10. sınıf İngilizce (Hazırlık Sınıflı Okullar) eylül ayı Maarif Model ders raporu: School Life & Education teması, 24 öğrenme çıktısı (ENG.10.1.L1–NG.10.1.W1). Word.
| Öğrenme Alanları ve Temalar | 1. Tema: School Life & Education |
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| İçerik Çerçeveleri | SCHOOL LIFE & EDUCATION
Sub-themes: "School problems and challenges for students; role of parents in education; purpose of education; national days and celebrations"
Vocabulary for school problems: Nouns: Accuracy, confusion, a penalty, an obstacle, an obligation, an assessment, a disability, motivation. Verbs: To permit, to forbid, to interrupt, to distract, to fail, to evaluate, to restrict, to grade. Adjectives: Strict, isolated.
Adverbs: Adequately, barely, accurately.
Vocabulary for challenges for students in education: Nouns: Concentration, interruption, a failure, a conflict, bias, an expectation, an addiction, an assessment, a deadline.
Phrases: A learning disability, lack of motivation, an attention span, a language barrier, a low self-esteem, a conflict resolution, time management. Verbs: To disturb, to struggle, to exclude, to overcome, to cope, to submit. Adjectives: Abstract, aggressive, complicated, concerned, confusing.
Vocabulary for role of parents in education: Nouns: A fund, assistance, a facility.
Verbs: To accompany, to approve, to motivate. Adverbs: Permanently.
Vocabulary for purpose of education: Nouns: A certificate, academic, literacy, finance, leadership, creativity.
Adjectives: Accurate, actual, capable, professional. Verbs: To assure, to gain, to acquire, to inform, to assign.
Adverbs: Precisely.
“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 Present Tenses Used for Narration (The Simple Present Tense, the Present Progressive Tense, the Present Perfect Tense, the Present Perfect Progressive Tense): (The school has provided additional support to students with learning disabilities).
''Be Used to'' in All Present Tenses: (She is used to studying until late hours). -Get Used to'' in All Present Tenses: (Many students get used to academic pressure after studying so hard). (I’m used to studying very hard).
Conjunctions (As soon as, still, so far, not only, whatsoever): (As soon as you receive a certificate, you can apply for better jobs).
Complex Question Tags: (You haven’t had any obstacles in your classroom, have you?)
Use of The Present Tenses Used for Narration (The Simple Present Tense, the Present Progressive Tense, the Present Perfect Tense, the Present Perfect Progressive Tense): Narrating an action that is occurring at the time or happened in the past.
Use of ''Be used to'' in Present Tenses: Describing being familiar and/or comfortable with thing since they are not new to that person anymore. -Use of ''Get used to'' in all Present Tenses: Describing the process of having habits and getting accustomed to them.
Use of Conjunctions (As soon as, still, so far, not only, whatsoever): Linking the actions or ideas.
Use of Complex Question Tags: Expressing verification or confirmation.
They need to hit the books.
Back to school, back to growth!
Your future is written in today’s effort.
Success speaks in flying colours!
Burn the midnight oil, shine all day!
Intonation for positive statements, negative statements, questions, and question tags. |
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| Öğrenme Çıktıları | ENG.10.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations".
ENG.10.1.L2. Students can bring together the information in the current content on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations".
ENG.10.1.L3. Students can make sense of and derive meaning from the current content on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations".
ENG.10.1.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations" in relation to themselves or others, both individually and/or with others.
ENG.10.1.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 "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations" to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.10.1.R1. Students can prepare for reading the content on '"school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations" efficiently and effectively.
ENG.10.1.R2. Students can bring information together about the current content on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations" through skimming, scanning and detailed reading.
ENG.10.1.R3. Students can make sense of and derive meaning from the current content on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations".
ENG.10.1.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations" in relation to themselves or others, both individually and/or with others.
ENG.10.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations" after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.10.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations", after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery.
NG.10.1.W1. Students can prepare for writing efficiently and accurately based on the current content about "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations".
ENG.10.1.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations".
ENG.10.1.W3. Students can construct new written content on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations" based on their understanding of the model(s) provided.
ENG.10.1.W4. Students can practise producing written content based on the current theme "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations".
ENG.10.1.W5. Students can engage in the process of writing related to the content on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations".
ENG.10.1.W6. Students can reconstruct their writing about the current theme on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations" to communicate effectively about it.
ENG.10.1.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations" in relation to themselves or others, both individually and/or with others.
ENG.10.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations".
ENG.10.1.S2. Students can analyse and understand the model content related to "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations" to support the production of spoken language.
ENG.10.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations".
ENG.10.1.S4. Students can construct meaningful spoken content about "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations" through efficient and meaningful practice.
ENG.10.1.S5. Students can reconstruct the information about "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations" when communicating with others.
ENG.10.1.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on "school problems and challenges for students; role of parents in education; purpose of education; national days and celebrations" in relation to themselves or others, both individually and/or with others. |
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| Alan Becerileri | FLFS1. Listening/Watching-Comprehension
FLFS2. Reading-Comprehension
FLFS3. Speaking-Expression
FLFS4. Writing-Expression
FLSS1. Grammaring: Selection and Use
FLSS2. Vocabulary: Selection and Use
FLSS3. Pronunciation: Selection and Use |
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| Eğilimler | D1.1. Curiosity
D1.2. Independence
D1.3. Perseverance and Determination
D1.4. Self-Efficacy
D1.5. Self-Confidence
D1.6. Selectivity
D2.1. Empathy
D2.2. Responsibility
D2.3. Assertiveness
D2.4. Trust
D2.5. Playfulness
D3.1. Reasoning
D3.2. Focus
D3.3. Creativity
D3.4. Seeking the Truth
D3.5. Open- Mindedness
D3.6. Analyticalness
D3.7. Being Systematic
D3.8. Questioning
D3.9. Doubting
D3.10. Critical Perspective |
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| Sosyal-Duygusal Öğrenme Becerileri | SELS1.1. Self-Awareness Skill
SELS1.2. Self-Regulation Skill
SELS1.3. Self- Reflection Skill
SELS2.1. Communication Skill
SELS2.2. Cooperation Skill
SELS2.3. Social Awareness Skill
SELS3.1 Adaptability Skill
SELS3.2 Flexibility Skill
SELS3.3. Responsible Decision-Making Skil |
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| Değerler | V1. Justice
V2. Family Integrity
V3. Diligence
V4. Friendship
V5. Sensitivity
V6. Honesty
V7. Aesthetics
V9. Compassion
V10. Modesty
V11. Independence
V12. Patience
V13. Healthy Living
V14. Respect
V15. Love and Affection
V16. Responsibility
V19. Patriotism
V20. Benevolence |
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| Okuryazarlık Becerileri | LS1. Information Literacy
LS2. Digital Literacy
LS4. Visual Literacy
LS5. Cultural Literacy
LS6. Civic Literacy
LS7. Data Literacy
LS9. Art Literacy |
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| Disiplinler Arası İlişkiler | Turkish Language and Literature, Maths, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling |
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| Beceriler Arası İlişkiler | CS2.1. Conflict Resolution Skill
CS2.2. Observation Skill
CS2.3. Summarising Skill
CS2.4. Analysis Skill
CS2.5. Classification Skill
CS2.6. Information Gathering Skill
CS2.7. Comparison Skill
CS2.8. Inquiry Skill
CS2.9. Generalisation Skill
CS2.10. Inference Skill
CS2.11. Observation-Based Prediction Skill
CS2.12. Data-Based Prediction Skill
CS2.13. Structuring Skill
CS2.14. Interpretation Skill
CS2.15. Reflective Thinking Skill
CS2.16.1. Inductive Reasoning Skill
CS2.16.2. Deductive Reasoning Skill
CS2.16.3. Analogical Reasoning Skill
CS2.17. Evaluation Skill
CS2.18. Argumentation Skill
CS2.19. Logical Auditing Skill
CS2.20. Synthesis Skill
CS3.1. Decision-Making Skill
CS3.2. Problem-Solving Skill
CS3.3. Critical Thinking Skill |
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| Anahtar Kavramlar | Generalisations, The target concept of this theme ''school life and education with its components such as school problems; challenges for students role of parents in education; purpose of education; national days and celebrations'' is present in almost all languages. Students who start to learn a new language inevitably bring with them their pre-existing knowledge and transfer it to their new language learning context. For example, a student in year 10 of upper secondary school may know what ''school life and education with its components such as school problems; challenges for students role of parents in education; purpose of education; national days and celebrations'' means, but may not know how to say these things in a foreign language if this has not yet been covered in their existing curriculum. However, this existing knowledge in their own language will help them recognise, understand, and learn the new information more easily in a foreign language, in this case English., Key Concepts, Schools, problems, school problems, students, education, challenges, challenges for students, parents, role of parents, role of parents in education, purpose, purpose of education, national days, national celebrations. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students will prepare an oral presentation on any of these sub-themes: problems at school, challenges and problems for students in education, the role of parents in their children’s education, or the purpose of education. The presentation should include a personal or fictional story and a proposed solution to the challenge by integrating target vocabulary items into the presentation from the list provided to them. Students are expected to use ''present tenses, be used to / get used to, conjunctions, and complex question tags'' during the presentation. They are also expected to relate their presentation to cultural or national events, such as National Sovereignty and Children’s Day or Victory Day, to emphasise their influence on education or student motivation. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. |
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Eylül ayında 10. sınıf İngilizce (Hazırlık Sınıflı Okullar) dersinde, Türkiye Yüzyılı Maarif Modeli ilkeleri doğrultusunda “School Life & Education” teması üzerinde çalışıldı. Tema kapsamında “School problems and challenges for students”, “role of parents in education”, “purpose of education” ve “national days and celebrations” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.10.1.L1, ENG.10.1.L2, ENG.10.1.L3 ve ENG.10.1.L4) öğrenciler dinleme/izleme öncesi, sırası ve sonrası etkinliklerle anlamlandırma çalışmaları yaptı. Okuma becerisine yönelik çalışmalarda (ENG.10.1.R1, ENG.10.1.R2, ENG.10.1.R3 ve ENG.10.1.R4) öğrenciler görsellerle desteklenen metinler üzerinde okuma çalışmaları yaptı. Konuşma becerisine yönelik çalışmalarda (ENG.10.1.S1, ENG.10.1.S2, ENG.10.1.S3, ENG.10.1.S4, ENG.10.1.S5 ve ENG.10.1.S6) öğrenciler hedef ifadeleri kullanarak kısa diyaloglar kurdu ve sınıf önünde kendini ifade etti. Yazma becerisine yönelik çalışmalarda (NG.10.1.W1–ENG.10.1.W7) öğrenciler hedef sözcük ve yapılarla kısa cümleler ve metinler yazdı. Sesletim becerisine yönelik çalışmalarda (ENG.10.1.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.10.1.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.10.1.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (understand, Key Concepts, Schools, problems, school problems, students, education, challenges, challenges for students, parents) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.10.1.L1–ENG.10.1.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevi olarak programda önerilen çalışma uygulandı: “Students will prepare an oral presentation on any of these sub-themes: problems at school, challenges and problems for students in education, the role of parents in their children’s education, or the purpose of education.” Öğrenciler hazırladıkları ürünleri sınıfta İngilizce olarak sundu ve arkadaşlarından geri bildirim aldı. Öğrencilerden understand, Key Concepts, Schools, problems, school problems sözcüklerini içeren kısa bir sözcük defteri veya görsel sözlük hazırlamaları istendi.
Ön değerlendirmede öğrencilerin önceki yıllarda öğrendikleri sözcük ve yapıları hatırlama düzeyleri kısa soru-cevap ve görsel eşleştirme etkinlikleriyle belirlendi. Öğrenme kanıtları dereceli puanlama anahtarı, derecelendirme ölçeği ve puanlama yönergesi ile değerlendirildi. Süreç boyunca öğrencilerin curiosity (D1.1), independence (D1.2) ve perseverance and determination (D1.3) eğilimleri ile self-awareness skill (SELS1.1), self-regulation skill (SELS1.2) ve self- reflection skill (SELS1.3) becerileri gözlemlendi. Değerlendirme sonuçlarına göre öğrencilere zamanında ve yapıcı geri bildirim verildi.
Programda belirtilen amaç doğrultusunda çalışıldı: “To describe an ideal school, addressing school problems, the role of parents, and the purpose of education in English through a writing activity by using target vocabulary and target grammar.” “Designing the Future of Education” etkinliği uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu.
Programda belirtilen amaç doğrultusunda çalışıldı: “To describe an ideal school in written and spoken forms in English by using target vocabulary.” “My Ideal School” etkinliği uygulandı. Desteğe ihtiyaç duyan öğrenciler için hedef sözcükler görsel kartlar ve kısmen doldurulmuş çizelgelerle yeniden çalışıldı; akran desteğiyle öğrenme sürecine katılımları sağlandı.
Eylül ayında 10. sınıf İngilizce (Hazırlık Sınıflı Okullar) dersinde “School Life & Education” teması çerçevesinde 24 öğrenme çıktısı (ENG.10.1.L1–ENG.10.1.S6) ele alındı. Öğrenme sürecinde listening/watching-comprehension (FLFS1), reading-comprehension (FLFS2), speaking-expression (FLFS3) ve writing-expression (FLFS4) alan becerileri ön plana çıkarıldı. Öğrencilerin curiosity (D1.1), independence (D1.2), perseverance and determination (D1.3) ve self-efficacy (D1.4) eğilimlerini destekleyen öğrenme ortamları oluşturuldu.
Programlar arası bileşenler kapsamında self-awareness skill (SELS1.1), self-regulation skill (SELS1.2), self- reflection skill (SELS1.3) ve communication skill (SELS2.1) becerileri geliştirildi. Etkinliklerde justice (V1), family integrity (V2), diligence (V3), friendship (V4) ve sensitivity (V5) değerleri ön plana çıkarıldı. Information literacy (LS1), digital literacy (LS2), visual literacy (LS4) ve cultural literacy (LS5) becerilerinin gelişimi desteklendi. Türk Dili ve Edebiyatı, Matematik, Beden Eğitimi ve Spor, Görsel Sanatlar, Müzik, Bilişim Teknolojileri ve Yazılım (IT), Counselling ile disiplinler arası ilişkiler kurularak konunun farklı boyutları ele alındı. Ön değerlendirme sonuçları dikkate alınarak etkinlikler öğrencilerin hazırbulunuşluk düzeylerine göre farklılaştırıldı. Gelecek ay ENG.10.2.L1, ENG.10.2.L2 ve ENG.10.2.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Genel olarak eylül ayı öğretim süreci programda öngörülen öğrenme çıktıları doğrultusunda tamamlandı.
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