hazırlık sınıfı İngilizce (Hazırlık Sınıflı Okullar) eylül ayı Maarif Model ders raporu: School Life, Classroom Life teması, 47 öğrenme çıktısı. Word.
| Öğrenme Alanları ve Temalar | 1. Tema: School Life
2. Tema: Classroom Life |
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| İçerik Çerçeveleri | SCHOOL LIFE Sub-themes: ''School rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' Target Vocabulary in Use (with revisional vocabulary): Vocabulary for school rules: Verbs: To be punctual, to be on/in time, to be respectful to others, to be kind/polite to everyone, to return books, not to skip the lessons (classes-AmE), to set (school rules), to respect, to follow the rules. Vocabulary for people and roles at school: Nouns: A coach (sports and/or drama), a caretaker /cleaner (custodian/janitor in AmE), a deputy head/assistant to the headmaster/mistress (assistant principal-AmE), headteacher (principaL-AmE), a school council/a student council, counsellor (counselor-AmE), staff member, school secretary. Vocabulary for responsibilities at school: Verbs: To manage, to help with, to handle, to join (a club and/or a team), to coach, to take responsibility (for something), to encourage, to communicate (effectively), to participate (actively), to queue up (to line up-AmE), to keep your voice low, to return your tray, to pick up litter/rubbish (trash/garbage-AmE). Vocabulary for routines and activities at school: Verbs: To arrive (on time/at school), to have a lesson (class-AmE), to attend (lessons, meetings), to practise (sports, music), to participate in (lessons, competitions, clubs). Vocabulary for places at school: Nouns: A library, a corridor (hallway-AmE).
Adverbs of frequency: Always, often, usually, sometimes, occasionally, rarely, never.
*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-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.
Background Grammatical Structures in Use: -Imperatives: Expressing instructions for rules (Don’t be late for class! Take care of school property! Don’t shout in the corridors (hallways -AmE)! Keep the school clean and tidy! Be polite and respectful to others! Don’t use mobile phones (cell phone-AmE) at school! Follow safety rules at school!)
*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.
Target Grammatical Structures in Use: -The Simple Present Tense (Positive, Negative, and Interrogative Forms): (She always arrives at school at 8 o’clock every day. We have an assembly every Monday. The bell rings at 9 o’clock in the morning every day) (We don’t skip lessons.) (Do you have lunch at school?) -Modals: Can/can’t, must/mustn’t, have to/has to, do not/does not have to -Must (for obligation in present): (The caretaker must keep the school clean.) -Mustn't (for prohibition): (You mustn’t run at school.) -Can’t (for prohibition): (You can’t enter the library now!) -Have to/has to (for obligation in present time): (Positive, Negative, and Interrogative Forms) (I have to take responsibility for arriving at school on time.) (You don’t have to leave school that early.) (Does she have to go?) -Must vs have to/has to: (The teacher must be a good example for the students.) (The teacher has to prepare lesson plans.) -Can (for permission): (Can I leave early today?) -Can (for requests): (Can you pass the book, please?)
Functions of the Background Grammatical Structures in Use: -Imperatives: Expressing instructions for rules.
Functions of the Target Grammatical Structures in Use: -Use of the Simple Present Tense: Describing peoples’ roles and responsibilities; describing routines, activities and events at school. -Use of modals: Must: Describing personal and specific obligations on the part of the speaker. Have to/has to: Describing general, external, and impersonal obligation that resulting from a fact or a rule. Can: Describing permission and requests.
Target Social Language Expressions in Use: Chill out! Relax! No pain, no gain! This is not a big deal! Don’t bend the rules! Target Phonological Sounds in Use: Intonation of positive statements. -Vowel: a: -Vowel: a (/ae/, /aeı/, /ə/, /a:/, /eɪ/, a:/, /a/, /ɔː/, /eə/) -Consonants: b: -Consonants: (/b/), silent /b/) *(Phonetic symbols will not be taught. Only sounds will be practised through the target words in the theme.)
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.) |
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| Öğrenme Çıktıları | ENG.PREP.1.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''.
ENG.PREP.1.L2. Students can bring together the information in the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''.
ENG.PREP.1.L3. Students can make sense of and derive meaning from the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''. a) Students check their initial predictions about the current content by being aware of the commonalities between their self-predictions and the clues provided as visuals surrounding the content. b) Students make significant and necessary classifications in the current content that affect the meaning of the generally perceived content. c) Students make significant and necessary comparisons in the generally perceived current content to highlight differences between two or more different things by using visuals, ensuring clarity and meaning.
ENG.PREP.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 with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.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 with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' to develop holistic and conscious pronunciation skills after recognising them in context.
ENG.PREP.1.R1. Students can prepare for reading the content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' efficiently and effectively.
ENG.PREP.1.R2. Students can bring information together about the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' through skimming, scanning and detailed reading.
ENG.PREP.1.R3. Students can make sense of and derive meaning from the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''.
ENG.PREP.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 with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.1.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
ENG.PREP.1.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
ENG.PREP.1.W1. Students can prepare for writing efficiently and accurately based on the current content about ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''.
ENG.PREP.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 with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''.
ENG.PREP.1.W3. Students can construct new written content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' based on their understanding of the model(s) provided.
ENG.PREP.1.W4. Students can practise producing written content based on the current theme ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''.
ENG.PREP.1.W5. Students can engage in the process of writing related to the content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''.
ENG.PREP.1.W6. Students can reconstruct their writing about the current theme on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' to communicate effectively about it.
ENG.PREP.1.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
ENG.PREP.1.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''.
ENG.PREP.1.S2. Students can analyse and understand the model content related to ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' to support the production of spoken language.
ENG.PREP.1.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations''.
ENG.PREP.1.S4. Students can construct meaningful spoken content about ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' through efficient and meaningful practice.
ENG.PREP.1.S5. Students can reconstruct the information about ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' when communicating with others.
ENG.PREP.1.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''school life with school rules, events, and activities at school; people, roles and responsibilities at school; national days and celebrations'' in relation to themselves or others, both individually and/or with others.
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. |
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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
LS3. Financial 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 with school rules, roles and responsibilities, activities and events at school'' 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 ''school life with school rules, activities and events at school'' 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, School rules, events at school, activities at school, school rules and activities, people at school, roles at school, responsibilities at school, roles and responsibilities at school, national days, celebrations, national days and celebrations., 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, 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. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: They write and design a school drama play on the content of ''school life with school rules, roles and responsibilities, activities and events at school'' including target vocabulary, grammar, and social language expressions and then they present it and perform it as a show in class by inviting other students as actors, directors, etc. The assignment will be evaluated by using rubrics. |
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Hazırlık sınıfı İngilizce (Hazırlık Sınıflı Okullar) dersinde eylül ayı boyunca Türkiye Yüzyılı Maarif Modeli’nin öğrenci merkezli yaklaşımıyla “School Life” ve “Classroom Life” teması ele alındı. Tema kapsamında “School rules, events, and activities at school”, “people, roles and responsibilities at school” ve “national days and celebrations” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.PREP.1.L1–ENG.PREP.2.L4) öğrenciler dinleme/izleme öncesi, sırası ve sonrası etkinliklerle anlamlandırma çalışmaları yaptı. Okuma becerisine yönelik çalışmalarda (ENG.PREP.1.R1–ENG.PREP.2.R4) öğrenciler görsellerle desteklenen metinler üzerinde okuma çalışmaları yaptı. Konuşma becerisine yönelik çalışmalarda (ENG.PREP.1.S1–ENG.PREP.2.S6) öğrenciler eşli ve grup çalışmalarında hedef dili iletişim amaçlı kullandı. Yazma becerisine yönelik çalışmalarda (ENG.PREP.1.W1–ENG.PREP.2.W7) öğrenciler yönlendirilmiş yazma çalışmalarıyla temaya ilişkin kısa ürünler oluşturdu. Sesletim becerisine yönelik çalışmalarda (ENG.PREP.1.P1 ve ENG.PREP.2.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.PREP.1.V1 ve ENG.PREP.2.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.PREP.1.G1 ve ENG.PREP.2.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (roles and responsibilities, activities and events at school'' means, understand, Key Concepts, School rules, events at school, activities at school, school rules and activities, people at school, roles at school) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.PREP.1.L1–ENG.PREP.2.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevi olarak programda önerilen çalışma uygulandı: “They write and design a school drama play on the content of ''school life with school rules, roles and responsibilities, activities and events at school'' including target vocabulary, grammar, and social language expressions and then they present it and perform it as a show in class by inviting other students as actors, directors, etc.” Öğrenciler hazırladıkları ürünleri sınıfta İngilizce olarak sundu ve arkadaşlarından geri bildirim aldı. Öğrencilerden roles and responsibilities, activities and events at school'' means, understand, Key Concepts, School rules 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 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 help students to improve speaking skills in English about life at school through the creation of a poster about their ideal school with active participation by using the target vocabulary.” “Design Your Ideal School” ve “Activity Name: Role-Play Scenarios” etkinlikleri uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu.
Programda belirtilen amaç doğrultusunda çalışıldı: “To identify and talk about school rules in English by using target vocabulary and target grammar.” “Match and Talk” ve “Who Does What?” etkinlikleri uygulandı. Desteğe ihtiyaç duyan öğrenciler için hedef sözcükler görsel kartlar ve kısmen doldurulmuş çizelgelerle yeniden çalışıldı; akran desteğiyle öğrenme sürecine katılımları sağlandı.
Eylül ayında hazırlık sınıfı İngilizce (Hazırlık Sınıflı Okullar) dersinde “School Life” ve “Classroom Life” teması çerçevesinde 47 öğrenme çıktısı (ENG.PREP.1.L1–ENG.PREP.2.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. Justice (V1), diligence (V3), friendship (V4), sensitivity (V5) ve honesty (V6) değerleri sınıf içi etkinliklerle ilişkilendirildi. Information literacy (LS1), digital literacy (LS2), financial literacy (LS3) ve visual literacy (LS4) 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. Ay başında yapılan ön değerlendirme çalışmalarıyla öğrencilerin hazırbulunuşlukları belirlendi ve öğretim süreci buna göre düzenlendi. Gelecek ay ENG.PREP.3.L1, ENG.PREP.3.L2 ve ENG.PREP.3.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Genel olarak eylül ayı öğretim süreci programda öngörülen öğrenme çıktıları doğrultusunda tamamlandı.
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