| İçerik Çerçeveleri | CLASSROOM LIFE & LEARNING
Sub-themes: "Digital and collaborative projects; student-led class activities; academic skills for learning''
Vocabulary for academic skills for learning: Nouns: A draft, an outline, a passage, feedback, determination, imagination. Verbs: To interpret, to calculate, to cite. Adjectives: Comprehensive, literary, logical, curious, enthusiastic, flexible. Vocabulary for digital and collaborative projects: Nouns: A file, a document, a timeline, a deadline, a consensus, a resolution, a forum, a database. Verbs: To collaborate, to store, to share, to brainstorm, to submit, to assign, to generate, to distribute, to exchange, to measure, to reinforce, to negotiate, to integrate. Adjectives: Rewarding, efficient, cooperative, accountable, instant, sophisticated, innovative. Adverbs: Considerably, remarkably. Vocabulary for student-led class activities: Nouns: A participant, a debate, a reflection, a presentation, a concept, a topic, a workshop, a viewpoint, a framework, interaction, a pursuit. Verbs: To participate, to display, to take turns, to facilitate, to propose, to contribute, to assure, to strengthen, to undertake, to derive, to interact, to coordinate. Adjectives: Opposing, enriching, mutual, respectful, progressive, comprehensive.
“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.
Revision of the Mixed (Past) Tenses: (The Simple Past Tense, the Past Progressive Tense, the Past Perfect Tense, the Past Perfect Progressive Tense) :(By the end of the class, they had strengthened their mutual understanding through comprehensive discussions. The participants were brainstorming solutions when the teacher assigned new tasks).
Passive Voice of the Past Tenses for Daily Speech, Formal Situations and Written Correspondence: (The debate was facilitated by the students).
Causatives (Past) (had + object + base verb) (have something done) (make/made, get/got, let/let, help/helped) + base form or past participle: (The headmaster had the teachers do the meeting. The teacher helped the students finish the project. The teacher got the project finished).
Use of Revision of the Mixed (Past) Tenses: (The Simple Past Tense, the Past Progressive Tense, the Past Perfect Tense, the Past Perfect Progressive Tense): Revising mixed past events or action in different contexts.
Use of Passive Voice of the Past Tenses for Daily Speech, Formal Situations and Written Correspondence: Describing past events when the focus is on the action or the object of the action, rather than the person performing the action.
Use of Causatives (Past) (had + object + base verb) (have something done) (made, got, let, helped) + base form or past participle: Expressing that someone causes another person to do something rather than doing the work themselves.
Two heads are better than one! A stitch in time saves nine! Can we go over that problem again? That’s a brilliant idea-let’s build the project on it!
Intonation for positive statements, negative statements, questions, and question tags.
PERSONAL LIFE & WELL-BEING
Sub-themes: "Technology (AI) and its impact on daily life; dealing with burnout and staying motivated''
Vocabulary for technology (AI) and its impact on daily life: Nouns: An intervention, automation, detection, a pattern, an assistant, assistance, transparency, a function, categorization. Verbs: To anticipate, to operate, to function, to forecast, to tailor, to categorize, to manipulate, to navigate, to mimic. Adjectives: Responsive, capable, transparent, autonomous. Adverbs: Consistently. Vocabulary for dealing with burnout and staying motivated: Nouns: Perspective, mindfulness, burnout, encouragement, stability, challange. Verbs: To concentrate, to handle, to distribute, to encourage, to approach, to overcome. Adjectives: Consistent, encouraging, mindful. Adverbs: Deliberately.
Revision of the Mixed (Future) Tenses (Be Going to Future Tense, the Future Progressive Tense, the Future Perfect Tense, the Future Perfect Progressive Tense): (Artificial intelligence is going to forecast patterns in consumer behaviour soon. By 2030, most industries will have started using AI-powered systems).
Passive Voice of the Future Tenses for Daily Speech, Formal Situations and Written Correspondence: (Mindfulness exercises will be introduced to employees to enrich their well-being).
Time Expressions to Express the Future: (Tomorrow, next month, in two weeks, on Friday, this Saturday, at 5 o’clock, soon, later, by Monday, for, until, till, some day, one day, eventually, by next month, as soon as, when, after, once).
Use of Revision of the Mixed (Future) Tenses (Be Going to Future Tense, the Future Progressive Tense, the Future Perfect Tense, the Future Perfect Progressive Tense): Describing intentions, ongoing actions, completed events, sequential activities, or continuous processes relative to a specific time in future.
Use of Passive Voice of the Future Tenses for Daily Speech, Formal Situations and Written Correspondence: Describing actions or processes in terms of their outcomes or effects to emphasise what will be done, achieved, or impacted in future contexts.
Every cloud has a silver lining!
A healthy mind is in a healthy body!
I’m finally back on my feet!
Let’s talk about what’s been bothering you? |
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| Öğrenme Çıktıları | ENG.12.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning''.
ENG.12.2.L2. Students can bring together the information in the current content on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning''.
ENG.12.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning''.
ENG.12.2.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 digital and collaborative projects; student-led class activities; academic skills for learning'' in relation to themselves or others, both individually and/or with others.
ENG.12.2.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 digital and collaborative projects; student-led class activities; academic skills for learning'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.12.2.R1. Students can prepare for reading the content on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning'' efficiently and effectively.
ENG.12.2.R2. Students can bring information together about the current content on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning'' through skimming, scanning and detailed reading.
ENG.12.2.R3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning''.
ENG.12.2.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 digital and collaborative projects; student-led class activities; academic skills for learning'' in relation to themselves or others, both individually and/or with others.
ENG.12.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with digital and collaborative projects; studentled class activities; academic skills for learning'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.12.2.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 digital and collaborative projects; student-led class activities; academic skills for learning'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.12.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning''.
ENG.12.2.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 digital and collaborative projects; student-led class activities; academic skills for learning''.
ENG.12.2.W3. Students can construct new written content on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning'' based on their understanding of the model(s) provided.
ENG.12.2.W4. Students can practise producing written content based on the current theme ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning''.
ENG.12.2.W5. Students can engage in the process of writing related to the content on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning''.
ENG.12.2.W6. Students can reconstruct their writing about the current theme on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning'' to communicate effectively about it.
ENG.12.2.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 digital and collaborative projects; student-led class activities; academic skills for learning'' in relation to themselves or others, both individually and/or with others.
ENG.12.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning''.
ENG.12.2.S2. Students can analyse and understand the model content related to ''Classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning'' to support the production of spoken language.
ENG.12.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning''.
ENG.12.2.S4. Students can construct meaningful spoken content about ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning'' through efficient and meaningful practice.
ENG.12.2.S5. Students can reconstruct the information about ''classroom life and learning with digital and collaborative projects; student-led class activities; academic skills for learning'' when communicating with others.
ENG.12.2.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 digital and collaborative projects; student-led class activities; academic skills for learning'' in relation to themselves or others, both individually and/or with others.
ENG.12.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.
ENG.12.3.L2. Students can bring together the information in the current content on ''personal life and wellbeing with technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.
ENG.12.3.L3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.
ENG.12.3.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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' in relation to themselves or others, both individually and/or with others.
ENG.12.3.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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.12.3.R1. Students can prepare for reading the content on ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' efficiently and effectively.
ENG.12.3.R2. Students can bring information together about the current content on ''personal life and wellbeing with technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' through skimming, scanning and detailed reading.
ENG.12.3.R3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.
ENG.12.3.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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' in relation to themselves or others, both individually and/or with others.
ENG.12.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.12.3.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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.12.3.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.
ENG.12.3.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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.
ENG.12.3.W3. Students can construct new written content on ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' based on their understanding of the model(s) provided.
ENG.12.3.W4. Students can practise producing written content based on the current theme ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.
ENG.12.3.W5. Students can engage in the process of writing related to the content on ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.
ENG.12.3.W6. Students can reconstruct their writing about the current theme on ''personal life and wellbeing with technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' to communicate effectively about it.
ENG.12.3.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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' in relation to themselves or others, both individually and/or with others.
ENG.12.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.
ENG.12.3.S2. Students can analyse and understand the model content related to ''Personal life and wellbeing with technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' to support the production of spoken language.
ENG.12.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated''.
ENG.12.3.S4. Students can construct meaningful spoken content about ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' through efficient and meaningful practice.
ENG.12.3.S5. Students can reconstruct the information about ''personal life and well-being with technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' when communicating with others.
ENG.12.3.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 technology (AI) and its impact on daily life; dealing with burnout and staying motivated'' in relation to themselves or others, both individually and/or with others. |
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