10. sınıf İngilizce kasım ayı Maarif Model ders raporu: Classroom Life & Learning, Personal Life & Well-Being teması, 48 öğrenme çıktısı. Bilgilerinizle dolu Word.
| Öğrenme Alanları ve Temalar | 2. Tema: Classroom Life & Learning
3. Tema: Personal Life & Well-Being |
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| İçerik Çerçeveleri | 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)".
*(Relevant language content and (communicative) activities related to these national and religious days, festivals and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.)
*Local Cultural, Social and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-topics. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table of contents for this section is provided in the introduction to the whole English Language Curriculum.
The Simple 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.)
PERSONAL LIFE & WELL-BEING
Sub-themes: "Body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''
Nouns: A cold, flu, a fever, a cough, a headache, a stomach ache, a sore throat, a toothache, a backache, an earache, an allergy, an allergic reaction, diabetes, COVID, acne, malaria, chickenpox, measles, a painkiller, an emergency. Verbs: To vomit, to feel dizzy, to breathe.
Adjectives: Painful.
Nouns: Empathy, social connection, happiness, global citizenship, digital detox, sustainability, self-care. Adjectives: Ambitious, compassionate, courageous.
Nouns: (Accessories): A scarf, a headscarf, a necklace, earrings, a bracelet, a ring, a watch, a belt, a hat, a handbag, a hairband (a headband-AmE), a cap, a benie, a tie, a bow tie, gloves, a backpack (rucksack). Adjectives: (Styles): Stylish, trendy, classy, smart casual, vintage, neat, well-dressed, (Clothing materials): denim, leather, cotton. (Clothing patterns): floral, striped, plain, checked, patterned.
All future tenses mixed: (revisional): (By next year, she will have improved her health by running every day. She is going to start yoga this weekend to improve flexibility and balance. I will try to stay resilient no matter how difficult things get in the future.)
Can for ability (revisional): (I can lift heavy weights with my arms because I work out every day.)
Comparative Adjectives (Regular, Irregular) (revisional): (His new haircut looks better than his previous style. She is more ambitious than anyone in her social circle.)
The Simple Present vs Present Progressive for Future: (She exercises every morning to keep fit and healthy. She is exercising at the gym right now to stay fit.)
Should for Advice: (You should wear a scarf in winter to protect your neck from cold winds.)
Could for ability: (She could run a marathon if she trains her legs and increases her endurance.)
Adjectives (regular, -ing ending, -ed ending): (She has a beautiful face with sparkling eyes. The patient felt dizzy after experiencing a high fever. Her amazing energy inspires everyone in her fashion design team. After running for an hour, he felt exhausted and his legs were sore).
As…as, same…as, like, alike: (My sister’s hair is as long as mine, both silky and healthy. Her style is similar to a vintage fashion icon, effortlessly chic.)
Use of the Simple Present vs. the Present Progressive for Future: Expressing scheduled or timetabled future events (Simple Present); expressing current intentions, ongoing plans, or arrangements for the near future. (Present Progressive).
Use of All Future Tenses (Mixed) (revisional): Expressing various degrees of certainty, intention, probability, and aspirations about future actions, events, and plans.
Use of modal “Should” for Advice: Giving suggestions, advice, and recommendations about what is right or appropriate.
Use of modal “Can” for Ability: Expressing past abilities, hypothetical situations, and future possibilities.
Use of modal “Could” for Ability: Expressing present or future abilities, skills or possibilities.
Use of Adjectives (Regular, -ing ending, -ed ending): Describing characteristics, emotions, and states (regular adjectives); describing ongoing actions or experiences (adjectives with -ing endings); describing feelings or states resulting from experiences (adjectives with -ed endings).
Use of Comparative Adjectives (Regular, Irregular): Comparing two things in terms of greater or lesser degree.
Use of “As…as, Same…as, Like, Alike”: Expressing similarity, comparison, andlikeness between objects, actions, or people; describing similarities in personal habits.
At last, you’re here in the flesh!
Let’s break the leg for the concert tonight! Oh, my God! I’m in her bad books!
My grandpa is fit as a fiddle despite his age! I’m feeling in the pink and ready to study!
Vowels: e: (/e/; /i:/, /ə/)
Consonants: f: (/f/), g: (/g/, /dʒ/), h: (/h/) |
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| Öğrenme Çıktıları | 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.
ENG.10.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
ENG.10.3.L2. Students can bring together the information in the current content on ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
ENG.10.3.L3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
ENG.10.3.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
ENG.10.3.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.10.3.R1. Students can prepare for reading the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' efficiently and effectively.
ENG.10.3.R2. Students can bring information together about the current content on ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' through skimming, scanning and detailed reading.
ENG.10.3.R3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
ENG.10.3.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
ENG.10.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.10.3.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.10.3.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
ENG.10.3.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
ENG.10.3.W3. Students can construct new written content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' based on their understanding of the model(s) provided.
ENG.10.3.W4. Students can practise producing written content based on the current theme ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
ENG.10.3.W5. Students can engage in the process of writing related to the content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
ENG.10.3.W6. Students can reconstruct their writing about the current theme on ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to communicate effectively about it.
ENG.10.3.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' in relation to themselves or others, both individually and/or with others.
ENG.10.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
ENG.10.3.S2. Students can analyse and understand the model content related to ''personal life and well- being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' to support the production of spoken language.
ENG.10.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences''.
ENG.10.3.S4. Students can construct meaningful spoken content about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' through efficient and meaningful practice.
ENG.10.3.S5. Students can reconstruct the information about ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' when communicating with others.
ENG.10.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life and well-being with body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' 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
V17. Thriftiness
V18. Cleanliness |
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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 ''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, 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, Classroom life, learning, learning activities in the classroom, personal learning styles; learning with technology in the classroom., The target concept of this theme ''personal life and well-being with its components such as body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' 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. Most example, a student in an upper secondary school may know what ''personal life and well-being with its components such as body parts, human illnesses and diseases; human nature and human well-being today and in the future; fashion and personal fashion preferences'' mean, but may not know how to say these things in their own language if this has not yet been covered in their existing curriculum. However, Personal life, well-being, body parts, human illnesses, diseases, human nature, human well-being today, human well-being in the future; fashion, personal fashion preferences. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students create a project titled "Classroom Life and Learning," focusing on three main components: learning activities in the classroom, personal learning styles, and learning with technology. Students will begin by describing the different types of activities they participate in during lessons, such as group discussions, individual assignments, or hands-on experiments, and explain how these activities help them learn. They then reflect on their personal learning styles-whether they learn best by listening, seeing, or doing—and provide examples of strategies or techniques that work for them. Finally, students explore the role of technology in their classroom learning, discussing tools like smart boards, tablets, or online resources, and how these enhance their education. The project can include written explanations, drawings, or digital presentations to make it creative and engaging. Students present their work in class, and the assignment will be evaluated based on clarity, creativity, content, and presentation skills. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. |
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Ekim ayında başlanan “Classroom Life & Learning” teması kasım ayında da sürdürüldü. Ayın ilerleyen haftalarında “Personal Life & Well-Being” temasına başlandı. Tema kapsamında “Learning activities in the classroom”, “personal learning styles” ve “learning with technology in the classroom” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.10.2.L1–ENG.10.3.L4) öğrenciler dinleme/izleme öncesi, sırası ve sonrası etkinliklerle anlamlandırma çalışmaları yaptı. Okuma becerisine yönelik çalışmalarda (ENG.10.2.R1–ENG.10.3.R4) öğrenciler kısa metinlerde aradıkları bilgiye ulaştı ve okuduklarını anlamlandırdı. Konuşma becerisine yönelik çalışmalarda (ENG.10.2.S1–ENG.10.3.S6) öğrenciler hedef ifadeleri kullanarak kısa diyaloglar kurdu ve sınıf önünde kendini ifade etti. Yazma becerisine yönelik çalışmalarda (ENG.10.2.W1–ENG.10.3.W7) öğrenciler yönlendirilmiş yazma çalışmalarıyla temaya ilişkin kısa ürünler oluşturdu. Sesletim becerisine yönelik çalışmalarda (ENG.10.2.P1 ve ENG.10.3.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.10.2.V1 ve ENG.10.3.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.10.2.G1 ve ENG.10.3.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (understand, Key Concepts, Classroom life, learning, Personal life, well-being, body parts, human illnesses, diseases, human nature) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.10.2.L1–ENG.10.3.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin kasım ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “They then reflect on their personal learning styles-whether they learn best by listening, seeing, or doing—and provide examples of strategies or techniques that work for them.” Öğrenciler hazırladıkları ürünleri sınıfta İngilizce olarak sundu ve arkadaşlarından geri bildirim aldı. Öğrencilerden human well-being today sözcüklerini içeren kısa bir sözcük defteri veya görsel sözlük hazırlamaları istendi.
Ay başında önceki ayın hedef sözcükleri resimli kartlar ve kısa dinleme etkinlikleriyle hatırlatıldı; hatırlanmayan yapılar yeniden çalışıldı. Kasım ayında ENG.10.2.L1–ENG.10.3.S6 öğrenme çıktılarına ulaşma düzeyi kısa yazılı çalışmalar, sözlü sunumlar ve gözlemlerle izlendi. 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.
Kasım ayında temanın sonraki etkinliklerine geçildi. “Classroom Drama Box” etkinliği uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu. Bu ay ENG.10.2.L1 öğrenme çıktısında hedefe hızla ulaşan öğrencilere çıktıyı farklı bağlamlarda uygulayabilecekleri ileri düzey görevler verildi. ENG.10.2.L2 öğrenme çıktısı kapsamında bu öğrencilerden özgün bir ürün hazırlayıp sınıfla paylaşmaları istendi.
“Match & Complete” etkinliği uygulandı. Zorlanan öğrencilerle hedef yapılar kısa ve tekrarlı kalıplar hâlinde, görsel ipuçları ve eşli çalışmalarla yeniden ele alındı. ENG.10.3.S6 öğrenme çıktısında zorlanan öğrenciler için çıktı küçük basamaklara ayrılarak somut örnekler ve akran desteğiyle yeniden çalışıldı.
Kasım ayı boyunca 10. sınıf İngilizce dersinde “Classroom Life & Learning” ve “Personal Life & Well-Being” temaları kapsamında 48 öğrenme çıktısı (ENG.10.2.L1–ENG.10.3.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), diligence (V3), friendship (V4), sensitivity (V5) ve honesty (V6) 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, 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. 16-20 Kasım birinci dönem ara tatili nedeniyle ay üç ders haftasından oluştu; tatil öncesi ve sonrasında öğrenmeler kısa tekrarlarla pekiştirildi. Gelecek ay ENG.10.4.L1, ENG.10.4.L2 ve ENG.10.4.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Bu ay yürütülen çalışmalar, öğrencilerin bütüncül gelişimini destekleyen nitelikte tamamlandı.
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