11. 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: ''Comparing different learning activities and styles; comparing traditional education and modern education with technology''
Nouns: A drill, a workshop, a session, preference, tendency.
Verbs: To promote, to encourage, to impact, to interact, to assure, to enable, to restrict.
Adjectives: Practical, collaborative, monotonous, gradual, impactful, informative, educative, self-confident, flexible.
Nouns: Digital resources, antivirus software, handouts, textbooks, notebooks, distance learning. Verbs: To Access, to update, to distract, to install, to subscribe.
Adjectives: Face-to-face, tech-driven, low-tech, outdated, teacher-centred, student-centred. Phrasal Verbs: To go over, to look into, to fill out, to hand in, to keep up with, to fall behind.
“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.
Will for sudden and spontaneous decisions: (Do you want to drink something? I will drink tea.)
Future Simple vs. Be going to Future: (I am going to use digital resources for my project. I will update my tablet.)
The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered "Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language.
Simple Present Tense for Future: (The interactive competition starts at 9 tomorrow morning.)
Present Progressive for Future: (I am installing antivirus software tomorrow.)
Passive Voice of Future Tenses: (The smart board will be updated next week.)
Will for asking for help: (Will you do this task for me?)
Could for polite requests: (Could you fill out this form, please?)
Use of ‘‘will’’ for sudden and spontaneous decisions: Describing sudden and spontaneous decisions.
Use of the Future Simple vs. Be going to Future: Describing spontaneous decisions, promises, or predictions based on opinions, and planned actions or predictions based on evidence.
Use of the Simple Present Tense for Future: Describing future events that are part of a fixed schedule or timetable.
Use of the Present Progressive for Future: Describing actions that are already planned or decided to take place at a future time.
Use of Passive Voice of Future Tenses: Describing the action that focuses on the action or the receiver of the action in the future.
Use of ‘‘will’’ for asking help: Asking for help.
Use of ‘‘could’’ for polite requests: Asking for polite requests.
I’m up for the new English project!
Don’t make a mountain out of a molehill! Don’t bite off more than you can chew!
Target Phonological Sounds in Use
a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/) Consonants: 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
''Providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''
Nouns: Well-being, a balanced diet, posture, mindfulness, rehabilitation, jogging, massage, calories, vitamins, minerals, protein, therapy.
Verbs: To treat, to stretch, to take care of Adjectives: Strong, adequate.
Nouns: Balance, self-awareness, self-esteem, burnout, loneliness, joy, patience. Verbs: To grow mindset, to fulfil, to overcome, to struggle.
Phrasal Verbs: To cheer up, to back up, to build up, to give up, to carry on, to cope with. Adjectives: Calm, mental.
Adverbs: Positively.
*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 the Simple Past Tense and The Past Progressive Tense: (Vitamins and minerals were included in his balanced diet last month.)
Superlative adjectives (regular, irregular): (His self-esteem was the lowest in the class.)
*About “Background Grammatical Structures in Use”: The “Background Grammatical Structures” in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of “Target Grammatical Structures” without being explicitly taught. These structures are not considered “Target Grammatical Structures” themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language.
Use of The Simple Past vs The Past Progressive Tense: (She did regular exercises every morning. She was cycling to stay fit.)
Use of basic component sentences (…when…) (…while…): (While he was jogging, I was stretching yesterday evening.)
Use of The Simple Past vs The Past Progressive Tense: Describing an action that was completed or an action that was happening at a specific moment in the past.
Use of Basic component sentences (…when…), (…while…): Describing the relationship between two actions that occurred in the past.
Use of Passive Voice of the Simple Past Tense and The Past Progressive Tense: Describing the finished or ongoing action in the past, focusing on the receiver of the action rather than the doer.
Use of Superlative adjectives (regular, irregular): Describing an object which is at the upper or lower limit of a quality of well-being.
It’s important to be in a good frame of mind!
I feel completely burnout because of my heavy workload! Don’t worry, things will get better.
Always keep your chin up!
Vowels: e: (/e/; /i:/, /ə/)
Consonants: f: (/f/), g: (/g/, /dʒ/), h: (/h/) |
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| 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 by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
ENG.11.2.L2. Students can bring together the information in the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
ENG.11.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
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 by comparing different learning activities and styles; comparing traditional education and modern education with technology'' 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 by comparing different learning activities and styles; comparing traditional education and modern education with technology'' 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 by comparing different learning activities and styles; comparing traditional education and modern education with technology'' efficiently and effectively.
ENG.11.2.R2. Students can bring information together about the current content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' 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 by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
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 by comparing different learning activities and styles; comparing traditional education and modern education with technology'' 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 by comparing different learning activities and styles; comparing traditional education and modern education with technology'' 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 by comparing different learning activities and styles; comparing traditional education and modern education with technology'', 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 by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
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 by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
ENG.11.2.W3. Students can construct new written content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' 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 by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
ENG.11.2.W5. Students can engage in the process of writing related to the content on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
ENG.11.2.W6. Students can reconstruct their writing about the current theme on ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' 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 by comparing different learning activities and styles; comparing traditional education and modern education with technology'' 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 by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
ENG.11.2.S2. Students can analyse and understand the model content related to ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' 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 by comparing different learning activities and styles; comparing traditional education and modern education with technology''.
ENG.11.2.S4. Students can construct meaningful spoken content about ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' through efficient and meaningful practice.
ENG.11.2.S5. Students can reconstruct the information about ''classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology'' 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 by comparing different learning activities and styles; comparing traditional education and modern education with technology'' 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 providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.
ENG.11.3.L2. Students can bring together the information in the current content on ''personal life and well- being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.
ENG.11.3.L3. Students can make sense of and derive meaning from the current content on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.
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 providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' 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 providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' 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 providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' efficiently and effectively.
ENG.11.3.R2. Students can bring information together about the current content on ''personal life and well- being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' 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 providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.
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 providing well- being with physical health (body and illnesses); providing well-being with mental and emotional health'' 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 providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' 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 providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'', 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 providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.
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 providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.
ENG.11.3.W3. Students can construct new written content on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' 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 providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.
ENG.11.3.W5. Students can engage in the process of writing related to the content on ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.
ENG.11.3.W6. Students can reconstruct their writing about the current theme on ''personal life and well- being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' 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 providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' 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 providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.
ENG.11.3.S2. Students can analyse and understand the model content related to ''personal life and well- being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' 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 providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''.
ENG.11.3.S4. Students can construct meaningful spoken content about ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' through efficient and meaningful practice.
ENG.11.3.S5. Students can reconstruct the information about ''personal life and well-being with providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' 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 providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' 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, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling |
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| Beceriler Arası İlişkiler | CS2.1. Conflict Resolution Skill
CS2.2. Observation Skill
CS2.3. Summarising Skill
CS2.4. Analysis Skill
CS2.5. Classification Skill
CS2.6. Information Gathering Skill
CS2.7. Comparison Skill
CS2.8. Inquiry Skill
CS2.9. Generalisation Skill
CS2.10. Inference Skill
CS2.11. Observation-Based Prediction Skill
CS2.12. Data-Based Prediction Skill
CS2.13. Structuring Skill
CS2.14. Interpretation Skill
CS2.15. Reflective Thinking Skill
CS2.16.1. Inductive Reasoning Skill
CS2.16.2. Deductive Reasoning Skill
CS2.16.3. Analogical Reasoning Skill
CS2.17. Evaluation Skill
CS2.18. Argumentation Skill
CS2.19. Logical Auditing Skill
CS2.20. Synthesis Skill
CS3.1. Decision-Making Skill
CS3.2. Problem-Solving Skill
CS3.3. Critical Thinking Skill |
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| Anahtar Kavramlar | Generalisations, The target concept of this theme ''classroom life and learning with its components such as comparing different learning activities and styles; comparing traditional education and modern education with technology'' 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 comparing different learning activities and styles; comparing traditional education and modern education with technology'' means but may not know how to say these things in another language if this has not yet been covered in their existing curriculum. However, this existing knowledge in their own language will help them recognise, understand, and learn the new information more easily in a foreign language, in this case English., Key Concepts, Classroom life, learning, comparing different learning activities and styles, traditional education, modern education, comparing traditional education and modern education with technology, technology., The target concept of this theme ''personal life and well-being with its components such as providing well- being with physical health (body and illnesses); providing well-being with mental and emotional health'' 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 ''personal life and well-being with its components such as providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health'' 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, Personal life, well-being, well-being with physical health, body and illnesses, providing well-being with mental and emotional health. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students will create a project titled ''Classroom Life and Learning: Tradition Meets Innovation'' exploring different aspects of learning activities, styles, and educational approaches. First, students will compare various learning activities and personal learning styles, such as auditory, visual, and kinesthetic learning, reflecting on how these styles affect individual and group learning experiences. They will then examine the differences between traditional education methods and modern education enhanced by technology, analysing the benefits and challenges of each approach. Students should include real-life examples, such as traditional lectures versus interactive smart board lessons, or handwritten notes versus digital tools like tablets and apps. The project will consist of a written report and a creative presentation (e.g., a slideshow, video, or poster) that includes comparisons, personal reflections, and visual aids. Students will present their findings in class, showcasing how learning has evolved and how technology can enhance or complement traditional education. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. |
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11. sınıf İngilizce dersinde ekim ayında başlanan “Classroom Life & Learning” teması üzerindeki çalışmalara kasım ayında devam edildi. Ayın ilerleyen haftalarında “Personal Life & Well-Being” temasına başlandı. Tema kapsamında “Comparing different learning activities and styles” ve “comparing traditional education and modern education with technology” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.11.2.L1–ENG.11.3.L4) öğrenciler dinleme/izleme öncesi, sırası ve sonrası etkinliklerle anlamlandırma çalışmaları yaptı. Okuma becerisine yönelik çalışmalarda (ENG.11.2.R1–ENG.11.3.R4) öğrenciler görsellerle desteklenen metinler üzerinde okuma çalışmaları yaptı. Konuşma becerisine yönelik çalışmalarda (ENG.11.2.S1–ENG.11.3.S6) öğrenciler eşli ve grup çalışmalarında hedef dili iletişim amaçlı kullandı. Yazma becerisine yönelik çalışmalarda (ENG.11.2.W1–ENG.11.3.W7) öğrenciler yönlendirilmiş yazma çalışmalarıyla temaya ilişkin kısa ürünler oluşturdu. Sesletim becerisine yönelik çalışmalarda (ENG.11.2.P1 ve ENG.11.3.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.11.2.V1 ve ENG.11.3.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.11.2.G1 ve ENG.11.3.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (understand, Key Concepts, Classroom life, learning, traditional education, modern education, Personal life, well-being, well-being with physical health, body and illnesses) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.11.2.L1–ENG.11.3.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin kasım ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “They will then examine the differences between traditional education methods and modern education enhanced by technology, analysing the benefits and challenges of each approach.” Öğrenciler hazırladıkları ürünleri sınıfta İngilizce olarak sundu ve arkadaşlarından geri bildirim aldı. Öğrenciler understand, Key Concepts, Classroom life, learning, traditional education sözcüklerini kullanarak kısa cümleler ve diyaloglar yazdı.
Ay başında önceki ayın hedef sözcükleri resimli kartlar ve kısa dinleme etkinlikleriyle hatırlatıldı; hatırlanmayan yapılar yeniden çalışıldı. Kasım ayında ENG.11.2.L1–ENG.11.3.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. “Design Your Dream School Programme” etkinliği uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu. Bu ay ENG.11.2.L1 öğrenme çıktısında hedefe hızla ulaşan öğrencilere çıktıyı farklı bağlamlarda uygulayabilecekleri ileri düzey görevler verildi. ENG.11.2.L2 öğrenme çıktısı kapsamında bu öğrencilerden özgün bir ürün hazırlayıp sınıfla paylaşmaları istendi.
“Match & Complete” etkinliği uygulandı. Desteğe ihtiyaç duyan öğrenciler için hedef sözcükler görsel kartlar ve kısmen doldurulmuş çizelgelerle yeniden çalışıldı; akran desteğiyle öğrenme sürecine katılımları sağlandı. ENG.11.3.S6 öğrenme çıktısında zorlanan öğrenciler için çıktı küçük basamaklara ayrılarak somut örnekler ve akran desteğiyle yeniden çalışıldı.
Kasım ayı boyunca 11. sınıf İngilizce dersinde “Classroom Life & Learning” ve “Personal Life & Well-Being” temaları kapsamında 48 öğrenme çıktısı (ENG.11.2.L1–ENG.11.3.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. 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, Beden Eğitimi ve Spor, Görsel Sanatlar, Müzik, Bilişim Teknolojileri ve Yazılım (IT), Counselling ile disiplinler arası ilişkiler kurularak konunun farklı boyutları ele alındı. Ekim ayında edinilen öğrenmeler bu ayın etkinlikleri için ön bilgi olarak kullanıldı ve süreç kesintisiz biçimde sürdürüldü. 16-20 Kasım birinci dönem ara tatili nedeniyle ay üç ders haftasından oluştu; tatil öncesi ve sonrasında öğrenmeler kısa tekrarlarla pekiştirildi. Gelecek ay ENG.11.4.L1, ENG.11.4.L2 ve ENG.11.4.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Bu ay yürütülen çalışmalar, öğrencilerin bütüncül gelişimini destekleyen nitelikte tamamlandı.
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