hazırlık sınıfı İngilizce (Hazırlık Sınıflı Okullar) kasım ayı Maarif Model ders raporu: Family Life, Life In The Neighbourhood And City teması, 48 öğrenme…
| Öğrenme Alanları ve Temalar | 4. Tema: Family Life
5. Tema: Life In The Neighbourhood And City |
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| İçerik Çerçeveleri | FAMILY LIFE
Sub-themes: ''Family members, routines of family members, hobbies of family members, relationships in the family''
Nouns: A relative, a sibling, a nephew, a niece, a stepbrother, a stepfather, a stepsister, a stepmother, stepparents, step-siblings, in-laws, father-in-law/mother-in-law/sister-in-law/brother-in-law.
Nouns: A builder, a businessman/ woman, a chemist, a cleaner, a coach, a cook, a dentist, an engineer, an explorer, a tour guide, a journalist, a manager, a mechanic, a musician, a nurse, a painter, a police officer, a receptionist, a shop assistant, a civil engineer, an actor, an actress.
Verbs: To act, to build, to run a business, to direct, to test, to train, to design, to explore, to guide, to report, to manage, to take care (of), to repair/fix, to protect, to meet, to water the plants, take out the rubbish (garbage/trash-AmE), to do the laundry, to make the bed, to set the table, to fit, to match, to go with.
Nouns: a routine, a task, a meeting. Vocabulary for workplaces of family members: Nouns: an office, a factory, a company.
Nouns: A barbecue, a trip, a cruise, a concert, a festival, a museum, a cinema (movie theater-AmE), a campsite, a tent, a gift, a bicycle, a bike, a magazine, a member, a painting, a puzzle, a quiz, a video game.
Verbs: To cycle, to collect, to exercise, to join, to relax, to take photos, to travel, to visit, to sunbathe, to exchange.
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 Curriculum.
Can: (My grandmother can cook amazing meals.)
The Simple Present Tense: (We have dinner together every evening.)
The Present Progressive Tense: (My brother is watching TV in the living room.)
Question Tags (Simple Present and Present Progressive): (They go to the beach every Sunday, don’t they?)
*About ''Background Grammatical Structures in Use'': The ''Background Grammatical Structures'' in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of ''Target Grammatical Structures'' without being explicitly taught. These structures are not considered ''Target Grammatical Structures'' themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language.
The Simple Future Tense (Positive, Negative, and Interrogative Forms): (I think my aunt will visit us tomorrow. I think my aunt won’t / will not visit me tomorrow. Will your aunt visit you tomorrow?)
The Simple Present Tense for the Future (Positive, Negative, and Interrogative Forms): (Our family meeting starts at 7 p.m. every Sunday. Our family meeting doesn’t / does not start at 7 p.m. every Saturday. Does your family meeting start at 7 p.m. every Sunday?)
Be Going to Future Tense (Positive, Negative, and Interrogative Forms): (We’re / are going to visit my grandparents next weekend. We’re not / are not going to visit my grandparents next weekend. Are you going to visit your grandparents next weekend?)
The Present Progressive Tense for the Future (Positive, Negative, and Interrogative Forms): (We’re / are having a family dinner on Friday night. We’re not / are not having a family dinner on Friday night. Are you having a family dinner on Friday night?)
Use of ''Can'': Describing ability
Use of the Simple Present Tense: Describing daily routines, job routines, work tasks, and hobbies of family members.
Use of the Present Progressive Tense: Describing what family members are doing at home and at work now.
Use of the Simple Future Tense: Making predictions, expressing plans or intention, asking about future actions.
Use of the Simple Present Tense for the Future: Talking about scheduled or timetabled events in the future.
Use of ''Be Going to Future'' Tense: Describing planned actions or making predictions based on evidence.
Use of the Present Progressive Tense for the Future: Describing arranged future activities and routines.
My Granddad is the heart of the family.
We always catch up with our relatives during the holidays!
My sister is into music. I’m super close to my mum/dad/sister/brother etc.
My mum is a bookworm.
Consonants: f: (/f/); g: (/g/, /dʒ/)
*(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.)
LIFE IN THE NEIGHBOURHOOD AND CITY
Sub-themes: ''Attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''
Nouns: A car park (parking lot-AmE), a delivery service, a shopping centre (department store) (a shopping mall-AmE), a fire station (fire department-AmE), a government office, a launderette (laundry-AmE), a water supply, a bakery, a crafts shop (craft store-AmE), a government office, a campsite, an advertisement (commercial-AmE), a crime, an event, rubbish (garbage/trash-AmE), safety, a pedestrian crossing/a zebra crossing) crosswalk-AmE), the Tube (London Underground) underground (subway-AmE), a ship, a harbour, a pedestrian, a roundabout, a square. Verbs: To access, to book, to deliver, to collect, to cost, to share.
Adjectives: Available, limited, noisy.
Nouns: An accident, a boat, a bus, a ferry. Prepositional phrases for transportation: On foot, by train/metro.
Verbs: To cross, to pass, to return. Adjectives: Comfortable, crowded.
Vocabulary for locations and directions: Prepositions: Behind, beside, near, next to, between, across, through, along, around, centre, inside, outside, narrow, close, far.
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.)
Wh- questions: ''why, where'': (Where did you go last weekend?)
The ''Background Grammatical Structures'' in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of ''Target Grammatical Structures'' without being explicitly taught. These structures are not considered ''Target Grammatical Structures'' themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language.
The Simple Past Tense with Verb ''To be (was/were) (Positive, Negative, and Interrogative Forms): (She was at school yesterday. She wasn’t at school yesterday. Was she at school yesterday?) (They were at school last Monday. They weren’t / were not at school last Monday. Were they at school last Monday?)
The Simple Past Tense with Regular and Irregular Verbs (Affirmative, Negative, and Interrogative): (I met my old friend at school yesterday. I didn’t / did not meet my friends at school yesterday. Did you meet your friends at school yesterday?) (We played football at school yesterday. We didn’t / did not play football at school yesterday.)
Comparative Adjectives: (The park is quieter than the main square. The museum is more interesting than the shopping centre.) -Conjunction ''When'': (I met with my best friend when I was at school.)
Question Tags with the Simple Past Tense'': (Did you, didn’t you, were you, weren’t you, was she, wasn’t she) (They didn’t leave early, did they?)
Gerunds and Infinitives'' ''-ing, to verb'': (She plans to go shopping.) (I like going shopping with my friends.)
Prepositions of Place and Time: behind, among, beside, near, next to, between, across, into, through, onto, along, around, back, centre, inside, outside, wide, narrow, far, close.
Prepositional phrases such as ''on foot'' etc.
Use of -Wh- questions: ''why, where'': Asking for reasons, places, or further information.
Use of the Simple Past Tense with – to be (was/were): Describing where someone was or how someone felt in the past (past states).
Use of the Simple Past Tense with Regular and Irregular Verbs: Talking about actions or events that happened and finished in the past.
Use of Comparative Adjectives: Comparing differences between two people, places, things, or ideas and showing how one thing differs from another in terms of a quality or characteristic.
We’re on the go!
Mind the gap!
A smooth ride!
We’re in good hands!
It’s a stone’s throw away!
Let’s hit the town!
That’s just around the corner!
Intonation of question tags (past).
Vowel: i (/aı/, /ı/, /i:/) |
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| Öğrenme Çıktıları | ENG.PREP.4.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.L2. Students can bring together the information in the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.L3. Students can make sense of and derive meaning from the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.4.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 ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.PREP.4.R1. Students can prepare for reading the content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' efficiently and effectively.
ENG.PREP.4.R2. Students can bring information together about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' through skimming, scanning and detailed reading.
ENG.PREP.4.R3. Students can make sense of and derive meaning from the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.4.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.PREP.4.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life with family members, routines of family members, hobbies of family members, relationships in the family'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.PREP.4.W1. Students can prepare for writing efficiently and accurately based on the current content about ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.W3. Students can construct new written content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' based on their understanding of the model(s) provided.
ENG.PREP.4.W4. Students can practise producing written content based on the current theme ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.W5. Students can engage in the process of writing related to the content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''. a) Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s).
ENG.PREP.4.W6. Students can reconstruct their writing about the current theme on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' to communicate effectively about it.
ENG.PREP.4.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.4.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.S2. Students can analyse and understand the model content related to ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' to support the production of spoken language.
ENG.PREP.4.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.S4. Students can construct meaningful spoken content about ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' through efficient and meaningful practice.
ENG.PREP.4.S5. Students can reconstruct the information about ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' when communicating with others.
ENG.PREP.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.5.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.
ENG.PREP.5.L2. Students can bring together the information in the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.
ENG.PREP.5.L3. Students can make sense of and derive meaning from the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.
ENG.PREP.5.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.5.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 ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.PREP.5.R1. Students can prepare for reading the content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' efficiently and effectively.
ENG.PREP.5.R2. Students can bring information together about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' through skimming, scanning and detailed reading.
ENG.PREP.5.R3. Students can make sense of and derive meaning from the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.
ENG.PREP.5.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.PREP.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.PREP.5.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.
ENG.PREP.5.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.
ENG.PREP.5.W3. Students can construct new written content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' based on their understanding of the model(s) provided.
ENG.PREP.5.W4. Students can practise producing written content based on the current theme ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.
ENG.PREP.5.W5. Students can engage in the process of writing related to the content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.
ENG.PREP.5.W6. Students can reconstruct their writing about the current theme on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' to communicate effectively about it.
ENG.PREP.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/ or with others.
ENG.PREP.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.
ENG.PREP.5.S2. Students can analyse and understand the model content related to ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' to support the production of spoken language.
ENG.PREP.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''.
ENG.PREP.5.S4. Students can construct meaningful spoken content about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' through efficient and meaningful practice.
ENG.PREP.5.S5. Students can reconstruct the information about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' when communicating with others.
ENG.PREP.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' 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 Skill |
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| Değerler | V1. Justice
V2. Family Integrity
V3. Diligence
V4. Friendship
V5. Sensitivity
V6. Honesty
V7. Aesthetics
V8. Privacy
V9. Compassion
V10. Modesty
V11. Independence
V12. Patience
V13. Healthy Living
V14. Respect
V15. Love and Affection
V16. Responsibility
V20. Benevolence
V17. Thriftiness |
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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
LS3. Financial 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 ''family members, routines of family members, hobbies of family members, relationships in the family'' 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 the preparatory year of an upper secondary school may know what ''family members, relationships in the family'' means, but may not know how to say these things in another 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, Family members, routines, hobbies, relationships, relationships in the family., The target concept of this theme ''attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' 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 the preparatory year of an upper secondary school may know what ''attractions and recreational places in the neighbourhood and city, transportation in the neighbourhood and city'' means, Attractions in the neighbourhood, attractions in the city, recreational places in the neighbourhood, recreational places in the city, attractions and recreational places in the neighbourhood and city, services in the neighbourhood, services in the city, transportation in the neighbourhood, transportation in the city, transportation in the neighbourhood and city. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students will write and design a comprehensive project on ''family members, routines of family members, hobbies of family members, relationships in the family'' exploring the roles, routines, hobbies, and relationships within a family. They will describe the daily routines and hobbies of family members, highlighting the roles each person plays in maintaining relationships, supporting each other’s interests, and balancing work and leisure. The project will also examine how family members interact with relatives, how they support one another’s activities, and the importance of maintaining healthy relationships within the family structure. As part of the project, students will write scripts for each family role, showcasing how family members contribute to family life, share hobbies, and engage in routines. These scripts will creatively illustrate how family members support and connect with one another in their day-to-day lives. The students will reflect on the relationships that tie the family together, emphasizing the significance of communication, shared activities, and mutual support in building and maintaining strong family bonds. The assignment will be evaluated using rubrics. |
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Hazırlık sınıfı İngilizce (Hazırlık Sınıflı Okullar) dersinde ekim ayında başlanan “Family Life” teması üzerindeki çalışmalara kasım ayında devam edildi. Ayın ilerleyen haftalarında “Life In The Neighbourhood And City” temasına başlandı. Tema kapsamında “Family members, routines of family members, hobbies of family members, relationships in the family” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.PREP.4.L1–ENG.PREP.5.L4) öğrenciler dinledikleri ve izledikleri kısa metinlerde ana fikri ve ayrıntıları belirledi. Okuma becerisine yönelik çalışmalarda (ENG.PREP.4.R1–ENG.PREP.5.R4) öğrenciler kısa metinlerde aradıkları bilgiye ulaştı ve okuduklarını anlamlandırdı. Konuşma becerisine yönelik çalışmalarda (ENG.PREP.4.S1–ENG.PREP.5.S6) öğrenciler eşli ve grup çalışmalarında hedef dili iletişim amaçlı kullandı. Yazma becerisine yönelik çalışmalarda (ENG.PREP.4.W1–ENG.PREP.5.W7) öğrenciler yönlendirilmiş yazma çalışmalarıyla temaya ilişkin kısa ürünler oluşturdu. Sesletim becerisine yönelik çalışmalarda (ENG.PREP.4.P1 ve ENG.PREP.5.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.PREP.4.V1 ve ENG.PREP.5.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.PREP.4.G1 ve ENG.PREP.5.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (understand, Key Concepts, Family members, routines, hobbies, relationships) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.PREP.4.L1–ENG.PREP.5.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin kasım ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “The project will also examine how family members interact with relatives, how they support one another’s activities, and the importance of maintaining healthy relationships within the family structure.” Görev sürecinde öğrenciler hedef sözcük ve yapıları kullanarak ürünlerini hazırladı ve sınıfla paylaştı. Öğrenciler hobbies, relationships 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.PREP.4.L1–ENG.PREP.5.S6 öğrenme çıktılarına ulaşma düzeyi kısa yazılı çalışmalar, sözlü sunumlar ve gözlemlerle izlendi. Öğrenme kanıtları dereceli puanlama anahtarı 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.
Programda belirtilen amaç doğrultusunda çalışıldı: “To understand, identify, and use target vocabulary about family members, their jobs, routines, and hobbies in English through a listening activity.” “Listening for Family Roles and Activities” ve “Family Member Puzzle Reading” etkinlikleri uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu.
Programda belirtilen amaç doğrultusunda çalışıldı: “To help students describe and compare family members’ routines and hobbies using visuals and target vocabulary.” “Choose the Correct Word” ve “Fill in the Blanks (Interactive with Visuals)” etkinlikleri uygulandı. Desteğe ihtiyaç duyan öğrenciler için hedef sözcükler görsel kartlar ve kısmen doldurulmuş çizelgelerle yeniden çalışıldı; akran desteğiyle öğrenme sürecine katılımları sağlandı.
Kasım ayı boyunca hazırlık sınıfı İngilizce (Hazırlık Sınıflı Okullar) dersinde “Family Life” ve “Life In The Neighbourhood And City” temaları kapsamında 48 öğrenme çıktısı (ENG.PREP.4.L1–ENG.PREP.5.S6) üzerinde çalışıldı. 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. Justice (V1), family integrity (V2), diligence (V3), friendship (V4) ve sensitivity (V5) değerleri sınıf içi etkinliklerle ilişkilendirildi. 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.PREP.6.L1, ENG.PREP.6.L2 ve ENG.PREP.6.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Bu ay yürütülen çalışmalar, öğrencilerin bütüncül gelişimini destekleyen nitelikte tamamlandı.
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