9. sınıf İngilizce (Hazırlık Sınıflı Okullar) eylül ayı Maarif Model ders raporu: School Life & Education teması, 24 öğrenme çıktısı (ENG.9.1.L1–ENG.9.1.W1). Word.
| Öğrenme Alanları ve Temalar | 1. Tema: School Life & Education |
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| İçerik Çerçeveleri | SCHOOL LIFE & EDUCATION
Sub-themes: "Comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''
Nouns: A schedule, a process, a curriculum, a structure, an evaluation, diversity, a scheme, a separation.
Verbs: To differ, to eliminate, to adapt, to vary, to distinguish.
Adjectives: Compulsory, distinct, diverse, comprehensive, flexible, structural, intense, broad, efficient, distinct, unequal, comparable.
Adverbs: Adequately, appropriately, consequently, considerably, critically, efficiently, extensively, primarily. Phrases for different education systems: Individual learning, critical thinking, an extracurricular activity, global citizenship, a multilingual education.
Vocabulary for comparing different education and school systems: Prepositions: Unlike. Conjunctions: whereas, while. Adverb: Yet.
Prepositional phrases: in comparison, compared to, contrary to.
Adverbial Phrases: on the contrary, in contrast, on the other hand.
Nouns: A school badge, a competition, an award, a tradition, a parade, a debate, a contestant, opening day activities (icebreakers, orientation sessions), an educational excursion, a dance recital, a raffle, an award ceremony.
Verbs: to compete, to perform, to participate, to gather, to present, to volunteer, to host, to support, to cheer.
Adjectives: Annual, traditional, collaborative.
“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.
The Simple Present Tense with certain Verbs: (like, prefer, understand, want, need, know, mean, believe, remember, forget) vs the Present Progressive Tense: (The school wants to organize a book fair. Yet, the students are joining a sports tournament now).
Adverbs of Frequency (always, never, seldom, sometimes, often, etc): (The curriculum always differs from school to school).
''May and Might'' for Polite Requests: (May I see your passport?)
''Can and Could'' for Polite Requests: (Can I see the manager? Could you say it again?)
Articles and Quantifiers (A, an, the, zero article, one): (This international school hosts a folk dance recital every year)
Question Tags with the Simple Present Tense and the Present Progressive Tense: (She is organising an art exhibition, isn’t she?)
''Shall'' for Polite Requests: (Shall we go to the exhibition?)
Use of the Simple Present Tense vs the Present Progressive Tense: Contrasting what usually happens with what is happening now.
Different uses of the Simple Present Tense: (Newspaper Headlines: Schools close on Thursday). (Emphatic Use: I do like my school) (Imperative Use: Every Monday, you stand in line for the assembly).
Use of Adverbs of Frequency: Expressing how often certain activities or routines take place in schools; describing patterns in students’ participation or stress-related issues. -Use of ''May, Might, Can, Could'' for Polite Questions: Asking polite questions.
Use of Articles and Quantifiers (A, an, the, zero article, one): Introducing nouns and providing information about the specificity and countability of nouns.
Use of Question Tags with the Simple Present Tense and the Present Progressive Tense: Confirming or clarifying information.
Use of ''Shall'' for Polite Requests: Offering or proposing politely.
Education is the passport to the future.
Teamwork makes the dream work!
Stay curious, stay hungry for knowledge!
We have different systems, but the goal is the same.
Intonation for positive statements, negative statements, questions, and question tags.
*(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme). |
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| Öğrenme Çıktıları | ENG.9.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.
ENG.9.1.L2. Students can bring together the information in the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.
ENG.9.1.L3. Students can make sense of and derive meaning from the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.
ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.9.1.R1. Students can prepare for reading the content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' efficiently and effectively.
ENG.9.1.R2. Students can bring information together about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' through skimming, scanning and detailed reading.
ENG.9.1.R3. Students can make sense of and derive meaning from the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.
ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
ENG.9.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. a) Students listen to, watch, and/or read the audio, visual, and written current content presented in context that introduces the general use of the target language structures in the current theme.
ENG.9.1.W1. Students can prepare for writing efficiently and accurately based on the current content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.
ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.
ENG.9.1.W3. Students can construct new written content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' based on their understanding of the model(s) provided.
ENG.9.1.W4. Students can practise producing written content based on the current theme ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.
ENG.9.1.W5. Students can engage in the process of writing related to the content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.
ENG.9.1.W6. Students can reconstruct their writing about the current theme on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' to communicate effectively about it.
ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
ENG.9.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.
ENG.9.1.S2. Students can analyse and understand the model content related to ''School life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' to support the production of spoken language.
ENG.9.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations''.
ENG.9.1.S4. Students can construct meaningful spoken content about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' through efficient and meaningful practice.
ENG.9.1.S5. Students can reconstruct the information about ''school life and education with comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; national days and celebrations'' when communicating with others.
ENG.9.1.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 comparing different school systems (local and international) and different education systems; school traditions, events, and celebration activities; 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. 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
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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| 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 ''school life and education with its components such as Comparing different school systems (local and international); comparing different education systems; school traditions, events, and celebration activities; national days and celebrations'' 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 (after prep) year 9 of an upper secondary school may know what ''school life and education with its components such as Comparing different school systems (local and international); comparing different education systems; school traditions, and celebration activities; national days and celebrations'' means, but may not know how to say these things in a foreign 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, School, life, school life, education, school systems, different school systems, local school systems, international school systems, comparing school systems, comparing local and international school systems, education systems, comparing education systems, school traditions, school events, celebration activities, national days, national celebrations. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students will explore the theme ''School Life and Education'' with a specific focus for comparing different school systems (both local and international), different education systems, and also school traditions, events, and celebrations. Students will research and prepare a multimedia presentation by comparing the structure, curriculum, and teaching methods of schools in their country with those in another country of their choice. They will also examine how schools around the world celebrate national days, festivals, and other events. The project will include visual aids such as posters or slides, and also a reflection on how these traditions and systems shape student experiences and learning. Finally, students will offer their own ideas for a new event or celebration that could enrich school life and develop cultural understanding. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. |
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Eylül ayında 9. sınıf İngilizce (Hazırlık Sınıflı Okullar) dersinde, Türkiye Yüzyılı Maarif Modeli ilkeleri doğrultusunda “School Life & Education” teması üzerinde çalışıldı. Tema kapsamında “Comparing different school systems (local and international) and different education systems”, “school traditions, events, and celebration activities” ve “national days and celebrations” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.9.1.L1, ENG.9.1.L2, ENG.9.1.L3 ve ENG.9.1.L4) öğrenciler dinledikleri ve izledikleri kısa metinlerde ana fikri ve ayrıntıları belirledi. Okuma becerisine yönelik çalışmalarda (ENG.9.1.R1, ENG.9.1.R2, ENG.9.1.R3 ve ENG.9.1.R4) öğrenciler görsellerle desteklenen metinler üzerinde okuma çalışmaları yaptı. Konuşma becerisine yönelik çalışmalarda (ENG.9.1.S1, ENG.9.1.S2, ENG.9.1.S3, ENG.9.1.S4, ENG.9.1.S5 ve ENG.9.1.S6) öğrenciler hedef ifadeleri kullanarak kısa diyaloglar kurdu ve sınıf önünde kendini ifade etti. Yazma becerisine yönelik çalışmalarda (ENG.9.1.W1–ENG.9.1.W7) öğrenciler hedef sözcük ve yapılarla kısa cümleler ve metinler yazdı. Sesletim becerisine yönelik çalışmalarda (ENG.9.1.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.9.1.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.9.1.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (events, understand, Key Concepts, School, life, school life, education, school systems, different school systems, local school systems) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.9.1.L1–ENG.9.1.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevi olarak programda önerilen çalışma uygulandı: “Students will explore the theme ''School Life and Education'' with a specific focus for comparing different school systems (both local and international), different education systems, and also school traditions, events, and celebrations.” Görev sürecinde öğrenciler hedef sözcük ve yapıları kullanarak ürünlerini hazırladı ve sınıfla paylaştı. Öğrencilerden events, understand, Key Concepts, School, life 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 self- reflection skill (SELS1.3) becerileri gözlemlendi. Değerlendirme sonuçlarına göre öğrencilere zamanında ve yapıcı geri bildirim verildi.
Programda belirtilen amaç doğrultusunda çalışıldı: “To write about school systems and school traditions in English through a discussion activity by using target vocabulary and grammar.” “School Systems and Events” etkinliği uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu.
Programda belirtilen amaç doğrultusunda çalışıldı: “To describe different school systems and school traditions in English through a matching activity by using target vocabulary.” “Vocabulary and Grammar Booster” etkinliği uygulandı. Desteğe ihtiyaç duyan öğrenciler için hedef sözcükler görsel kartlar ve kısmen doldurulmuş çizelgelerle yeniden çalışıldı; akran desteğiyle öğrenme sürecine katılımları sağlandı.
Eylül ayı boyunca 9. sınıf İngilizce (Hazırlık Sınıflı Okullar) dersinde “School Life & Education” teması kapsamında 24 öğrenme çıktısı (ENG.9.1.L1–ENG.9.1.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), 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. Ön değerlendirme sonuçları dikkate alınarak etkinlikler öğrencilerin hazırbulunuşluk düzeylerine göre farklılaştırıldı. Gelecek ay ENG.9.2.L1, ENG.9.2.L2 ve ENG.9.2.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Genel olarak eylül ayı öğretim süreci programda öngörülen öğrenme çıktıları doğrultusunda tamamlandı.
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