| İçerik Çerçeveleri | CLASSROOM LIFE & LEARNING Sub-themes: “Learning difficulties and problems for teenagers; healthy classroom atmosphere for peaceful learning”
Nouns: An accent, accuracy, a resolution, a revision, deadline, evaluation, an exposure, a component, motivation, anxiety, dyslexia, self-esteem, a special app, an awareness, a diary.
Verbs: To accomplish, to cope, to disappoint, to assess, to adapt, to overcome, to struggle, to interact, to submit. Adjectives: Skilled, complicated, challenging, distracted, engaging, motivated, overwhelmed, complex.
Nouns: Tension, enthusiasm, conflict, resolution, disagreement, expectation, participation, diversity, interaction, trust, motivation, a suggestion.
Verbs: To demonstrate, to engage, to edit, to embrace, to enhance, to interact, to implement, to maintain, to motivate, to resolve, to regulate, to raise, to support, to observe, to mean, to simplify.
Adjectives: Amusing, engaging, tone, motivated, maintaining, stunning, detailed, dramatic, humorous, suitable.
Adverbs: Appropriately.
Target Grammatical Structures in Use: -Passive Voice in Present Tenses: (An evaluation of the students’ accuracy is conducted by the teacher). - “Shall” for suggestions: (Shall we embrace more engaging activities to increase motivation and participation in the classroom?) - “Causatives”: To have something done: (The teacher has the classroom’s tone regulated to reduce tension).
Functions of the Grammatical Structures in Use: -Use of Passive Voice in Present Tenses: Describing actions, events, or processes where the focus is on the activity or outcome rather than the person performing the action. -Use of “Shall” for suggestions: Proposing ideas or seeking agreement to make suggestions. -Use of “Causatives”: To have something done: Describing situations arranged for someone else to perform a task or service.
*National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-alAdha)”.
*(Relevant language content and (communicative) activities related to these national and religious days, festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.)
*Local Cultural, Social, and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table for this section is provided in the introduction to the whole English Language Curriculum.
Target Social Language in Use: That’s a brilliant idea! I’ll back you up on this task! Can we take a brain break?
Target Phonological Sounds in Use: - Intonation of negative statements *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme.
PERSONAL LIFE & WELL-BEING
Sub-themes: “Advantages and disadvantages of social media; staying healthy and fit”
Nouns: An addiction, an awareness, a restriction, significance, concentration, an objective, privacy, interaction, feedback, concern, an adult. Verbs: To restrict, to exploit, to interact, to distract, to monitor, to concern, to ignore.Adjectives: Ridiculous, short-term, unfortunate, ethical, harmful, constant, distracting, beneficial, informed, sleepless, lonely.
Vocabulary for staying healthy and fit: Nouns: A fitness centre, a heartbeat, self-care, a check-up, a cure, healthcare, a painkiller, a recovery, well-being, nutrition, hydration, portion, relaxation, wellness, a remedy, a treatment, an herb, a chemical. Verbs: To sweat, to cure, to recruit, to maintain, to motivate, to strengthen, to prioritise, to rely on, to adopt, to overuse, to reduce, to cause, to achieve. Adjectives: Athletic, beneficial, immune, overall, hydrated, nutritious, consistent, energetic, stressful, sustainable, appealing, sick, essential, cheerful, reliable.
Target Grammatical Structures in Use: -Past tenses for Narration (The Simple Past Tense, The Past Progressive Tense, The Past Perfect Tense, The Past Perfect Progressive Tense): (My grandpa monitored his heartbeat last year because of his doctor’s warning. The advertisement company had been interacting with social media influencers for months). - “Would” for Expressing Habits in the Past: (My dad would walk every morning to stay fit). - “Was Used to” and “Got Used to” in all forms: (She got used to waking up early to do some gymnastics). - Question Tags for Past Tenses: (She was going to get an email about healthcare updates, wasn’t she?).
Functions of the Grammatical Structures in Use: -Use of Past Tenses for Narration (The Simple Past Tense, the Past Progressive Tense, the Past Perfect Tense, the Past Perfect Progressive Tense): Describing actions and events that happened in the past, giving details about their time, process, duration, and/or sequence. -Use of “Would” for Expressing Habits in the Past: Describing repeated actions or habits that occur regularly in the past but they no longer happen. -Use of “Was used to” and “Got used to” in all forms: Describing familiarity with actions and situations in the past and describing how people accustomed to something over time and also describing habitual actions or states in the past. -Use of Question Tags: Expressing confirmation, agreement, and/or reassurance about statements, actions, and/or opinions. *National and Religious Days, Festivals, and Celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”. *(Relevant language content and (communicative) activities related to these national and religious days, festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.) *Local Cultural, Social, and Moral Considerations of the Theme In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table for this section is provided in the introduction to the whole English Language Curriculum.
Target Social Language in Use: I need “a bit of me time” after a busy school day! If you’re upset, don’t bottle it up. Talk to your friends about it! Social media can really mess with your head! Fake news spread like wildfire on social media!
Target Phonological Sounds in Use: - Intonation of questions and question tags. *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. |
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| Öğrenme Çıktıları | ENG.7.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.L2. Students can bring together the information in the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.L3. Students can make sense of and derive meaning from the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.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 learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others.
ENG.7.2.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 learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.7.2.R1. Students can prepare for reading the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” efficiently and effectively.
ENG.7.2.R2. Students can bring information together about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” through skimming, scanning and detailed reading.
ENG.7.2.R3. Students can make sense of and derive meaning from the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.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 learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others.
ENG.7.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.7.2.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 learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.7.2.W1. Students can prepare for writing efficiently and accurately based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.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 learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.W3. Students can construct new written content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” based on their understanding of the model(s) provided.
ENG.7.2.W4. Students can practise producing written content based on the current theme “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.W5. Students can engage in the process of writing related to the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.W6. Students can reconstruct their writing about the current theme on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to communicate effectively about it.
ENG.7.2.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 learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others.
ENG.7.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.S2. Students can analyse and understand the model content related to “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to support the production of spoken language.
ENG.7.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.S4. Students can construct meaningful spoken content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” through efficient and meaningful practice.
ENG.7.2.S5. Students can reconstruct the information about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” when communicating with others.
ENG.7.2.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 learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others.
ENG.7.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.
ENG.7.3.L2. Students can bring together the information in the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.
ENG.7.3.L3. Students can make sense of and derive meaning from the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.
ENG.7.3.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 wellbeing with advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others.
ENG.7.3.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 advantages and disadvantages of social media; staying healthy and fit” to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.7.3.R1. Students can prepare for reading the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” efficiently and effectively.
ENG.7.3.R2. Students can bring information together about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” through skimming, scanning, and detailed reading.
ENG.7.3.R3. Students can make sense of and derive meaning from the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.
ENG.7.3.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 advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others.
ENG.7.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.7.3.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 advantages and disadvantages of social media; staying healthy and fit”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.7.3.W1. Students can prepare for writing efficiently and accurately based on the current content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.
ENG.7.3.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 advantages and disadvantages of social media; staying healthy and fit”.
ENG.7.3.W3. Students can construct new written content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” based on their understanding of the model(s) provided.
ENG.7.3.W4. Students can practise producing written content based on the current theme “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.
ENG.7.3.W5. Students can engage in the process of writing related to the content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.
ENG.7.3.W6. Students can reconstruct their writing about the current theme on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” to communicate effectively about it.
ENG.7.3.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 advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others.
ENG.7.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.
ENG.7.3.S2. Students can analyse and understand the model content related to “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” to support the production of spoken language.
ENG.7.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit”.
ENG.7.3.S4. Students can construct meaningful spoken content about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” through efficient and meaningful practice
ENG.7.3.S5. Students can reconstruct the information about “personal life and well-being with advantages and disadvantages of social media; staying healthy and fit” when communicating with others.
ENG.7.3.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 advantages and disadvantages of social media; staying healthy and fit” in relation to themselves or others, both individually and/or with others. |
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