| İçerik Çerçeveleri | CLASSROOM LIFE & LEARNING
Sub-themes: "Favourite school subjects, learning activities, study tools and innovations''
Vocabulary for favourite school subjects and learning activities: Nouns: Passion, curiosity, satisfaction, confidence, inspiration, success, motivation. Verbs: To activate, to appreciate, to look forward to, to discover, to succeed in, to grasp. Adjectives: Engaging, inspiring, rewarding, satisfying, passionate, practical, educational, productive. Nouns: Frustration, boredom, confusion, tension, anxiety, struggle, failure, reluctance, avoidance, exhaustion, demotivation.
Verbs: To avoid, to ignore, to complain, to tolerate, to skip, to lose interest, to give up.
Adjectives: Confusing, frustrating, exhausting, irrelevant.
Nouns: A debate, a presentation, a group discussion, a brainstorming session, art and craft, a quiz competition, storytelling, creating a model, field research, memorization, a repetition practice, doing a drill, silent reading, note-taking.
Adjectives: Efficient, user-friendly, accessible, out of date, complicated, inconvenient, old-fashioned.
“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.
The Simple Present Tense for the Future: (The presentation starts in ten minutes).
The Present Progressive Tense for the Future: (I am writing an essay tonight).
The Present Progressive Tense with Always: (He is always postponing his duties).
Question Tags for Related Tenses: (He is always complaining about field research, isn’t he?)
Making Adverbs from Adjectives (Regular and Irregular): They are quick runners. They run quickly).
Adjectives with -ed vs -ing: (Group discussions are complicated).
Correlative Conjunctions (either, neither): (She isn’t attending a group discussion next week, either).
Elliptical Responses (So do I, I hope so, etc.): (She likes brainstorming sessions. So do I).
Use of the Simple Present Tense for the Future: Describing scheduled future events fixed with timetables or plans.
Use of the Present Progressive Tense for the Future: Describing planned future actions that are already arranged or decided.
Use of the Present Progressive Tense with always: Describing actions that cause irritation.
Use of Adverbs Made from Adjectives: Describing where, how, when, to what extent some things happen.
Use of Question Tags for Related Tenses: Confirming or clarifying information.
Use of Adjectives with -ed vs -ing: Describing the thing or situation that causes the feeling.
Use of Correlative Conjunctions (either, neither): Describing two alternatives or a negative choice between two alternatives.
Use of Elliptical Responses (So do I, I hope so, etc.): Giving brief answers in a conversation to avoid unnecessary repetition.
Mistakes are proof you’re trying!
Ask questions, grow smarter!
This class is our learning playground!
I meant to do it, but I totally spaced out.
Let’s ask the teacher, just in case.
Intonation for positive statements, negative statements, questions, and question tags.
PERSONAL LIFE & WELL-BEING
Sub-themes: "Physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''
Nouns: A lung, a joint, a heel, a consultant, healthcare, herb, hunger, a pill, recovery, a surgeon, survival, a first-aid kit, a bacterium, a cell, a mineral, relief, a surgery, a vitamin, a fever, a stroke, a cancer, a wound, an injury, anxiety, depression, an addiction, a recovery, a disability, panic, medication, an infection, a symptom, a treatment.
Verbs: To breathe, to consult, to heal, to cure, to suffer, to swallow, to operate, to bother.
Adjectives: Balanced, adequate, disabled, relieved, short-term, urgent, conscious, longterm, severe, unconscious.
Adverbs: Terribly, accidentally, adequately, appropriately, instantly, severely, strictly.
Vocabulary for personal well-being with mental and emotional health: Nouns: Mental health, psychological health, social bond/involvement, family tie, confidence, fulfilment, balance, self-awareness, empathy.
Vocabulary for practices and actions with mental and emotional health: Nouns: Mindfulness, therapy, breathing exercises, relaxation, rehabilitation.
Vocabulary for personal well-being with social health: Nouns: Loneliness, isolation, alienation, social anxiety, conflict, relief, pride, confusion, disappointment, trust, adaptation, acceptance.
Verbs: To interact, to socialise, to participate, to maintain, to contribute, to volunteer, to strengthen, to support.
Vocabulary for social relationship: Nouns: An acquaintance, a colleague, a community member, a mentor.
“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 Simple Past Tense versus the Past Progressive Tense: (She was suffering from a headache when her friend called her yesterday).
Could for Ability: (I could exercise for 30 minutes without interruption when I was younger).
Used to: (He used to socialise for his well-being).
Would: (When I was a kid, we would visit my grandparents every summer holiday).
Wh- questions (How long, etc.): (How long did your friend suffer from depression?).
Question Tags with Related Tenses: (She healed after the surgery, didn’t she?)
Prepositions: (among, until, on, at, in, in case, by, of, with, about, to, for, from, out of): (The consultant helped him cope with his depression).
Prepositional Phrases with in, for, to, at, about, with, from, of, etc.: (She struggled with frustration after the teacher announced the exam results).
Either, Neither, So do I, I hope so: (She can either take a short walk or do some breathing exercises to feel better). (Neither stress nor overthinking is good for your mental wellbeing). (I believe taking time for ourselves is important. So do I).(Doctors say regular exercise improves our health. I hope so!).
Use of the Simple Past Tense versus the Past Progressive Tense: Describing an action that was interrupted by another event (The Past Progressive Tense) or completed in the past (The Simple Past Tense).
Use of ''Could'' (for Ability): Describing an ability in the past. -Use of ''Used to''): Describing past habits or routines that do not occur in the present. -Use of ''Would'' for past habits: Describing things which happen in the past as habit or repeated action but no longer happens.
Use of ''Wh- questions'' (How long, etc.): Asking for specific information about a subject, an object, time, a place, manner and a reason.
Use of Question Tags with Related Tenses: Asking short questions to confirm or clarify information in the sentence.
Use of Prepositions: (among, until, on, at, in, in case, by, of, with, about, to, for, from, out of): Indicating relationship among the components of a sentence in terms of cause, direction, manner, time, and location.
Use of Prepositional Phrases with in, for, from, to, at, about, with, from, of, etc.: Clarifying the details in the sentence about the cause, direction, manner, time, and location.
Healthy mind, healthy life!
Self-care isn’t selfish!
You’re stronger than you think!
I just need a break today!
Let’s chill for a bit! |
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| Öğrenme Çıktıları | ENG.9.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''.
ENG.9.2.L2. Students can bring together the information in the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''.
ENG.9.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''.
ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others.
ENG.9.2.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 favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.9.2.R1. Students can prepare for reading the content on ''classroom life and learning with favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' efficiently and effectively.
ENG.9.2.R2. Students can bring information together about the current content on ''classroom life and learning with favourite and least favourite school subjects; favourite school subjects, learning activities, study tools and innovations'' through skimming, scanning and detailed reading.
ENG.9.2.R3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''.
ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others.
ENG.9.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.9.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''.
ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations''.
ENG.9.2.W3. Students can construct new written content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' based on their understanding of the model(s) provided.
ENG.9.2.W4. Students can practise producing written content based on the current theme ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''.
ENG.9.2.W5. Students can engage in the process of writing related to the content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''.
ENG.9.2.W6. Students can reconstruct their writing about the current theme on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' to communicate effectively about it.
ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others.
ENG.9.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''.
ENG.9.2.S2. Students can analyse and understand the model content related to ''Classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' to support the production of spoken language.
ENG.9.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations''.
ENG.9.2.S4. Students can construct meaningful spoken content about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' through efficient and meaningful practice.
ENG.9.2.S5. Students can reconstruct the information about ''classroom life and learning with favourite school subjects, learning activities, study tools and innovations'' when communicating with others.
ENG.9.2.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 favourite school subjects, learning activities, study tools and innovations'' in relation to themselves or others, both individually and/or with others.
ENG.9.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''.
ENG.9.3.L2. Students can bring together the information in the current content on ''personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''.
ENG.9.3.L3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''.
ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others.
ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.9.3.R1. Students can prepare for reading the content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' efficiently and effectively.
ENG.9.3.R2. Students can bring information together about the current content on ''personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' through skimming, scanning and detailed reading.
ENG.9.3.R3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''.
ENG.9.3.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 personal wellbeing with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others.
ENG.9.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.9.3.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''.
ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''.
ENG.9.3.W3. Students can construct new written content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' based on their understanding of the model(s) provided.
ENG.9.3.W4. Students can practise producing written content based on the current theme ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''.
ENG.9.3.W5. Students can engage in the process of writing related to the content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''.
ENG.9.3.W6. Students can reconstruct their writing about the current theme on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' to communicate effectively about it.
ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others.
ENG.9.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''.
ENG.9.3.S2. Students can analyse and understand the model content related to ''Personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' to support the production of spoken language.
ENG.9.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health''.
ENG.9.3.S4. Students can construct meaningful spoken content about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' through efficient and meaningful practice.
ENG.9.3.S5. Students can reconstruct the information about ''personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' when communicating with others.
ENG.9.3.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 personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health'' in relation to themselves or others, both individually and/or with others. |
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