7. sınıf Çoklu Yabancı Dil Eğitim Modeli İngilizce ekim ayı Maarif Model ders raporu: School Life & Education, Classroom Life & Learning teması, 48 öğrenme…
| Öğrenme Alanları ve Temalar | 1. Tema: School Life & Education
2. Tema: Classroom Life & Learning |
|---|
| İçerik Çerçeveleri | Nouns: Academic freedom, an applicant, a banner, joy, a playing field, pride, a prize giving, a register, a sponsor, approval, a torchlight, disappointment, a debate, a workshop, a procession, a contest.Verbs: To sponsor, to disappoint.Adjectives: Breathtaking, fascinated, curious, exhausting, passionate.
Nouns: Educational trips, sports-related trips, an expectation, an amusement park, a backpack (a rucksack-AmE), a cruise, a desk clerk, hillwalking, a lounge, a resort, a room service, a sunscreen, a travel agency, a travel agent, a bus lane, a deck, an e-ticket, a fare, an inspector, a rail, a terminal, a billboard,a crossroads, a mountain-bike, a pavement, a rowing boat, a boarding card.
Verbs: To inspire, to accommodate, to backpack, to immerse, to negotiate, to prioritise, to reschedule.
Adjectives: Adventurous, memorable, enjoyable, challenging, unforgettable, sandy.
Present Tenses used for Narration (The Simple Present Tense, The Present Progressive Tense, The Present Perfect Tense, The Present Perfect Progressive Tense): (The school hosts various competitions every year. We are staying in a resort this weekend for a memorable school trip. The teachers have taken the students to educational trips to museums this year. They have been visiting many museums happily since this morning, learning new things at each stop). - “Is used to”, “Get used to” (in all present tenses): (The new students are getting used to/have got used to/have been getting used to/the pressure of academic competitions). - “Conjunctions (As soon as, still, so far, not only, whatsoever)”: (So far, the students have been successful in all of their school competitions). -Complex Question Tags: (The school has organised many competitions this year, hasn’t it?) Functions of the Grammatical Structures in Use: -Use of Present Tenses for Narration (The Simple Present Tense, The Present Progressive Tense, The Present Perfect Tense, The Present Perfect Progressive Tense): They are often used in narration to describe ongoing actions, habitual events, or past actions with relevance to the present. -Use of “ Is used to”, “Get used to” in all Present Tenses: They are used to describe habits, routines, or the process of adjustment to something new. -Use of “Conjunctions” (As soon as, still, so far, not only, whatsoever): Linking the actions or ideas. -Use of “Complex Question Tags”: Expressing verification or confirmation. *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.
Break time is over!
I’m first in the queue for lunch!
Can we have a golden time today as we worked hard on the science project?
We passed the test at last! We nailed it!
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: “Learning difficulties and problems for teenagers; healthy classroom atmosphere for peaceful learning”
Nouns: An accent, accuracy, a resolution, a revision, deadline, evaluation, an exposure, a component, motivation, anxiety, dyslexia, self-esteem, a special app, an awareness, a diary.
Verbs: To accomplish, to cope, to disappoint, to assess, to adapt, to overcome, to struggle, to interact, to submit. Adjectives: Skilled, complicated, challenging, distracted, engaging, motivated, overwhelmed, complex.
Nouns: Tension, enthusiasm, conflict, resolution, disagreement, expectation, participation, diversity, interaction, trust, motivation, a suggestion.
Verbs: To demonstrate, to engage, to edit, to embrace, to enhance, to interact, to implement, to maintain, to motivate, to resolve, to regulate, to raise, to support, to observe, to mean, to simplify.
Adjectives: Amusing, engaging, tone, motivated, maintaining, stunning, detailed, dramatic, humorous, suitable.
Adverbs: Appropriately.
Target Grammatical Structures in Use: -Passive Voice in Present Tenses: (An evaluation of the students’ accuracy is conducted by the teacher). - “Shall” for suggestions: (Shall we embrace more engaging activities to increase motivation and participation in the classroom?) - “Causatives”: To have something done: (The teacher has the classroom’s tone regulated to reduce tension).
Functions of the Grammatical Structures in Use: -Use of Passive Voice in Present Tenses: Describing actions, events, or processes where the focus is on the activity or outcome rather than the person performing the action. -Use of “Shall” for suggestions: Proposing ideas or seeking agreement to make suggestions. -Use of “Causatives”: To have something done: Describing situations arranged for someone else to perform a task or service.
*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-alAdha)”.
*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.
Target Social Language in Use: That’s a brilliant idea! I’ll back you up on this task! Can we take a brain break?
Target Phonological Sounds in Use: - Intonation of negative 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. |
|---|
| Öğrenme Çıktıları | ENG.7.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.
ENG.7.1.L2. Students can bring together the information in the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.
ENG.7.1.L3. Students can make sense of and derive meaning from the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.
ENG.7.1.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.7.1.P1. Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.7.1.R1. Students can prepare for reading the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” efficiently and effectively.
ENG.7.1.R2. Students can bring information together about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” through skimming, scanning and detailed reading.
ENG.7.1.R3. Students can make sense of and derive meaning from the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.
ENG.7.1.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.7.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.7.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.7.1.W1. Students can prepare for writing efficiently and accurately based on the current content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.
ENG.7.1.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.
ENG.7.1.W3. Students can construct new written content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” based on their understanding of the model(s) provided.
ENG.7.1.W4. Students can practise producing written content based on the current theme “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.
ENG.7.1.W5. Students can engage in the process of writing related to the content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.
ENG.7.1.W6. Students can reconstruct their writing about the current theme on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” to communicate effectively about it.
ENG.7.1.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.7.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.
ENG.7.1.S2. Students can analyse and understand the model content related to “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” to support the production of spoken language.
ENG.7.1.S3. Students can prouced meaningful and accurate spoken content related to the current theme on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations”.
ENG.7.1.S4. Students can construct meaningful spoken content about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” through efficient and meaningful practice.
ENG.7.1.S5. Students can reconstruct the information about “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” when communicating with others.
ENG.7.1.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on “school life and education with educational activities, competitions, and celebrations at school; school trips; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.7.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.L2. Students can bring together the information in the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.L3. Students can make sense of and derive meaning from the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.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 difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others.
ENG.7.2.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 difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.7.2.R1. Students can prepare for reading the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” efficiently and effectively.
ENG.7.2.R2. Students can bring information together about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” through skimming, scanning and detailed reading.
ENG.7.2.R3. Students can make sense of and derive meaning from the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.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 difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others.
ENG.7.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.7.2.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 difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.7.2.W1. Students can prepare for writing efficiently and accurately based on the current content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.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 difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.W3. Students can construct new written content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” based on their understanding of the model(s) provided.
ENG.7.2.W4. Students can practise producing written content based on the current theme “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.W5. Students can engage in the process of writing related to the content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.W6. Students can reconstruct their writing about the current theme on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to communicate effectively about it.
ENG.7.2.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 difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others.
ENG.7.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.S2. Students can analyse and understand the model content related to “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” to support the production of spoken language.
ENG.7.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning”.
ENG.7.2.S4. Students can construct meaningful spoken content about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” through efficient and meaningful practice.
ENG.7.2.S5. Students can reconstruct the information about “classroom life and learning with learning difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” when communicating with others.
ENG.7.2.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 difficulties and problems for teenagers, healthy classroom atmosphere for peaceful learning” in relation to themselves or others, both individually and/or with others. |
|---|
| 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 |
|---|
| 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. OpenMindedness
D3.6. Analyticalness
D3.7. Being Systematic
D3.8. Questioning
D3.9. Doubting
D3.10. Critical Perspective |
|---|
| Sosyal-Duygusal Öğrenme Becerileri | SELS1.1. Self-Awareness Skill
SELS1.2. Self-Regulation Skill
SELS1.3. SelfReflection 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 |
|---|
| 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
V19. Patriotism
V20. Benevolence |
|---|
| Okuryazarlık Becerileri | LS1. Information Literacy
LS2. Digital Literacy
LS4. Visual Literacy
LS5. Cultural Literacy
LS6. Civic Literacy
LS7. Data Literacy
LS9. Art Literacy |
|---|
| Disiplinler Arası İlişkiler | Turkish, Maths, Social Studies, Visual Arts, Music, Physical Education and Sports, Technology and Design |
|---|
| 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
CS3.1. DecisionMaking Skill
CS3.3. Critical Thinking Skil |
|---|
| Anahtar Kavramlar | Educational activities, competitions, celebrations, educational activities at school, competitions at school, celebrations at school, school trips, national days, national celebrations., Learning difficulties, problems, teenagers, learning difficulties for teenagers, problems for teenagers, healthy classroom atmosphere, peaceful learning, healthy classroom atmosphere for peaceful learning. |
|---|
| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students will work in pairs or small groups to create a digital or printed brochure displaying their ideal school event. The event will focus on one of the sub-themes: educational activities, competitions, celebrations, or school trips. Students will describe the purpose of the event, key activities, and how it benefits participants. They will include creative elements such as a slogan, a schedule, and visual designs. At the end of the work, students will present their brochures to the class, explaining why their event would be a great addition to school life, and answer questions from their peers. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. |
|---|
Eylül ayında başlanan “School Life & Education” teması ekim ayında da sürdürüldü. Ayın ilerleyen haftalarında “Classroom Life & Learning” temasına başlandı. Tema kapsamında “Educational activities, competitions, and celebrations at school trips” ve “national days and celebrations” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.7.1.L1–ENG.7.2.L4) öğrenciler dinleme/izleme öncesi, sırası ve sonrası etkinliklerle anlamlandırma çalışmaları yaptı. Okuma becerisine yönelik çalışmalarda (ENG.7.1.R1–ENG.7.2.R4) öğrenciler görsellerle desteklenen metinler üzerinde okuma çalışmaları yaptı. Konuşma becerisine yönelik çalışmalarda (ENG.7.1.S1–ENG.7.2.S6) öğrenciler eşli ve grup çalışmalarında hedef dili iletişim amaçlı kullandı. Yazma becerisine yönelik çalışmalarda (ENG.7.1.W1–ENG.7.2.W7) öğrenciler yönlendirilmiş yazma çalışmalarıyla temaya ilişkin kısa ürünler oluşturdu. Sesletim becerisine yönelik çalışmalarda (ENG.7.1.P1 ve ENG.7.2.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.7.1.V1 ve ENG.7.2.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.7.1.G1 ve ENG.7.2.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (Educational activities, competitions, celebrations, educational activities at school, competitions at school, celebrations at school, school trips, national days, Learning difficulties, problems) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.7.1.L1–ENG.7.2.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin ekim ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “The event will focus on one of the sub-themes: educational activities, competitions, celebrations, or school trips.” Öğrenciler hazırladıkları ürünleri sınıfta İngilizce olarak sundu ve arkadaşlarından geri bildirim aldı. Öğrenciler celebrations at school, school trips, national days, Learning difficulties, problems sözcüklerini kullanarak kısa cümleler ve diyaloglar yazdı.
Önceki ayda öğrenilen sözcük ve yapılar ay başında kısa tekrar ve soru-cevap etkinlikleriyle yoklandı; eksik görülen noktalar ay içinde yeniden çalışıldı. Öğrenme kanıtları dereceli puanlama anahtarı, derecelendirme ölçeği, puanlama yönergesi ve akran değerlendirme formu 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 selfreflection skill (SELS1.3) becerileri gözlemlendi. Değerlendirme sonuçlarına göre öğrencilere zamanında ve yapıcı geri bildirim verildi.
Ekim ayında temanın sonraki etkinliklerine geçildi. “The School-Life Adventure” etkinliği uygulandı. Bu öğrenciler hazırladıkları ürünleri İngilizce sunarak akranlarına model oldu. Bu ay ENG.7.1.L1 öğrenme çıktısında hedefe hızla ulaşan öğrencilere çıktıyı farklı bağlamlarda uygulayabilecekleri ileri düzey görevler verildi. ENG.7.1.L2 öğrenme çıktısı kapsamında bu öğrencilerden özgün bir ürün hazırlayıp sınıfla paylaşmaları istendi.
Zorlanan öğrencilerle hedef yapılar kısa ve tekrarlı kalıplar hâlinde, görsel ipuçları ve eşli çalışmalarla yeniden ele alındı. ENG.7.2.S6 öğrenme çıktısında zorlanan öğrenciler için çıktı küçük basamaklara ayrılarak somut örnekler ve akran desteğiyle yeniden çalışıldı.
Ekim ayı boyunca 7. sınıf Çoklu Yabancı Dil Eğitim Modeli İngilizce dersinde “School Life & Education” ve “Classroom Life & Learning” temaları kapsamında 48 öğrenme çıktısı (ENG.7.1.L1–ENG.7.2.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), selfreflection 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. Türkçe, Matematik, Sosyal Bilgiler, Görsel Sanatlar, Müzik, Beden Eğitimi ve Spor, Teknoloji ve Tasarım ile disiplinler arası ilişkiler kurularak konunun farklı boyutları ele alındı. Eylül ayında edinilen öğrenmeler bu ayın etkinlikleri için ön bilgi olarak kullanıldı ve süreç kesintisiz biçimde sürdürüldü. Gelecek ay ENG.7.3.L1, ENG.7.3.L2 ve ENG.7.3.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Genel olarak ekim ayı öğretim süreci programda öngörülen öğrenme çıktıları doğrultusunda tamamlandı.
evrakburada