlendi. Öğrenme kanıtları dereceli puanlama anahtarı, derecelendirme ölçeği ve puanlama yönergesi ile değerlendirildi. Süreç boyunca öğrencilerin curiosity (D1.1), independence (D1.2) ve perseverance and determination (D1.3) eğilimleri ile self-awareness skill (SELS1.1), self-regulation skill (SELS1.2) ve self- reflection skill (SELS1.3) becerileri gözlemlendi. Değerlendirme sonuçlarına göre öğrencilere zamanında ve yapıcı geri bildirim verildi.
Kasım ayında temanın sonraki etkinliklerine geçildi. “Debate on Learning Innovations” etkinliği uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu. Bu ay ENG.10.2.L1 öğrenme çıktısında hedefe hızla ulaşan öğrencilere çıktıyı farklı bağlamlarda uygulayabilecekleri ileri düzey görevler verildi. ENG.10.2.L2 öğrenme çıktısı kapsamında bu öğrencilerden özgün bir ürün hazırlayıp sınıfla paylaşmaları istendi.
“Study Habits and Tools” etkinliği uygulandı. Desteğe ihtiyaç duyan öğrenciler için hedef sözcükler görsel kartlar ve kısmen doldurulmuş çizelgelerle yeniden çalışıldı; akran desteğiyle öğrenme sürecine katılımları sağlandı. ENG.10.3.S6 öğrenme çıktısında zorlanan öğrenciler için çıktı küçük basamaklara ayrılarak somut örnekler ve akran desteğiyle yeniden çalışıldı.
Kasım ayında 10. sınıf İngilizce (Hazırlık Sınıflı Okullar) dersinde “Classroom Life & Learning” ve “Personal Life & Well-Being” temaları çerçevesinde 48 öğrenme çıktısı (ENG.10.2.L1–ENG.10.3.S6) ele alındı. Öğrenme sürecinde listening/watching-comprehension (FLFS1), reading-comprehension (FLFS2), speaking-expression (FLFS3) ve writing-expression (FLFS4) alan becerileri ön plana çıkarıldı. Öğrencilerin curiosity (D1.1), independence (D1.2), perseverance and determination (D1.3) ve self-efficacy (D1.4) eğilimlerini destekleyen öğrenme ortamları oluşturuldu.
Programlar arası bileşenler kapsamında self-awareness skill (SELS1.1), self-regulation skill (SELS1.2), self- reflection skill (SELS1.3) ve communication skill (SELS2.1) becerileri geliştirildi. Etkinliklerde justice (V1), diligence (V3), friendship (V4), sensitivity (V5) ve honesty (V6) değerleri ön plana çıkarıldı. Information literacy (LS1), digital literacy (LS2), visual literacy (LS4) ve cultural literacy (LS5) becerilerinin gelişimi desteklendi. Türk Dili ve Edebiyatı, Matematik, Beden Eğitimi ve Spor, Görsel Sanatlar, Müzik, Bilişim Teknolojileri ve Yazılım (IT), Counselling ile disiplinler arası ilişkiler kurularak konunun farklı boyutları ele alındı. Önceki ayın öğrenme çıktılarıyla bu ayın çıktıları arasında bağlantı kurularak öğrenmelerin kalıcılığı desteklendi. 16-20 Kasım birinci dönem ara tatili nedeniyle ay üç ders haftasından oluştu; tatil öncesi ve sonrasında öğrenmeler kısa tekrarlarla pekiştirildi. Gelecek ay ENG.10.4.L1, ENG.10.4.L2 ve ENG.10.4.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Genel olarak kasım ayı öğretim süreci programda öngörülen öğrenme çıktıları doğrultusunda tamamlandı.
evrakburada