| İçerik Çerçeveleri | CLASSROOM LIFE & LEARNING
Sub-themes: “Challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning”.
Vocabulary for classroom challenges and improving the environment: Nouns: Disruption, engagement, focus, miscommunication, attention span, distraction, motivation, participation, conflict. Verbs: To resolve, to manage, to prevent, to hinder, to encourage, to limit, to distract, to foster, to collaborate. Adjectives: Productive, disruptive, collaborative, stimulating, challenging, supportive, conducive, focused, inconsistent. Vocabulary for online learning: Nouns: Virtual, digital platform, e-learning, remote, webinar, access, connectivity, screen time, technical issues. Verbs: To attend (online), to participate, to interact, to attend a webinar, to stream, to navigate. Adjectives: Interactive, flexible, convenient, isolating, impersonal, accessible, time-saving, streamlined.
Vocabulary for traditional learning: Nouns: In-person, classroom setting, face-to-face interaction, peer feedback, lecture, discussion, hands-on. Verbs: To attend (in person), to engage, to participate, to present, to brainstorm. Adjectives: Engaging, social, supportive, dynamic, structured, challenging, time-consuming, stimulating, inconsistent.
Vocabulary for comparison and analysis: Nouns: Pros and cons, advantages and disadvantages, benefits, drawbacks, effectiveness, efficiency, convenience, adaptability. Adverbs: Effectively, practically, responsively, actively, consistently, substantially, ideally, remarkably, potentially, efficiently.
Can for Probability: (You can be seen by the doctor if you are ill).
Could for Probability: (The lake could be seen from this point).
May, Might for Probability: (Rain might be expected later today).
“Could” for Deduction or Speculation: (The town could be located far from here).
“Need” for Necessity: (You need to see a doctor soon).
“Needn’t” for Obligation: (Staff meetings needn’t organised by him).
“Must” vs Have to: (She must be called for giving the news).
“Should” for Giving Advice: (This medicine shouldn’t be given to the old patient).
“Must/Can’t” for Deduction: (He can’t be employed as a chef).
The Simple Past Tense and the Present Perfect Tense - “Be able to” for Ability: (I was able to drive. I have been able to drive).
Verbs Followed by Bare Infinitives such as “I’d rather, Had better”, etc.: (I’d rather study at home than go to the library).
Verbs Followed by “To + Gerund” such as help, look forward, etc.: (I can’t help feeling excited about the new project).
Verbs Followed by “Infinitives” such as think about, make me, hope, advise, manage, mind, etc.: (She advised me to take a break after the exam).
“Can” for Probability: (I can come and see you if you like).
“Could” for Probability: (We could see the lake from this spot).
“May, Might” for Probability: (It might rain).
“Could” for Deduction or Speculation: (The lake could be far from here.).
“Need” for Necessity: (You need to see a doctor soon).
“Needn’t for Obligation: (You needn’t go to the staff meetings).
“Must vs Have to”: (I must phone her. I have some good news).
“Should” for Giving Advice: (You shouldn’t be here now).
“Must/Can’t” for Deduction: (She must be a chef. She can’t be a policeman).
Use of Passive Voice with Modals: Expressing possibilities, obligations, permissions, or necessities in situations where the focus is on the action or its receiver rather than the doer.
Use of the Simple Past Tense and the Present Perfect Tense - “Be able to” for Ability: Expressing past or present ability to do something, often emphasising the achievement of specific tasks or situations.
Use of “Bare Infinitives” with Verbs like “I’d rather” and “Had better”: Expressing preferences, advice, or recommendations with a sense of urgency or immediacy.
Use of “To + Gerund” with Verbs like “help” and “look forward to”: Expressing actions or intentions with a focus on anticipation, assistance, or ongoing activities.
Use of “Infinitives” with Verbs like “think about”, “make me”, “hope”, “advise”, “manage”, and “mind”: Expressing thoughts, intentions, emotions, and actions directed toward a specific purpose or outcome.
*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.
Think outside the box and find something different!
The project was finished behind closed doors!
I drew a blank when the teacher asked me a question!
We hit a brick wall while writing our story!
a, b, c, d
Vowel: a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/)
Consonants: b, c, d
b: (/b/), silent /b/); c: (/si/, /k/, /tʃ/, /z/, silent /c/); d: (/d/), silent /d/)
*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.
PERSONAL LIFE & WELL-BEING
Sub-themes: “Self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion”.
Vocabulary for self-care and mindfulness for well-being: Nouns: Relaxation, mindfulness, self-awareness, stress management, well-being, balance, focus, self-compassion, mental health, inner peace, breathing exercises, positive thinking, emotional resilience, self-care routine. Verbs: To relax, to breathe deeply, to reflect, to unwind, to focus, to manage stress, to practice mindfulness, to release tension, to heal, to recharge. Adjectives: Calm, centred, relaxed, peaceful, mindful, resilient, self-aware, balanced, focused, compassionate, refreshed. Adverbs: Calmly, peacefully, mindfully, positively, emotionally.
Vocabulary for creating a personal wardrobe and sustainable fashion: Nouns: Fashion, sustainability, ethical fashion, upcycling, capsule wardrobe, versatile pieces, eco-friendly, conscious consumerism, slow fashion, fabrics, tailoring, style, trends, fashion choices. Verbs: To create, to design, to upcycle, to recycle, to customise, to purchase sustainably, to invest in, to choose consciously, to reduce waste, to shop ethically, to mix and match, to style, to declutter. Adjectives: Sustainable, eco-friendly, versatile, timeless, fashionable, ethical, second-hand, minimalist, classic, stylish, conscious, durable, customisable. Adverbs: Consciously, sustainably, ethically, thoughtfully.
Passive Voice of Past Tenses for Narration and Daily Conversations: (The concept of mindfulness was introduced to me by a friend).
Revision of the Past Tenses (The Simple Past Tense, the Past Progressive Tense, the Past Perfect Tense, the Past Perfect Progressive Tense): (I started practicing mindfulness last year. She had designed her own clothes before she joined a fashion course).
Use of Passive Voice of Past Tenses for Narration and Daily Conversations: Describing past events or situations with a focus on the action or outcome, often used to emphasise the recipient of the action in storytelling, explanations, or casual discussions.
Use of Revision of the Past Tenses (The Simple Past Tense, the Past Progressive Tense, the Past Perfect Tense, the Past Perfect Progressive Tense): Revising mixed past events or action in different contexts.
Let’s recharge our batteries. We’re so tired!
I will take a walk to clear my head!
Out with the old, in with the new for eco-friendly outfits!
Go the extra mile by using only recycled fabrics!
Intonation for positive statements, negative statements, questions, and question tags. |
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| Öğrenme Çıktıları | ENG.8.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on “classroom life and learning with challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning”.
ENG.8.2.L2. Students can bring together the information in the current content on “classroom life and learning with challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning”.
ENG.8.2.L3. Students can make sense of and derive meaning from the current content on “classroom life and learning with challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning”.
ENG.8.2.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 challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning” in relation to themselves or others, both individually and/or with others.
ENG.8.2.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 challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning” to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.8.2.R1. Students can prepare for reading the content on “classroom life and learning with challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning” efficiently and effectively.
ENG.8.2.R2. Students can bring information together about the current content on “classroom life and learning with challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning” through skimming, scanning and detailed reading.
ENG.8.2.R3. Students can make sense of and derive meaning from the current content on “classroom life and learning with challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning”.
ENG.8.2.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 challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning” in relation to themselves or others, both individually and/or with others.
ENG.8.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “classroom life and learning with challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.8.2.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 challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.8.2.W1. Students can prepare for writing efficiently and accurately based on the current content about “classroom life and learning with challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning”.
ENG.8.2.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 challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning”.
ENG.8.2.W3. Students can construct new written content on “classroom life and learning with challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning” based on their understanding of the model(s) provided.
ENG.8.2.W4. Students can practise producing written content based on the current theme “classroom life and learning with challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning”.
ENG.8.2.W5. Students can engage in the process of writing related to the content on “classroom life and learning with challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning”.
ENG.8.2.W6. Students can reconstruct their writing about the current theme on “classroom life and learning with challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning” to communicate effectively about it.
ENG.8.2.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 challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning” in relation to themselves or others, both individually and/or with others.
ENG.8.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “classroom life and learning with challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning”.
ENG.8.2.S2. Students can analyse and understand the model content related to “classroom life and learning with challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning” to support the production of spoken language.
ENG.8.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on “classroom life and learning with challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning”.
ENG.8.2.S4. Students can construct meaningful spoken content about “classroom life and learning with challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning” through efficient and meaningful practice.
ENG.8.2.S5. Students can reconstruct the information about “classroom life and learning with challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning” when communicating with others.
ENG.8.2.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 challenges in the classroom and improving classroom environment; pros and cons of online learning and traditional learning” in relation to themselves or others, both individually and/or with others.
ENG.8.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on “personal life and well-being with self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion”.
ENG.8.3.L2. Students can bring together the information in the current content on “personal life and well-being with self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion”.
ENG.8.3.L3. Students can make sense of and derive meaning from the current content on “personal life and well-being with self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion”.
ENG.8.3.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 self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion” in relation to themselves or others, both individually and/or with others.
ENG.8.3.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 self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion” to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.8.3.R1. Students can prepare for reading the content on “personal life and well-being with selfcare and mindfulness for well-being; creating a personal wardrobe and sustainable fashion” efficiently and effectively.
ENG.8.3.R2. Students can bring information together about the current content on “personal life and well-being with self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion” through skimming, scanning, and detailed reading.
ENG.8.3.R3. Students can make sense of and derive meaning from the current content on “personal life and well-being with self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion”.
ENG.8.3.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 selfcare and mindfulness for well-being; creating a personal wardrobe and sustainable fashion” in relation to themselves or others, both individually and/or with others.
ENG.8.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “personal life and well-being with self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.8.3.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 self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.8.3.W1. Students can prepare for writing efficiently and accurately based on the current content about “personal life and well-being with self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion”.
ENG.8.3.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 self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion”.
ENG.8.3.W3. Students can construct new written content on “personal life and well-being with self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion” based on their understanding of the model(s) provided.
ENG.8.3.W4. Students can practise producing written content based on the current theme “personal life and well-being with self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion”.
ENG.8.3.W5. Students can engage in the process of writing related to the content on “personal life and well-being with self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion”.
ENG.8.3.W6. Students can reconstruct their writing about the current theme on “personal life and wellbeing with self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion” to communicate effectively about it.
ENG.8.3.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 self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion” in relation to themselves or others, both individually and/or with others.
ENG.8.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “personal life and well-being with self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion”.
ENG.8.3.S2. Students can analyse and understand the model content related to “personal life and wellbeing with self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion” to support the production of spoken language.
ENG.8.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on “personal life and well-being with self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion”.
ENG.8.3.S4. Students can construct meaningful spoken content about “personal life and well-being with self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion” through efficient and meaningful practice.
ENG.8.3.S5. Students can reconstruct the information about “personal life and well-being with self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion” when communicating with others.
ENG.8.3.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 self-care and mindfulness for well-being; creating a personal wardrobe and sustainable fashion” in relation to themselves or others, both individually and/or with others. |
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