| İçerik Çerçeveleri | CLASSROOM LIFE & LEARNING
Sub-themes: "Importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''
Target Vocabulary in Use (with revisional vocabulary): Vocabulary for importance of teamwork and collaboration: Nouns: Unity, commitment, solidarity, consideration, devotion, determination. Verbs: To enrich, to foster, to unite, to maximize, to survey, to secure, to devote. Phrases: Problem-solving, shared knowledge, team integration, diversity of ideas, better decision-making, higher performance, enhanced communication, exchange of ideas, mutual support, shared responsibility, conflict resolution, shared goal, worldwide impact, team spirit, task completion, decisionmaking. Adjectives: Secure, determined, precious. Vocabulary for global collaboration: Nouns: A proposal, an initiative, a strategy, a campaign, an impact, a contribution, an outcome, a contract, an approval. Verbs: To fund, to contract, to back, to acknowledge, to approve. Adverbs: Mutually, openly, freely, cross-culturally, worldwide, universally, equally, virtually, inclusively, strategically. Vocabulary for challenges for teamwork and collaboration: Nouns: Opposition, harmony, consistency. Verbs: To clarify, to disapprove, to discourage, to disappoint. Adverbs: Emotionally.
“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.
Passive Voice of Modals (''Can, Could, May, Might, Need, Needn’t''): (Contributors shouldn’t be discouraged from offering their ideas).
''Be able to'' for Ability (present-past-future): (They were able to collaborate in the project willingly).
Verbs Followed by Bare Infinitives (I’d rather, had better, etc.): (You had better complete the task by the deadline).
Verbs Followed by To + Gerund (help, look forward, etc.): (I look forward to maximising the impact of our collaboration in the project).
Verbs Followed by Infinitives (think about, make me, hope, advise, manage, mind, etc.): (Teachers should advise students to study collaboratively).
Use of Passive Voice of Modals: Expressing probability, deduction, speculation, necessity and obligation when the focus is on the action rather than the doer.
Use of ''Be able to'' for Ability: Expressing ability at different times (past, present).
Use of Verbs Followed by Bare Infinitives: Expressing suggestions, necessity, or preferences in a direct and concise way. -Use of Verbs Followed by To + Gerund: Describing actions related to habits, future expectations, or adaptability.
Use of Verbs Followed by Infinitives: Describing intentions, advice, plans, or willingness.
Practice makes perfect! We are on the same page!
Let’s work on this together!
Let’s team up on this project!
Why don’t we combine our strengths!
Intonation for positive statements, negative statements, questions, and question tags.
PERSONAL LIFE & WELL-BEING
Sub-themes: "Dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being''
Vocabulary for dietary practices and trends: Nouns: A counter, a portion, a vegan, a consumer. Verbs: To beat, to chop, to flavour, to grill, to peel, to reserve, to spread, to spill. Adjectives: Balanced, bitter, dietary, nutritious, organic, sour, gluten-free, raw. Vocabulary for the impact of social media on self-esteem and body image: Nouns: Pressure, criticism, exposure, perception, feedback, a concern. Verbs: To impact, to conform, to expose, to perceive, to alter, to compare, to filter, to portray, to undermine. Adjectives: Excessive. Adverbs: Considerably, constantly, mainly, primarily. Vocabulary for managing screen time and digital detox for personal well-being: Nouns: A guideline, a restriction. Verbs: To disconnect, to track, to schedule, to eliminate, to ensure, to engage. Adjectives: Mindful. Adverbs: Intentionally, consciously. Phrases: To keep a record.
“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.)
Passive Voice in/for Past Tenses for Narration and Daily Conversations: (Students’ screen time habits were discussed in detail at the seminar. The table had been prepared before the guests arrived).
Revision of Past Tenses (The Simple Past Tense, the Past Progressive Tense, the Past Perfect Tense, the Past Perfect Progressive Tense): (Youngsters started doing a digital detox to improve their psychological well-being. By the time dinner started, the chef had already prepared the soup. He had been using social media too much and it made him feel bad).
Use of Passive Voice of the Past Tenses for Narration and Daily Conversations: Describing past events or actions where the focus is on the outcome or the object of the action rather than the person performing it.
Use of Revision of the Past Tenses (The Simple Past Tense, the Past Progressive Tense, the Past Perfect Tense, the Past Perfect Progressive Tense): Describing past actions, ongoing activities in the past, sequences of events, and the duration of actions before a specific point in time.
Health is wealth!
Make time for yourself!
Don’t let stress get the best of you!
Eat well, feel well!
Eat to live, not live to eat!
Intonation for positive statements, negative statements, questions, and question tags.. |
|---|
| Öğrenme Çıktıları | ENG.11.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.
ENG.11.2.L2. Students can bring together the information in the current content on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.
ENG.11.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.
ENG.11.2.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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' in relation to themselves or others, both individually and/or with others.
ENG.11.2.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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.11.2.R1. Students can prepare for reading the content on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' efficiently and effectively.
ENG.11.2.R2. Students can bring information together about the current content on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' through skimming, scanning and detailed reading.
ENG.11.2.R3. Students can make sense of and derive meaning from the current content on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.
ENG.11.2.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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' in relation to themselves or others, both individually and/or with others.
ENG.11.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.11.2.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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.11.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.
ENG.11.2.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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.
ENG.11.2.W3. Students can construct new written content on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' based on their understanding of the model(s) provided.
ENG.11.2.W4. Students can practise producing written content based on the current theme ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.
ENG.11.2.W5. Students can engage in the process of writing related to the content on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.
ENG.11.2.W6. Students can reconstruct their writing about the current theme on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' to communicate effectively about it.
ENG.11.2.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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' in relation to themselves or others, both individually and/or with others.
ENG.11.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.
ENG.11.2.S2. Students can analyse and understand the model content related to ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' to support the production of spoken language.
ENG.11.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration''.
ENG.11.2.S4. Students can construct meaningful spoken content about ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' through efficient and meaningful practice.
ENG.11.2.S5. Students can reconstruct the information about ''classroom life and learning with importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' when communicating with others.
ENG.11.2.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 importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' in relation to themselves or others, both individually and/or with others.
ENG.11.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''personal life and well-being with dietary practices and trends; the impact of social media on selfesteem and body image; managing screen time and digital detox for personal well-being''.
ENG.11.3.L2. Students can bring together the information in the current content on ''personal life and wellbeing with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being''.
ENG.11.3.L3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being''.
ENG.11.3.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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' in relation to themselves or others, both individually and/or with others.
ENG.11.3.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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.11.3.R1. Students can prepare for reading the content on ''personal life and well-being with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' efficiently and effectively.
ENG.11.3.R2. Students can bring information together about the current content on ''personal life and wellbeing with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' through skimming, scanning and detailed reading.
ENG.11.3.R3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being''.
ENG.11.3.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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' in relation to themselves or others, both individually and/or with others.
ENG.11.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life and well-being with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.11.3.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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.11.3.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life and well-being with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being''.
ENG.11.3.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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being''.
ENG.11.3.W3. Students can construct new written content on ''personal life and well-being with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' based on their understanding of the model(s) provided.
ENG.11.3.W4. Students can practise producing written content based on the current theme ''personal life and well-being with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being''.
ENG.11.3.W5. Students can engage in the process of writing related to the content on ''personal life and wellbeing with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being''.
ENG.11.3.W6. Students can reconstruct their writing about the current theme on ''personal life and wellbeing with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' to communicate effectively about it.
ENG.11.3.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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' in relation to themselves or others, both individually and/or with others.
ENG.11.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life and well-being with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being''.
ENG.11.3.S2. Students can analyse and understand the model content related to ''personal life and wellbeing with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' to support the production of spoken language.
ENG.11.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life and well-being with dietary practices and trends; the impact of social media on selfesteem and body image; managing screen time and digital detox for personal well-being''.
ENG.11.3.S4. Students can construct meaningful spoken content about ''personal life and well-being with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' through efficient and meaningful practice.
ENG.11.3.S5. Students can reconstruct the information about ''personal life and well-being with dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' when communicating with others.
ENG.11.3.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 dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' in relation to themselves or others, both individually and/or with others. |
|---|
| Anahtar Kavramlar | Generalisations, The target concept of this theme ''classroom life and learning with its components such as importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' 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 11 of upper secondary school may know what ''classroom life and learning with its components such as importance of teamwork and collaboration; global collaboration projects; challenges for teamwork and collaboration'' 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, Teamwork, collaboration, importance of teamwork, importance of collaboration, global projects, global collaboration projects, challenges, challenges for teamwork, challenges for collaboration., The target concept of this theme ''personal life and well-being with its components such as dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' 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 11 of upper secondary school may know what ''personal life and wellbeing with its components such as dietary practices and trends; the impact of social media on self-esteem and body image; managing screen time and digital detox for personal well-being'' mean, Traditional education, modern education, comparing traditional and modern education, education challenges, challenges in modern world, education challenges in modern world, technology, impact of technology, impact of technology on education, national days, national celebrations. |
|---|
evrakburada