| İçerik Çerçeveleri | SCHOOL LIFE & EDUCATION
Sub-theme: School rules; people, roles and responsibilities at school; school routines; national and religious days, festivals, and celebrations
Nouns: An agency, a debate, a defeat, defence, a failure, a finalist, a mission, motivation, a goal, an obstacle, a peer, a pitch, a proposer, a referee, a reward, registration, a rehearsal, a replay, an opponent, a semi-finalist, a slogan, a spectator, a tournament, a victory, a challenge, a committee.
Verbs: To oppose, to accompany, to cancel, to defeat, to register, to reward, to overcome, to shoot, to assign, to participate.
Adjectives: Festive, opposing, offensive, amusing, charming, miserable, well-argued, rewarding.
Nouns: Accessibility, aid, discipline, diversity, infrastructure, joy, leadership, mentorship, a permit, a procedure, silence, disappointment, an animation, output, confusion, conservation.
Verbs: To aid, to enhance, to implement, to innovate, to inspire, to obey, to permit, to redesign, to prioritise, to transform, to distract, to encourage.
Adjectives: Engaging, motivating, diverse, inspiring, effective, competitive. Adverbs: Thoughtfully.
The Simple Present Tense (like, prefer, understand, want, need, know, mean, believe, remember, forget) versus The Present Progressive Tense: (I always study for my exams very hard. I am studying for the English exam right now).
Adverbs of Frequency (always, never, seldom, sometimes, often, etc.): (Participants always follow the rules of the competition).
“May and Might” for Polite Requests: (May I participate in the competition as a finalist this year?).
“Can and Could” for Polite Requests: (Can you please help me with the decoration? Could we change the infrastructure for better accessibility for participants?)
Question Tags: (You want to watch the final match, don’t you?)
Articles and Quantifiers (a, an, the, zero article, one): (I need a volunteer to assist with the decorations).
“Shall” for Polite Requests: (Shall we review the rules before the final debate begins?).
Use of the Simple Present Tense (like, prefer, understand, want, need, know, mean, believe, remember, forget) vs the Present Progressive Tense: Discriminating regular actions, general truths, or habits and ongoing actions or situations.
Use of Adverbs of Frequency (always, never, seldom, sometimes, often, etc.): Describing the frequency of an action, state, or event. -Use of “May and Might” for Polite Requests: Making polite requests.
Use of “Can and Could” for Polite Requests: Making polite requests.
Use of “Question Tags”: Confirming positive or negative ideas.
Use of “Articles and Quantifiers” (a, an, the, zero article, one): Defining the specificity, generality and amount of nouns.
Use of “Shall” for Polite Requests: Making polite requests.
*National and Religious Days, Festivals and Celebrations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”.
*(Relevant language content and (communicative) activities related to these national and religious days, festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.)
*Local Cultural, Social, and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table for this section is provided in the introduction to the whole English Language Curriculum.
Our headmaster manages our school by the book!
Let’s study hard and ace all tests at school!
We’re in the right state before the debate!
Stop messing around! We’ve got a lot of work to do for the competition.
Intonation of positive statements
*No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme.
CLASSROOM LIFE & LEARNING
Sub-themes: Preferences for learning activities; preferences for learning technologies
Nouns: An illustration, a concept, brainstorming, an exploration, feedback, a principle, a rhythm, an evaluation, necessity, a preference, creativity, preparation, a reward, a mission, a partnership, an objective, an optimist.
Verbs: To accomplish, to adapt, to boost, to brainstorm, to cope, to clarify, to establish, to evaluate, to fulfil, to hesitate, to outline, to pursue, to secure, to seek.
Adjectives: Reflective, visual, memorable, satisfied.
Nouns: Courage, feedback, a monitor, a mouse pad (mat-AmE), an instruction, a bug, a folder, a webcam, a touchscreen, volume, a database, electronics, a password, an interaction, an innovation, popularity, accessibility, practicality.
Verbs: To edit, to install, to inform, to navigate, to personalise, to select, to monitor.
Adjectives: Efficient, willing, virtual, super, technological, flexible, innovative, complicated, limited, handheld, user-friendly, immersive, cutting edge. Adverbs: Efficiently.
The Simple Present Tense for the Future: (The teacher clarifies the rules of the competition at the beginning of the lesson tomorrow).
The Present Progressive for the Future: (They are accomplishing their goals by the end of the week).
The Present Progressive Tense with “Always”: (She is always adapting to new challenges with a reflective mindset.).
Question Tags with the Simple Present Tense for the Future and The Present Progressive Tense for Future: (The school organises an evaluation session tomorrow, doesn’t it?) (The school is organising an evaluation session tomorrow, isn’t it?)
Adjectives with “-ed and -ing”: (The rewarding experience made the participants feel truly fulfilled). -Correlative Conjunctions: (“Either”, “Neither) and Elliptical Responses: “So do I”, “I hope so”, etc.) (Neither the preparation nor the brainstorming boosts maximum creativity without teamwork).
Don’t let your mind wander but focus!
Take turns and play fair! The other team is out of our league!
Intonation of negative statements
Use of the Simple Present Tense for the Future: Describing scheduled future events fixed with timetables or plans.
Use of the Present Progressive Tense for the Future: Describing planned future actions that are already arranged or decided.
Use of the Present Progressive Tense with “always”: Describing actions that cause irritation.
Use of “Question Tags” for related tenses: Confirming or clarifying information.
Use of “Adjectives” with “-ed vs -ing” ending: -ing: Describing the thing or situation that causes the feeling. With -ed: Describes how a person feels as a result of that thing or situation.
Use of “Correlative Conjunctions (either, neither)”: Describing two alternatives or a negative choice between two alternatives.
Use of Elliptical responses (So do I, I hope so etc.): Giving brief answers in a conversation to avoid unnecessary repetition. |
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| Öğrenme Çıktıları | ENG.6.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” carefully.
ENG.6.1.L2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to)/ watching it.
ENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to)/watching it carefully.
ENG.6.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
ENG.6.1.P1. Students can select and use the target phonological elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
ENG.6.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
ENG.6.1.R2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.6.1.R3. Students can make meaning of / derive meaning from the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully.
ENG.6.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.6.1.V1. Students can select and use the target vocabulary of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.6.1.G1. Students can select and use the target grammatical elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.6.1.W1. Students can get ready for the writing-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
ENG.6.1.W2. Students can understand the model/example for the writing task about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
ENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.
ENG.6.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
ENG.6.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.
ENG.6.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.6.1.S1. Students can get ready for speaking-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
ENG.6.1.S2. Students can use the model/example for producing verbal content about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”.
ENG.6.1.S3. Students can organise a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.6.1.S4. Students can construct a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.
ENG.6.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.
ENG.6.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” carefully.
ENG.6.2.L2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it.
ENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through significant details by listening (to)/watching it carefully.
ENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
ENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
ENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
ENG.6.2.R2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully.
ENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others.
ENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
ENG.6.2.W2. Students can understand the model/example for the writing task about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
ENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided.
ENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
ENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.
ENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others.
ENG.6.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
ENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”.
ENG.6.2.S3. Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically.
ENG.6.2.S4. Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically.
ENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people.
ENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people in relation to themselves or others, both individually and/or with others. |
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