hazırlık sınıfı İngilizce (Hazırlık Sınıflı Okullar) ekim ayı Maarif Model ders raporu: Classroom Life, Personal Life, Family Life teması, 71 öğrenme çıktısı. Word.
| Öğrenme Alanları ve Temalar | 2. Tema: Classroom Life
3. Tema: Personal Life
4. Tema: Family Life |
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| İçerik Çerçeveleri | CLASSROOM LIFE
Sub-themes:''Classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''
Vocabulary for classroom rules and instructions: ''Please listen carefully to the audio and answer the questions'', ''Please work in pairs and discuss the topic'', ''Please raise your hand to speak'', ''Please don’t disturb others in class'', Please be respectful to the teacher and your classmates, ''Please follow the teacher’s instructions'', ''Please pay attention to class activities.'', ''Please complete your homework on time'', ''Please respect everyone’s opinions'', ''Please don’t cheat on tests/exams'', ''Please hand in your homework in time'', ''Please complete your homework for tomorrow'', ''Please underline the new/key words in the text'', ''Please close your books and look at the board'', ''Please don’t talk while your teacher/classmate is talking'', ''Please stay quiet''.
Nouns: A classmate, a desk mate (seatmate-AmE), a monitor, a helper, a peer.
Verbs: To do/to complete homework (assignment-(AmE), to hand in homework (turn in-AmE), to work with (classmates/peers), to follow (rules, instructions), to do the exercises.
Verbs: To teach/to give lessons, to prepare (lesson plans), to check (students’ work), to help (students), to keep (the class organised), to explain (A teacher explains the lesson to the class).
Verbs: To make friends, to feel empathy, to behave politely, to help (each other), to be friendly,to support (each other) (Students share ideas and work together).
Verbs: To learn, to talk, to study, to communicate, to chat, to participate, to attend, to organise, to practise (to practice-AmE), to copy (notes), to solve (a problem).
Nouns: Games, competitions, discussions, activities, dialogues, act-outs. Adverbs of frequency: Normally, generally, regularly, monthly, daily, quietly.
Nouns: A blackboard, a desk, a noticeboard, a projector, a digital screen, a bookshelf printer, a supply box, a rubbish (garbage/trash-AmE) bin, a chair.
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 Curriculum.
The Simple Present Tense (Positive, Negative, and Interrogative Forms): (We always arrive at school at 8 o’clock every day. We don’t / do not always arrive at school at 8 o’clock every day. Do you always arrive at school at 8 o’clock every day?)
The ''Background Grammatical Structures'' in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of ''Target Grammatical Structures'' without being explicitly taught. These structures are not considered ''Target Grammatical Structures'' themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language.
Shall (for suggestion): (Shall we write this together?)
There is/There are (Positive, Negative, and Interrogative Forms): (There is an assembly at school at 9 o'clock. There isn’t / is not an assembly at school at 9 o’clock. Is there and assembly at 9 o’clock at school?) (There are a lot of students in the assembly). (There aren’t any students in the assembly.) (Are there any students in the assembly?)
(Can/Can’t): (Can we work together on this project?) (You can’t start the new project.)
Must/Mustn’t: (You must show respect to your teachers and friends.) (You mustn’t disturb your classmates. They are studying now.)
Imperatives: (Don’t disturb others in class!) (Please help your friends!)
Use of the Simple Present Tense: Describing responsibilities of different roles, daily routines and study routines (in a classroom).
Must: Asking and answering for prohibitions.
Can/can’t: Asking and answering for possibilities.
Use of Imperatives: Giving instructions.
Use of “There is/There are” (present): Describing rules.
Use of “Shall”: Asking for suggestions.
Good job!
Thank you for your help!
I’m grateful for your assistance!
Keep up the good work! What does it mean?
Excuse me, can I speak to you?
Intonation of negative statements
Consonants: c, d
Consonants: c: (/si/, /k/); d: (/d/)
*(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.)
PERSONAL LIFE
Sub-themes: '''Body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''
Vocabulary for body parts: Nouns: A shoulder, an elbow, a wrist, an ankle, a chest, a knee, a forehead, an eyebrow, a leg, hair, a face, an arm, eyes.
Vocabulary for body weight: Nouns: Medium-weight, (body) size. Adjectives: well-built, slim.
Vocabulary for body height: Adjective: Medium-height. Vocabulary for hair colour/shape: Adjectives: Dark, straight, bald, blonde, wavy, curly.
Vocabulary for skin colour: Adjectives: Fair skinned, tan skinned, pale skinned.
Vocabulary for age: Adjectives: Middle-aged, elderly.
Vocabulary for physical appearance: Adjectives: attractive, enormous, weak, strong.
Vocabulary for personality: Adjectives: Active, careful, clever, creative, helpful, intelligent, polite, lovely, serious, lazy, nervous, rude, pleased, stubborn, bossy, confident, clumsy, brave, generous, unhappy, worried, graceful, boring, cheerful, talented, scary. About performance: excellent, successful.
Vocabulary for clothing and dressing: Nouns: A suit, a tracksuit (sweatpants and sweatshirt-AmE), a blouse, a coat, a dress, a jacket, jeans, a jumper (sweater-AmE), a skirt, a cardigan, smart, casual, a headscarf, socks, trainers, (sneakers-AmE), belt, slippers, trousers (pants-AmE).
Vocabulary for clothing style: Adjectives: smart, casual. Vocabulary for describing appearance: Verbs: To look (like), to seem, to put on, to take off, to zip up/down, to fit, to match, to go with (a cloth…)
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.)
The Simple Present Tense (Positive, Negative, and Interrogative Forms): (I go to the park at the weekend. I don’t / do not go to the park at the weekend. Do you go to the park at the weekend?)
The Simple Present Tense (Positive, Negative, and Interrogative Forms): (I always wear my school uniform on weekdays. I don’t/ do not wear my school uniform on weekdays. Do you wear your school uniform on weekdays?) (What does s/he look like? S/He looks very nice). (What kind of person is s/he? S/He is a polite person. / What’s s/he like? S/He’s a very helpful person.)
The Present Progressive Tense (Positive, Negative, and Interrogative Forms): (What are you wearing now? I'm / am wearing a blouse, trousers and a belt. I’m not/ am not wearing a belt now. Are you wearing a belt now?)
The Simple Present Tense versus the Present Progressive Tense: (Positive, Negative, and Interrogative Forms): (I always wear my school uniform on weekdays but I’m / am not wearing it today because we’re / are going on a picnic.) (We visit our grandparents every weekend. We’re / are visiting them today because it's Grandma’s birthday.)
Possessive ''s'': (That is Mary’s house.)
Possessive Pronouns: (my, your, her, his, its, our, your, their.)
Wh- question: Whose…? (Whose blouse, is it? It’s Mary’s blouse.)
Question Tags for the Simple Present Tense: (Doesn’t s/he? Don’t you?) (You go to the school every day, don’t you?)
Question tags for the Present Progressive Tense: (Isn’t it? Are you? Aren’t they? etc.). (It’s / is a nice day, isn’t it?) (You’re /are wearing a uniform today, aren’t you?) Functions of the Background Grammatical Structures in Use: -Use of the Simple Present Tense: Describing daily routines and habits.
Use of the Simple Present Tense: Describing people’s appearances, personality, traits, and routines -Use of the Present Progressive Tense: Describing current appearances, situations, and temporary actions.
Use of ''Wh-Questions'': Whose? Possessive ''s'': Asking about ownership and relations.
Use of Question Tags: Confirming information, encouraging agreement, softening statements.
A heart of gold!
She’s very down- to-Earth!
He’s easy to get along with!
You look amazing!
That colour/outfit/dress suits you well!
This is just a casual look!
Intonation of questions Vowel: e: (/e/; /i:/, /ə/, silent /e/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.)
FAMILY LIFE
Sub-themes: ''Family members, routines of family members, hobbies of family members, relationships in the family''
Nouns: A relative, a sibling, a nephew, a niece, a stepbrother, a stepfather, a stepsister, a stepmother, stepparents, step-siblings, in-laws, father-in-law/mother-in-law/sister-in-law/brother-in-law.
Nouns: A builder, a businessman/ woman, a chemist, a cleaner, a coach, a cook, a dentist, an engineer, an explorer, a tour guide, a journalist, a manager, a mechanic, a musician, a nurse, a painter, a police officer, a receptionist, a shop assistant, a civil engineer, an actor, an actress.
Verbs: To act, to build, to run a business, to direct, to test, to train, to design, to explore, to guide, to report, to manage, to take care (of), to repair/fix, to protect, to meet, to water the plants, take out the rubbish (garbage/trash-AmE), to do the laundry, to make the bed, to set the table, to fit, to match, to go with.
Nouns: a routine, a task, a meeting. Vocabulary for workplaces of family members: Nouns: an office, a factory, a company.
Nouns: A barbecue, a trip, a cruise, a concert, a festival, a museum, a cinema (movie theater-AmE), a campsite, a tent, a gift, a bicycle, a bike, a magazine, a member, a painting, a puzzle, a quiz, a video game.
Verbs: To cycle, to collect, to exercise, to join, to relax, to take photos, to travel, to visit, to sunbathe, to exchange.
Can: (My grandmother can cook amazing meals.)
The Simple Present Tense: (We have dinner together every evening.)
The Present Progressive Tense: (My brother is watching TV in the living room.)
Question Tags (Simple Present and Present Progressive): (They go to the beach every Sunday, don’t they?)
*About ''Background Grammatical Structures in Use'': The ''Background Grammatical Structures'' in this section are not only revisional but also serve as contextual support and contribute to meaning-making. They are intended to be used within the theme to help students grasp the meaning of the language constructed through the use of ''Target Grammatical Structures'' without being explicitly taught. These structures are not considered ''Target Grammatical Structures'' themselves rather they function as a part of the facilitation process, supporting both the target forms and the contexts in which they are used. They provide opportunities for learning through revised and scaffolded language.
The Simple Future Tense (Positive, Negative, and Interrogative Forms): (I think my aunt will visit us tomorrow. I think my aunt won’t / will not visit me tomorrow. Will your aunt visit you tomorrow?)
The Simple Present Tense for the Future (Positive, Negative, and Interrogative Forms): (Our family meeting starts at 7 p.m. every Sunday. Our family meeting doesn’t / does not start at 7 p.m. every Saturday. Does your family meeting start at 7 p.m. every Sunday?)
Be Going to Future Tense (Positive, Negative, and Interrogative Forms): (We’re / are going to visit my grandparents next weekend. We’re not / are not going to visit my grandparents next weekend. Are you going to visit your grandparents next weekend?)
The Present Progressive Tense for the Future (Positive, Negative, and Interrogative Forms): (We’re / are having a family dinner on Friday night. We’re not / are not having a family dinner on Friday night. Are you having a family dinner on Friday night?)
Use of ''Can'': Describing ability
Use of the Simple Present Tense: Describing daily routines, job routines, work tasks, and hobbies of family members.
Use of the Present Progressive Tense: Describing what family members are doing at home and at work now.
Use of the Simple Future Tense: Making predictions, expressing plans or intention, asking about future actions.
Use of the Simple Present Tense for the Future: Talking about scheduled or timetabled events in the future.
Use of ''Be Going to Future'' Tense: Describing planned actions or making predictions based on evidence.
Use of the Present Progressive Tense for the Future: Describing arranged future activities and routines.
My Granddad is the heart of the family.
We always catch up with our relatives during the holidays!
My sister is into music. I’m super close to my mum/dad/sister/brother etc.
My mum is a bookworm.
Consonants: f: (/f/); g: (/g/, /dʒ/) |
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| Öğrenme Çıktıları | ENG.PREP.2.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.
ENG.PREP.2.L2. Students can bring together the information in the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.
ENG.PREP.2.L3. Students can make sense of and derive meaning from the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.
ENG.PREP.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 with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.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 with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.PREP.2.R1. Students can prepare for reading the content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' efficiently and effectively.
ENG.PREP.2.R2. Students can bring information together about the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' through skimming, scanning and detailed reading.
ENG.PREP.2.R3. Students can make sense of and derive meaning from the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.
ENG.PREP.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 with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.2.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.PREP.2.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.PREP.2.W1. Students can prepare for writing efficiently and accurately based on the current content about ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.
ENG.PREP.2.W3. Students can construct new written content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' based on their understanding of the model(s) provided.
ENG.PREP.2.W4. Students can practise producing written content based on the current theme ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.
ENG.PREP.2.W5. Students can engage in the process of writing related to the content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.
ENG.PREP.2.W6. Students can reconstruct their writing about the current theme on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' to communicate effectively about it.
ENG.PREP.2.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.2.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.
ENG.PREP.2.S2. Students can analyse and understand the model content related to ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' to support the production of spoken language.
ENG.PREP.2.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom''.
ENG.PREP.2.S4. Students can construct meaningful spoken content about ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' through efficient and meaningful practice.
ENG.PREP.2.S5. Students can reconstruct the information about ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' when communicating with others.
ENG.PREP.2.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''classroom life with classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.3.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.
ENG.PREP.3.L2. Students can bring together the information in the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.
ENG.PREP.3.L3. Students can make sense of and derive meaning from the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.
ENG.PREP.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 with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.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 with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.PREP.3.R1. Students can prepare for reading the content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' efficiently and effectively.
ENG.PREP.3.R2. Students can bring information together about the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' through skimming, scanning and detailed reading.
ENG.PREP.3.R3. Students can make sense of and derive meaning from the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.
ENG.PREP.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 with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.3.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.PREP.3.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.PREP.3.W1. Students can prepare for writing efficiently and accurately based on the current content about ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.
ENG.PREP.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 with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.
ENG.PREP.3.W3. Students can construct new written content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' based on their understanding of the model(s) provided.
NG.PREP.3.W4. Students can practise producing written content based on the current theme ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.
ENG.PREP.3.W5. Students can engage in the process of writing related to the content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''. a) Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s).
ENG.PREP.3.W6. Students can reconstruct their writing about the current theme on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' to communicate effectively about it.
ENG.PREP.3.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.3.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.
ENG.PREP.3.S2. Students can analyse and understand the model content related to ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' to support the production of spoken language.
ENG.PREP.3.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits''.
ENG.PREP.3.S4. Students can construct meaningful spoken content about ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' through efficient and meaningful practice.
ENG.PREP.3.S5. Students can reconstruct the information about ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' when communicating with others.
ENG.PREP.3.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''personal life with body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.4.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.L2. Students can bring together the information in the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.L3. Students can make sense of and derive meaning from the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.4.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 ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.PREP.4.R1. Students can prepare for reading the content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' efficiently and effectively.
ENG.PREP.4.R2. Students can bring information together about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' through skimming, scanning and detailed reading.
ENG.PREP.4.R3. Students can make sense of and derive meaning from the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.4.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.PREP.4.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''family life with family members, routines of family members, hobbies of family members, relationships in the family'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.PREP.4.W1. Students can prepare for writing efficiently and accurately based on the current content about ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.W3. Students can construct new written content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' based on their understanding of the model(s) provided.
ENG.PREP.4.W4. Students can practise producing written content based on the current theme ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.W5. Students can engage in the process of writing related to the content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''. a) Students review the feedback from the teacher and/or peers critically on their prepared and/or unprepared writing task(s).
ENG.PREP.4.W6. Students can reconstruct their writing about the current theme on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' to communicate effectively about it.
ENG.PREP.4.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.4.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.S2. Students can analyse and understand the model content related to ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' to support the production of spoken language.
ENG.PREP.4.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''family life with family members, routines of family members, hobbies of family members, relationships in the family''.
ENG.PREP.4.S4. Students can construct meaningful spoken content about ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' through efficient and meaningful practice.
ENG.PREP.4.S5. Students can reconstruct the information about ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' when communicating with others.
ENG.PREP.4.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''family life with family members, routines of family members, hobbies of family members, relationships in the family'' 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
V20. Benevolence
V2. Family Integrity
V8. Privacy
V15. Love and Affection |
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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 ''classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' 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 in the preparatory year of an upper secondary school may know what ''classroom rules and instructions; roles, responsibilities and relationships in the classroom; daily and study routines and learning activities in the classroom'' means but may not know how to say these things in another 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, Classroom rules, classroom instructions, classroom rules and instructions, roles, responsibilities, relationships, roles in the classroom, responsibilities in the classroom, relationships in the classroom, daily routines, study routines, learning activities, daily routines in the classroom, study routines in the classroom, learning activities in the classroom., The target concept of this theme ''body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' 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 in the preparatory year of an upper secondary school may know what ''body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits'' means, but may not know how to say these things in another language if this has not yet been covered in their existing curriculum. However, Body parts, physical appearance, clothing, dressing, fashion, preferences, clothing preferences, dressing preferences, fashion preferences, personality, traits., The target concept of this theme ''family members, routines of family members, hobbies of family members, relationships in the family'' 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 in the preparatory year of an upper secondary school may know what ''family members, relationships in the family'' means, Family members, routines, hobbies, relationships in the family. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students write and design ''my ideal classroom with ideal activities'' project. They will describe ideal roles, relationships, routines, and activities for an ideal class and classroom. They will write scripts for each role. In the class, they will act-out these roles. The assignment will be evaluated by using rubrics. |
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Eylül ayında başlanan “Classroom Life” teması ekim ayında da sürdürüldü. Ayın ilerleyen haftalarında “Personal Life” ve “Family Life” temalarına başlandı. Tema kapsamında “Classroom rules and instructions”, “roles, responsibilities and relationships in the classroom” ve “daily and study routines and learning activities in the classroom” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.PREP.2.L1–ENG.PREP.4.L4) öğrenciler dinleme/izleme öncesi, sırası ve sonrası etkinliklerle anlamlandırma çalışmaları yaptı. Okuma becerisine yönelik çalışmalarda (ENG.PREP.2.R1–ENG.PREP.4.R4) öğrenciler görsellerle desteklenen metinler üzerinde okuma çalışmaları yaptı. Konuşma becerisine yönelik çalışmalarda (ENG.PREP.2.S1–ENG.PREP.4.S6) öğrenciler eşli ve grup çalışmalarında hedef dili iletişim amaçlı kullandı. Yazma becerisine yönelik çalışmalarda (ENG.PREP.2.W1–ENG.PREP.4.W7) öğrenciler yönlendirilmiş yazma çalışmalarıyla temaya ilişkin kısa ürünler oluşturdu. Sesletim becerisine yönelik çalışmalarda (ENG.PREP.2.P1, ENG.PREP.3.P1 ve ENG.PREP.4.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.PREP.2.V1, ENG.PREP.3.V1 ve ENG.PREP.4.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.PREP.2.G1, ENG.PREP.3.G1 ve ENG.PREP.4.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (understand, Key Concepts, Classroom rules, classroom instructions, classroom rules and instructions, roles, responsibilities, relationships, daily routines, study routines) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.PREP.2.L1–ENG.PREP.4.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin ekim ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “They will describe ideal roles, relationships, routines, and activities for an ideal class and classroom.” Görev sürecinde öğrenciler hedef sözcük ve yapıları kullanarak ürünlerini hazırladı ve sınıfla paylaştı. Öğrencilerden roles, responsibilities, relationships, daily routines, study routines sözcüklerini içeren kısa bir sözcük defteri veya görsel sözlük hazırlamaları istendi.
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 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 and correct classroom rules and instructions in English by using the target vocabulary and target grammar.” “Create a Classroom Drama Script” ve “Fix the ''Classroom Instructions Guidebook''” etkinlikleri uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu.
Programda belirtilen amaç doğrultusunda çalışıldı: “To describe classroom rules and instructions in English by using the target vocabulary and target grammar.” “Visual Rules and Roles Matching” ve “Classroom Rules Miming” etkinlikleri uygulandı. Zorlanan öğrencilerle hedef yapılar kısa ve tekrarlı kalıplar hâlinde, görsel ipuçları ve eşli çalışmalarla yeniden ele alındı.
Ekim ayında hazırlık sınıfı İngilizce (Hazırlık Sınıflı Okullar) dersinde “Classroom Life”, “Personal Life” ve “Family Life” temaları çerçevesinde 71 öğrenme çıktısı (ENG.PREP.2.L1–ENG.PREP.4.S6) ele alındı. 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. Eylül ayında edinilen öğrenmeler bu ayın etkinlikleri için ön bilgi olarak kullanıldı ve süreç kesintisiz biçimde sürdürüldü. Gelecek ay ENG.PREP.5.L1, ENG.PREP.5.L2 ve ENG.PREP.5.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Bu ay yürütülen çalışmalar, öğrencilerin bütüncül gelişimini destekleyen nitelikte tamamlandı.
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