8. sınıf İngilizce eylül ayı Maarif Model ders raporu: School Life & Education teması, 24 öğrenme çıktısı (ENG.8.1.L1–ENG.8.1.W1). Bilgilerinizle dolu Word.
| Öğrenme Alanları ve Temalar | 1. Tema: School Life & Education |
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| İçerik Çerçeveleri | SCHOOL LIFE & EDUCATION
Sub-themes: school events and celebrations (sports, music, drama); developing the environment; “national days and celebrations”
Nouns: A goal, an instructor, a musician, a script, a performance, a costume, a curtain, an event, a stage.
Verbs: To perform, to drop, to hit, to throw (a ball), to catch (a ball), to arrange, to set (the stage), to participate, to decorate, to announce, to achieve.
Adjectives: Able, classical, extreme, musical, deep, fit, competitive, determined, talented, entertaining, powerful.
Nouns: The environment, respect, responsibility, safety, communication, friendship, achievement, a volunteer, percent.
Verbs: To care, to collect, to develop, to expect, to plant, to behave, to encourage, to participate, to respect, to care (for), to protect.
Adjectives: Responsible.
Adverbs: Responsibly.
*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.
The Simple Present Tense versus Present Progressive Tense: (The instructor announces the names of the performers every year during the festival. The students are decorating the hall for the upcoming drama performance).
Obligation with must: (You must respect the environment and plant trees to keep the area clean).
Prohibition with mustn’t: (Students mustn’t drop litter during school celebrations).
“Must” vs have to: (I must eat something. I have to pass an English test).
“Can” to ask for permission: (Can I leave now?)
“Can” for possibility: (Volunteers can plant trees to protect the environment.)
Question tags for modals: (You must care for the environment, mustn’t you? We can arrange the performance for next week, can’t we?)
Use of the Simple Present Tense vs Present Progressive Tense: Distinguishing regular actions, habits, general truths, permanent situations, and actions happening at the moment of speaking, and temporary activities.
Use of “must” (obligation): Expressing necessity or duty.
Use of “mustn’t” (prohibition): Expressing prohibition or restrictions.
Use of “must” vs “have to”: Expressing strong internal obligation and expressing external obligation.
Use of “can” (permission): Requesting permission.
Use of “can” (possibility): Expressing ability or possibility.
Our new project will be world class!
Think outside the box to come up with a creative idea!
It’s hard to keep my head above the water with all these exams!
Intonation of positive statements |
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| Öğrenme Çıktıları | ENG.8.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.L2. Students can bring together the information in the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.L3. Students can make sense of and derive meaning from the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.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 school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.8.1.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 school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.8.1.R1. Students can prepare for reading the content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” efficiently and effectively.
ENG.8.1.R2. Students can bring information together about the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” through skimming, scanning, and detailed reading.
ENG.8.1.R3. Students can make sense of and derive meaning from the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.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 school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.8.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.8.1.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 school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”, after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.8.1.W1. Students can prepare for writing efficiently and accurately based on the current content about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.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 school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.W3. Students can construct new written content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” based on their understanding of the model(s) provided.
ENG.8.1.W4. Students can practise producing written content based on the current theme “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.W5. Students can engage in the process of writing related to the content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.W6. Students can reconstruct their writing about the current theme on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” to communicate effectively about it.
ENG.8.1.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 school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.8.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.S2. Students can analyse and understand the model content related to “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” to support the production of spoken language.
ENG.8.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations”.
ENG.8.1.S4. Students can construct meaningful spoken content about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” through efficient and meaningful practice.
ENG.8.1.S5. Students can reconstruct the information about “school life and education with school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” when communicating with others.
ENG.8.1.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 school events and celebrations (sports, music, drama); developing the environment; national days and celebrations” 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. OpenMindedness
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. 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 |
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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
V19. Patriotism
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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| Anahtar Kavramlar | School events, celebrations (sports, music, drama), school events and celebrations, the environment, developing the environment, national days, celebrations, national days and celebrations. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students will work in teams to plan and write the proposal for a new event or celebration for their school that combines creativity and environmental awareness. They can choose from categories such as sports, music, or drama and integrate a theme focused on developing the school environment. For example, they might propose a “Green Drama Festival” where performances centre around environmental protection or a “Sustainable Sports Day” with eco-friendly practices like recycling stations and tree planting. Students will prepare a presentation outlining their event’s purpose, schedule, and expected outcomes, emphasising how it fosters school spirit and contributes to a better environment. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. |
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Eylül ayında 8. sınıf İngilizce dersinde, Türkiye Yüzyılı Maarif Modeli ilkeleri doğrultusunda “School Life & Education” teması üzerinde çalışıldı. Tema kapsamında “school events and celebrations (sports, music, drama)”, “developing the environment” ve “national days and celebrations” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.8.1.L1, ENG.8.1.L2, ENG.8.1.L3 ve ENG.8.1.L4) öğrenciler dinledikleri ve izledikleri kısa metinlerde ana fikri ve ayrıntıları belirledi. Okuma becerisine yönelik çalışmalarda (ENG.8.1.R1, ENG.8.1.R2, ENG.8.1.R3 ve ENG.8.1.R4) öğrenciler görsellerle desteklenen metinler üzerinde okuma çalışmaları yaptı. Konuşma becerisine yönelik çalışmalarda (ENG.8.1.S1, ENG.8.1.S2, ENG.8.1.S3, ENG.8.1.S4, ENG.8.1.S5 ve ENG.8.1.S6) öğrenciler hedef ifadeleri kullanarak kısa diyaloglar kurdu ve sınıf önünde kendini ifade etti. Yazma becerisine yönelik çalışmalarda (ENG.8.1.W1–ENG.8.1.W7) öğrenciler hedef sözcük ve yapılarla kısa cümleler ve metinler yazdı. Sesletim becerisine yönelik çalışmalarda (ENG.8.1.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.8.1.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.8.1.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (School events, celebrations (sports, music, drama), school events and celebrations, national days, celebrations) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.8.1.L1–ENG.8.1.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevi olarak programda önerilen çalışma uygulandı: “Students will work in teams to plan and write the proposal for a new event or celebration for their school that combines creativity and environmental awareness.” Öğrenciler hazırladıkları ürünleri sınıfta İngilizce olarak sundu ve arkadaşlarından geri bildirim aldı. Öğrencilerden School events, celebrations (sports, music, drama), school events and celebrations sözcüklerini içeren kısa bir sözcük defteri veya görsel sözlük hazırlamaları istendi.
Ön değerlendirmede öğrencilerin önceki yıllarda öğrendikleri sözcük ve yapıları hatırlama düzeyleri kısa soru-cevap ve görsel eşleştirme etkinlikleriyle belirlendi. 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 selfreflection skill (SELS1.3) becerileri gözlemlendi. Değerlendirme sonuçlarına göre öğrencilere zamanında ve yapıcı geri bildirim verildi.
Programda belirtilen amaç doğrultusunda çalışıldı: “To talk about sports, music or drama competitions, events or celebrations in English by using the target vocabulary and grammar.” “Role-play The class is divided into pairs” etkinliği uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu.
Desteğe ihtiyaç duyan öğrenciler için hedef sözcükler görsel kartlar ve kısmen doldurulmuş çizelgelerle yeniden çalışıldı; akran desteğiyle öğrenme sürecine katılımları sağlandı.
Eylül ayı boyunca 8. sınıf İngilizce dersinde “School Life & Education” teması kapsamında 24 öğrenme çıktısı (ENG.8.1.L1–ENG.8.1.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. 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. Ön değerlendirme sonuçları dikkate alınarak etkinlikler öğrencilerin hazırbulunuşluk düzeylerine göre farklılaştırıldı. Gelecek ay ENG.8.2.L1, ENG.8.2.L2 ve ENG.8.2.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Bu ay yürütülen çalışmalar, öğrencilerin bütüncül gelişimini destekleyen nitelikte tamamlandı.
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