10. sınıf İngilizce ekim ayı Maarif Model ders raporu: School Life & Education, Classroom Life & Learning teması, 48 öğrenme çıktısı (ENG.10.1.L1–ENG.10.1.W1). Word.
| Öğrenme Alanları ve Temalar | 1. Tema: School Life & Education
2. Tema: Classroom Life & Learning |
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| İçerik Çerçeveleri | SCHOOL LIFE & EDUCATION
Sub-themes: “Different types of schools in the world; regular and extracurricular activities in different types of schools; school anxiety and stress; national days and celebrations”
Nouns: An educational system, a diploma, a year group (a grade level), an extracurricular activity, a qualification. Verbs: To graduate, to succeed.
Nouns: A nursery, a preschool (kindergarten-AmE), a primary school (elementary school- AmE), secondary education, a lower secondary school (junior high-middle school-AmE), an upper secondary school (senior high-highschool-AmE), a private school, a boarding school.
Nouns: A tennis / basketball court, a prayer room, a staffroom (teachers’ lounge-AmE), a canteen (cafeteria, AmE), a courtyard, a locker room, food technology room (cooking lab-AmE)
Nouns: Anxiety, time management. Adjectives: Anxious, perfectionist.
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-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.
Target Grammatical Structures in Use: -The Simple Present Tense vs The Present Progressive Tense: (The teacher explains the lesson every morning. The students are discussing a project in the seminar room right now.)
Nothing, something, anything: (There is nothing in the locker room because the students cleared it out. The counsellor said there is something bothering the pupil, but they won’t talk about it. Is there anything you need help with before the exam?)
Question tags for The Simple Present Tense & The Present Progressive Tense: (The students practise martial arts after school, don’t they? The canteen isn’t serving lunch now, is it? She can’t attend the Science club today, can she?)
Adverbs of frequency: (The pupils always arrive on time for their Physics lectures. Our school often organises
international spelling bees.)
(Who is leading the Volunteering club this year? Where can I find the counsellor’s office?
When is the next presentation in the Art club?
How do you manage your school stress during exam weeks? Why is the gym closed today?
What kind of extracurricular activities does the school offer? What is your new headmaster like?)
Pronouns: something, anything, nothing: (The pupil thought of something creative for their Literature project. Is there anything in the food technology room that we can use for the experiment? They did nothing to prepare for the quiz, so they are worried.)
Must/can’t for deduction: (She must be in the locker room because her bag is still here. The headmaster can’t be at school right now; he is attending a conference.)
Object pronouns: (The counsellor spoke to them about managing anxiety. The teacher asked the students to meet her in the conference room after the lecture. Our club leader said he would explain the rules to us during the next meeting.)
Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing regular and extracurricular activities; describing routines, activities and events.
Use of the Present Progressive Tense: Describing temporary actions or actions happening now.
Use of The Simple Present Tense vs The Present Progressive Tense: Contrasting what usually happens with what is happening now.
Use of Nothing, Something, Anything: Discussing opportunities and availability of resources at different contexts.
Use of Question Tags for The Simple Present Tense & The Present Progressive Tense: Confirming or clarifying facts about different situations.
Use of Adverbs of Frequency: Expressing how often certain activities or routines take place.
Use of Questions: who, where, when, how, why, what kind of, what…like: Gathering information about different types of schools and their activities; exploring student experiences, facilities, and events.
Use of Pronouns: Something, Anything, Nothing: Discussing emotional states and facilities related to schools; sharing information about school-related problems or solutions.
Use of "Must/Can’t" for deduction: Making logical assumptions about school environments, activities, or students’ feelings.
Use of Object Pronouns: Referring to students, teachers, or facilities in different school contexts.
Don’t be in a rush at school!
Don’t skive off too often!
Rise and shine for school, dear!
Let’s catch up during lunch time!
Don’t miss the school bus!
Target Phonetical Sounds in Use: Intonation for positive statements, negative statements, questions, and question tags.
CLASSROOM LIFE & LEARNING
Sub-themes: “Learning activities in the classroom; personal learning styles; learning with technology in the classroom”
Nouns: A role-play, an interactive activity, brainstorming. Verbs: To summarise, to analyse, to define, to conclude.
Nouns: Connection, a keyboard, a homepage, artificial intelligence (AI), a file, a PC, a computer. Verbs: To access, to upload, to delete, to click, to switch on, to switch off, to log in, to log out.
“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)".
*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 Future Tense: (The teacher will assign a brainstorming activity tomorrow.)
Be Going to Future Tense: (I’m going to summarise the main points of the debate for our next class.)
Question tags: (We should always collaborate on assignments, shouldn’t we? The students will log in to the website for their group work, won’t they?)
Should & ought to for obligation: (Students should share their ideas during brainstorming sessions to improve collaboration. You ought to take notes while the teacher is explaining the concept map.)
Must-have to for prohibition and obligation: (You must not share your password with anyone. The teacher said we have to upload our assignments by 5 p.m.)
Reflexive Pronouns: (You should ask yourself if you are using the right method to solve the problem. The students taught themselves how to use the AI-based learning tool.)
Can for polite requests, permission, probability, and possibility: (Can I access the homepage to download the assignments? The students can collaborate more effectively by using the interactive activity.)
Might for polite requests and probability: (Might you show me how to use the printer for the concept mapping task? The laptop might not connect to the server due to a weak signal.)
Possessive pronouns: (The laptop on the table is mine, but the printer is yours. The summary is complete, but we still need to check if the solution is theirs.)
Possessive (‘s): (The teacher’s instructions were clear about how to define the concept. The student’s laptop crashed while they were trying to edit the file.)
Use of the Simple Future Tense: Making predictions, decisions, promises, or offers made at the moment of speaking; predicting upcoming events.
Use of “Be Going to” Future Tense: Describing plans, intentions, or events based on evidence or prior decisions; describing planned activities and personal learning.
Use of the Simple Future Tense vs. Be going to: Expressing the difference between immediate and planned future actions and events.
Use of “Question Tags”: Confirming or clarifying information in a polite or engaging way; inviting agreement
or discussion from the listener.
Use of Modal “Should & ought to” for obligation: Giving advice or making recommendations about what is the right or responsible action to take.
Use of Modal “Must”: Expressing strong necessity, rules, or personal obligations.
Use of Model “Have to”: Indicating external obligations or requirements; setting rules.
Use of “Reflexive Pronouns”: Referring to actions where the subject and the object are the same; emphasising that someone performed an action without help.
Polite Requests: Asking for something in a kind way; making requests in classroom interactions. Permission: Requesting or granting the right to do something.
Probability: Indicatinglikelihood of an event. Possibility: Expressing potential outcomes or abilities.
Polite Requests: Asking in a formal or less direct way.
Probability: Expressing uncertainty or potential likelihood of events.
Use of “Possessive Pronouns”: Indicating ownership or relationships between people or things; replacing nouns to avoid repetition.
Use of “Possessive (‘s)”: Showing ownership or belonging; indicating relationships, associations, or attributes.
Target Social Language Expressions in Use: Don’t sleep in! The first lesson is early! Let’s keep moving in class all morning! It’s time to crack open a book!
Let’s keep our heads down to finish our homework!
b: (/b/); silent /b/ c (/si/; /k/)
d: /d/
*(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.) |
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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 life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
ENG.10.1.L2. Students can bring together the information in the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
ENG.10.1.L3. Students can make sense of and derive meaning from the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; 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 life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; 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 life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; 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 life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' efficiently and effectively.
ENG.10.1.R2. Students can bring information together about the current content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; 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 life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; 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 life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; 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 life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; 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 life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.10.1.W1. Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; 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 life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
ENG.10.1.W3. Students can construct new written content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; 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 life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
ENG.10.1.W5. Students can engage in the process of writing related to the content on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
ENG.10.1.W6. Students can reconstruct their writing about the current theme on ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; 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 life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; 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 life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
ENG.10.1.S2. Students can analyse and understand the model content related to ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; 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 life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations''.
ENG.10.1.S4. Students can construct meaningful spoken content about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' through efficient and meaningful practice.
ENG.10.1.S5. Students can reconstruct the information about ''school life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; 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 life and education with different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
ENG.10.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
ENG.10.2.L2. Students can bring together the information in the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
ENG.10.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
ENG.10.2.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 activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
ENG.10.2.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 activities in the classroom; personal learning styles; learning with technology in the classroom'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.10.2.R1. Students can prepare for reading the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' efficiently and effectively.
ENG.10.2.R2. Students can bring information together about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' through skimming, scanning and detailed reading.
ENG.10.2.R3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
ENG.10.2.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 activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
ENG.10.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.10.2.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 activities in the classroom; personal learning styles; learning with technology in the classroom'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery.
ENG.10.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
ENG.10.2.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 activities in the classroom; personal learning styles; learning with technology in the classroom''.
ENG.10.2.W3. Students can construct new written content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' based on their understanding of the model(s) provided.
ENG.10.2.W4. Students can practise producing written content based on the current theme ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
ENG.10.2.W5. Students can engage in the process of writing related to the content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
ENG.10.2.W6. Students can reconstruct their writing about the current theme on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to communicate effectively about it.
ENG.10.2.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 activities in the classroom; personal learning styles; learning with technology in the classroom'' in relation to themselves or others, both individually and/or with others.
ENG.10.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
ENG.10.2.S2. Students can analyse and understand the model content related to ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' to support the production of spoken language.
ENG.10.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom''.
ENG.10.2.S4. Students can construct meaningful spoken content about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' through efficient and meaningful practice.
ENG.10.2.S5. Students can reconstruct the information about ''classroom life and learning with learning activities in the classroom; personal learning styles; learning with technology in the classroom'' when communicating with others.
ENG.10.2.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 activities in the classroom; personal learning styles; learning with technology in the classroom'' 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
V3. Diligence
V4. Friendship
V5. Sensitivity
V6. Honesty
V7. Aesthetics
V9. Compassion
V10. Modesty
V11. Independence
V12. Patience
V13. Healthy Living
V14. Respect
V16. Responsibility
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, Atatürk’s Principles and History of Revolution, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling, Religious Culture and Moral Knowledge |
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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 different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; 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 an upper secondary school may know what ''school life and education with its components such as different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations'' mean 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, School life, education, different types of schools in the world; regular and extracurricular activities at different types of schools; school anxiety and stress; national days and celebrations., The target concept of this theme ''classroom life and learning with its components such as learning activities in the classroom; personal learning styles; learning with technology in the classroom'' 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 an upper secondary school may know what ''classroom life and learning with its components such as learning activities in the classroom; personal learning styles; learning with technology in the classroom'' mean but may not know how to say these things in another language if this has not yet been covered in their existing curriculum. However, Classroom life, learning, learning activities in the classroom, personal learning styles; learning with technology in the classroom. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students create a comprehensive project titled ''School Life and Education'' that focuses on the themes of different types of schools in the world, regular and extracurricular activities, and school anxiety and stress. Students begin by researching and describing various types of schools around the world, such as public schools, private schools, boarding schools, and alternative schools, highlighting their unique characteristics. Next, they explore both regular activities, like lessons and exams, and extracurricular activities, such as sports, arts, and clubs, emphasising how these contribute to student development. Additionally, they address the challenges students face, including school-related anxiety and stress, and propose strategies or activities that help overcome these issues. The project should include creative elements, such as charts, or videos, and students will present their findings in class. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. |
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10. sınıf İngilizce dersinde eylül ayında başlanan “School Life & Education” teması üzerindeki çalışmalara ekim ayında devam edildi. Ayın ilerleyen haftalarında “Classroom Life & Learning” temasına başlandı. Tema kapsamında “Different types of schools in the world”, “regular and extracurricular activities in different types of schools”, “school anxiety and stress” ve “national days and celebrations” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.10.1.L1–ENG.10.2.L4) öğrenciler dinleme/izleme öncesi, sırası ve sonrası etkinliklerle anlamlandırma çalışmaları yaptı. Okuma becerisine yönelik çalışmalarda (ENG.10.1.R1–ENG.10.2.R4) öğrenciler kısa metinlerde aradıkları bilgiye ulaştı ve okuduklarını anlamlandırdı. Konuşma becerisine yönelik çalışmalarda (ENG.10.1.S1–ENG.10.2.S6) öğrenciler hedef ifadeleri kullanarak kısa diyaloglar kurdu ve sınıf önünde kendini ifade etti. Yazma becerisine yönelik çalışmalarda (ENG.10.1.W1–ENG.10.2.W7) öğrenciler yönlendirilmiş yazma çalışmalarıyla temaya ilişkin kısa ürünler oluşturdu. Sesletim becerisine yönelik çalışmalarda (ENG.10.1.P1 ve ENG.10.2.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.10.1.V1 ve ENG.10.2.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.10.1.G1 ve ENG.10.2.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (understand, Key Concepts, School life, education, Classroom life, learning) 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.10.2.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin ekim ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “Students begin by researching and describing various types of schools around the world, such as public schools, private schools, boarding schools, and alternative schools, highlighting their unique characteristics.” Görev sürecinde öğrenciler hedef sözcük ve yapıları kullanarak ürünlerini hazırladı ve sınıfla paylaştı. Öğrenciler learning sözcüklerini kullanarak kısa cümleler ve diyaloglar yazdı.
Önceki ayda öğrenilen sözcük ve yapılar ay başında kısa tekrar ve soru-cevap etkinlikleriyle yoklandı; eksik görülen noktalar ay içinde yeniden çalışıldı. 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.
Ekim ayında temanın sonraki etkinliklerine geçildi. “Pick, Discuss, and Present” etkinliği uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu. Bu ay ENG.10.1.L1 öğrenme çıktısında hedefe hızla ulaşan öğrencilere çıktıyı farklı bağlamlarda uygulayabilecekleri ileri düzey görevler verildi. ENG.10.1.L2 öğrenme çıktısı kapsamında bu öğrencilerden özgün bir ürün hazırlayıp sınıfla paylaşmaları istendi.
“Match & Learn” etkinliği uygulandı. Desteğe ihtiyaç duyan öğrenciler için hedef sözcükler görsel kartlar ve kısmen doldurulmuş çizelgelerle yeniden çalışıldı; akran desteğiyle öğrenme sürecine katılımları sağlandı. ENG.10.2.S6 öğrenme çıktısında zorlanan öğrenciler için çıktı küçük basamaklara ayrılarak somut örnekler ve akran desteğiyle yeniden çalışıldı.
Ekim ayında 10. sınıf İngilizce dersinde “School Life & Education” ve “Classroom Life & Learning” temaları çerçevesinde 48 öğrenme çıktısı (ENG.10.1.L1–ENG.10.2.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), diligence (V3), friendship (V4), sensitivity (V5) ve honesty (V6) 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, T.C. İnkılap Tarihi ve Atatürkçülük, Beden Eğitimi ve Spor, Görsel Sanatlar, Müzik, Bilişim Teknolojileri ve Yazılım (IT), Counselling, Din Kültürü ve Ahlak Bilgisi ile disiplinler arası ilişkiler kurularak konunun farklı boyutları ele alındı. Önceki ayın öğrenme çıktılarıyla bu ayın çıktıları arasında bağlantı kurularak öğrenmelerin kalıcılığı desteklendi. Gelecek ay ENG.10.3.L1, ENG.10.3.L2 ve ENG.10.3.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Bu ay yürütülen çalışmalar, öğrencilerin bütüncül gelişimini destekleyen nitelikte tamamlandı.
evrakburada