İngilizce Hazırlık (MEB-HSOO)-0
| Ders Tarihi | Saati |
|---|---|
| 22-26 Aralık | 20 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 5: LIFE IN THE NEIGHBOURHOOD AND CITY |
| Konu (İçerik Çerçevesi) |
| Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use |
| Öğrenme Çıktısı (Kazanımlar) |
|
ENG.PREP.5.R2. Students can bring information together about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' through skimming, scanning and detailed reading. ENG.PREP.5.R3. Students can make sense of and derive meaning from the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others. ENG.PREP.5.G1. Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. ENG.PREP.5.S2. Students can analyse and understand the model content related to ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' to support the production of spoken language. ENG.PREP.5.W1. Students can prepare for writing efficiently and accurately based on the current content about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.W3. Students can construct new written content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' based on their understanding of the model(s) provided. ENG.PREP.5.R1. Students can prepare for reading the content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' efficiently and effectively. ENG.PREP.5.S5. Students can reconstruct the information about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' when communicating with others. ENG.PREP.5.W4. Students can practise producing written content based on the current theme ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.W5. Students can engage in the process of writing related to the content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.W6. Students can reconstruct their writing about the current theme on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' to communicate effectively about it. ENG.PREP.5.W7. Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/ or with others. ENG.PREP.5.S6. Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/ or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
| Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız. |
| 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 |
| Okur Yazarlık 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 |
| 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 → V17. Thriftiness → V20. Benevolence |
| Ölçme |
|
→ PERFORMANCE ASSIGNMENT: Students will create a comprehensive project about the attractions → recreational places → services → and transport in their neighbourhood and city. The project will include identifying key attractions such as parks → historical sites → museums → or shopping areas → and describing how these places contribute to the lifestyle of the community. Additionally → students will explore the essential services in their area → such as schools → hospitals → libraries → and community centres → and explain their significance in meeting the needs of residents. Transportation will also be a focus → with students checking the available options → including public transport → walking and cycling routes → and road networks → and discussing simply and talking about them. Students will design a visual presentation to accompany their project → such as a map or infographic → highlighting the locations of attractions → services → and transportation routes. They are encouraged to add photos → drawings → or symbols to make their work more engaging. Alongside the visual component → students will simply write a reflection on how these aspects contribute to making their neighbourhood and city liveable → discussing any challenges they observe → such as traffic or limited services → and proposing solutions for improvement. Finally → students will present their projects to the class → using their visuals to support a clear and engaging explanation. The assignment will be evaluated by using rubrics and a marking scheme. |
| Etkinlik |
| → Mehmet Akif Ersoy'u Anma Haftası |
| Ders Tarihi | Saati |
|---|---|
| 15-19 Aralık | 20 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 4: FAMILY LIFE THEME 5: LIFE IN THE NEIGHBOURHOOD AND CITY |
| Konu (İçerik Çerçevesi) |
| Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use |
| Öğrenme Çıktısı (Kazanımlar) |
|
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.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.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.R4. Students can reflect on the information, experiences, thoughts, ideas, and feelings relatedto 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.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. 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.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.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.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.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. ENG.PREP.5.S1. Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.L3. Students can make sense of and derive meaning from the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.S3. Students can produce meaningful and accurate spoken content related to the current theme on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.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 ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' to develop holistic and conscious pronunciation skills after recognising them in context. ENG.PREP.5.L1. Students can prepare and get ready for listening (to)/watching about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.V1. Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' after recognising them in context and developing their conscious and inductive vocabulary learning skills. ENG.PREP.5.L2. Students can bring together the information in the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city''. ENG.PREP.5.S4. Students can construct meaningful spoken content about ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' through efficient and meaningful practice. ENG.PREP.5.L4. Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on ''life in the neighbourhood and city with attractions and recreational places in the neighbourhood and city, services in the neighbourhood and city, transportation in the neighbourhood and city'' in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
| Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız. |
| 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 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 |
| Okur Yazarlık Becerileri |
|
→ LS1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy → LS7. Data Literacy → LS9. Art Literacy LS1. Information Literacy → LS2. Digital Literacy → LS3. Financial Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy → LS7. Data Literacy → LS9. Art Literacy |
| Değerler |
|
→ V1. Justice → V2. Family Integrity → V3. Diligence → V4. Friendship → V5. Sensitivity → V6. Honesty → V7. Aesthetics → V8. Privacy → V9. Compassion → V10. Modesty → V11. Independence → V12. Patience → V13. Healthy Living → V14. Respect → V15. Love and Affection → V16. Responsibility → V20. Benevolence 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 → V17. Thriftiness → V20. Benevolence |
| Ölçme |
|
→ PERFORMANCE ASSIGNMENT: Students will write and design a comprehensive project on ''family members → routines of family members → hobbies of family members → relationships in the family'' exploring the roles → routines → hobbies → and relationships within a family. They will describe the daily routines and hobbies of family members → highlighting the roles each person plays in maintaining relationships → supporting each other’s interests → and balancing work and leisure. The project will also examine how family members interact with relatives → how they support one another’s activities → and the importance of maintaining healthy relationships within the family structure. As part of the project → students will write scripts for each family role → showcasing how family members contribute to family life → share hobbies → and engage in routines. These scripts will creatively illustrate how family members support and connect with one another in their day-to-day lives. The students will reflect on the relationships that tie the family together → emphasizing the significance of communication → shared activities → and mutual support in building and maintaining strong family bonds. The assignment will be evaluated using rubrics. PERFORMANCE ASSIGNMENT: Students will create a comprehensive project about the attractions → recreational places → services → and transport in their neighbourhood and city. The project will include identifying key attractions such as parks → historical sites → museums → or shopping areas → and describing how these places contribute to the lifestyle of the community. Additionally → students will explore the essential services in their area → such as schools → hospitals → libraries → and community centres → and explain their significance in meeting the needs of residents. Transportation will also be a focus → with students checking the available options → including public transport → walking and cycling routes → and road networks → and discussing simply and talking about them. Students will design a visual presentation to accompany their project → such as a map or infographic → highlighting the locations of attractions → services → and transportation routes. They are encouraged to add photos → drawings → or symbols to make their work more engaging. Alongside the visual component → students will simply write a reflection on how these aspects contribute to making their neighbourhood and city liveable → discussing any challenges they observe → such as traffic or limited services → and proposing solutions for improvement. Finally → students will present their projects to the class → using their visuals to support a clear and engaging explanation. The assignment will be evaluated by using rubrics and a marking scheme. |
| Etkinlik |
| → Tutum, Yatırım ve Türk Malları Haftası |
| Ders Tarihi | Saati |
|---|---|
| 08-12 Aralık | 20 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 4: FAMILY LIFE |
| Konu (İçerik Çerçevesi) |
| Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use |
| Öğrenme Çıktısı (Kazanımlar) |
|
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.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.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.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.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.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.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''. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
| Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız. |
| 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 |
| Okur Yazarlık Becerileri |
|
→ LS1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy → LS7. Data Literacy → LS9. Art Literacy |
| Değerler |
|
→ V1. Justice → V2. Family Integrity → V3. Diligence → V4. Friendship → V5. Sensitivity → V6. Honesty → V7. Aesthetics → V8. Privacy → V9. Compassion → V10. Modesty → V11. Independence → V12. Patience → V13. Healthy Living → V14. Respect → V15. Love and Affection → V16. Responsibility → V20. Benevolence |
| Ölçme |
|
→ PERFORMANCE ASSIGNMENT: Students will write and design a comprehensive project on ''family members → routines of family members → hobbies of family members → relationships in the family'' exploring the roles → routines → hobbies → and relationships within a family. They will describe the daily routines and hobbies of family members → highlighting the roles each person plays in maintaining relationships → supporting each other’s interests → and balancing work and leisure. The project will also examine how family members interact with relatives → how they support one another’s activities → and the importance of maintaining healthy relationships within the family structure. As part of the project → students will write scripts for each family role → showcasing how family members contribute to family life → share hobbies → and engage in routines. These scripts will creatively illustrate how family members support and connect with one another in their day-to-day lives. The students will reflect on the relationships that tie the family together → emphasizing the significance of communication → shared activities → and mutual support in building and maintaining strong family bonds. The assignment will be evaluated using rubrics. |
| Etkinlik |
| → Mevlana Haftası, İnsan Hakları ve Demokrasi Haftası |
| Ders Tarihi | Saati |
|---|---|
| 01-05 Aralık | 20 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 3: PERSONAL LIFE |
| Konu (İçerik Çerçevesi) |
| Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use |
| Öğrenme Çıktısı (Kazanımlar) |
|
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.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.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.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.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''. ENG.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 lifewith body parts and physical appearance; clothing, dressing and fashion preferences; personality and traits ''. 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. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
| Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız. |
| 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 |
| Okur Yazarlık Becerileri |
|
→ LS1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy → LS7. Data Literacy → LS9. Art Literacy |
| 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 |
| Ölçme |
|
→ PERFORMANCE ASSIGNMENT: They write and design ''a fact file'' for one of their classmates after conducting an interview with him/her outside the classroom in break times. They will include information about physical features and personal traits to describe the classmate in question. They will present it to the class and ask the other students to guess whose fact file it is. In the class → the students whose fact files are presented will introduce the presenters by giving details about their physical features and personal traits. Then all students will prepare wanted posters for each other based on the information in the fact files. The assignment will be evaluated by using rubrics. |
| Etkinlik |
| → Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi |
| Ders Tarihi | Saati |
|---|---|
| 24-28 Kasım | 20 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 2: CLASSROOM LIFE THEME 3: PERSONAL LIFE |
| Konu (İçerik Çerçevesi) |
| Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use |
| Öğrenme Çıktısı (Kazanımlar) |
|
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.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.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.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.W2. Students can analyse and understand a provided model to guide them in producing similar writing tasks 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.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.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.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.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.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.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.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 ''. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
| Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız. |
| 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 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 |
| Okur Yazarlık Becerileri |
|
→ LS1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy → LS7. Data Literacy → LS9. Art Literacy |
| 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 |
| Ölçme |
|
→ 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. PERFORMANCE ASSIGNMENT: They write and design ''a fact file'' for one of their classmates after conducting an interview with him/her outside the classroom in break times. They will include information about physical features and personal traits to describe the classmate in question. They will present it to the class and ask the other students to guess whose fact file it is. In the class → the students whose fact files are presented will introduce the presenters by giving details about their physical features and personal traits. Then all students will prepare wanted posters for each other based on the information in the fact files. The assignment will be evaluated by using rubrics. |
| Etkinlik |
| → Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü |
| Ders Tarihi | Saati |
|---|---|
| 17-21 Kasım | 20 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| 1ST MIDTERM HOLIDAY: November 10 - 14 |
| Konu (İçerik Çerçevesi) |
| 1ST MIDTERM HOLIDAY: November 10 - 14 |
| Öğrenme Çıktısı (Kazanımlar) |
| 1ST MIDTERM HOLIDAY: November 10 - 14 |
| Süreç Bileşenleri(Kazanım Maddeleri) |
|
1ST MIDTERM HOLIDAY: November 10 -14 |
| Sosyal-Duygusal Öğrenme Becerileri |
| → 1ST MIDTERM HOLIDAY: November 10 - 14 |
| Okur Yazarlık Becerileri |
| → 1ST MIDTERM HOLIDAY: November 10 - 14 |
| Değerler |
| → 1ST MIDTERM HOLIDAY: November 10 - 14 |
| Ölçme |
| → 1ST MIDTERM HOLIDAY: November 10 - 14 |
| Etkinlik |
| → Dünya Felsefe Günü, Dünya Çocuk Hakları Günü |
| Ders Tarihi | Saati |
|---|---|
| 10-14 Kasım | 20 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 2: CLASSROOM LIFE |
| Konu (İçerik Çerçevesi) |
| Target Vocabulary in Use (with revisional vocabulary) National and religious days, festivals and celebrations Local Cultural, Social and Moral Considerations of the Theme Background Grammatical Structures in Use About ''Background Grammatical Structures in Use' Target Grammatical Structures in Use Functions of the Background Grammatical Structures in Use Functions of the Target Grammatical Structures in Use Target Social Language Expressions in Use Target Phonological Sounds in Use |
| Öğrenme Çıktısı (Kazanımlar) |
|
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.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.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.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.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.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.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.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.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.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.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.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.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.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. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
| Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız. |
| 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 |
| Okur Yazarlık Becerileri |
|
→ LS1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy → LS7. Data Literacy → LS9. Art Literacy |
| 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 |
| Ölçme |
|
→ 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. |
| Etkinlik |
| → Atatürk Haftası, Afet Eğitimi Hazırlık Günü, Dünya Diyabet Günü |
