1. Kültür Dersleri
  2. İngilizce
  3. İngilizce Hazırlık (Meb-Hsoo)-0
İngilizce Hazırlık (MEB-HSOO)-0
Düzenle
PDF İndir Word İndir
Ders Tarihi Saati
26-30 Ocak 20
Ünite/Tema/Öğrenme Alanı

SEMESTER: January 19 - 30
Konu (İçerik Çerçevesi)
SEMESTER: January 19 - 30
Öğrenme Çıktısı (Kazanımlar)
SEMESTER: January 19 - 30
Süreç Bileşenleri(Kazanım Maddeleri)
SEMESTER: January 19
-30
Sosyal-Duygusal Öğrenme Becerileri
→ SEMESTER: January 19 - 30
Okur Yazarlık Becerileri
→ SEMESTER: January 19 - 30
Değerler
→ SEMESTER: January 19 - 30
Ölçme
→ SEMESTER: January 19 - 30
Etkinlik
Ders Tarihi Saati
19-23 Ocak 20
Ünite/Tema/Öğrenme Alanı

SCHOOL BASED PLANNING*
Konu (İçerik Çerçevesi)
SCHOOL BASED PLANNING*
Öğrenme Çıktısı (Kazanımlar)
OKUL TEMELLİ PLANLAMA* SCHOOL BASED PLANNING*
Süreç Bileşenleri(Kazanım Maddeleri)
SCHOOL BASED PLANNING*
Sosyal-Duygusal Öğrenme Becerileri
→ SCHOOL BASED PLANNING*
Okur Yazarlık Becerileri
→ SCHOOL BASED PLANNING*
Değerler
→ SCHOOL BASED PLANNING*
Ölçme
→ SCHOOL BASED PLANNING*
Etkinlik
Ders Tarihi Saati
12-16 Ocak 20
Ünite/Tema/Öğrenme Alanı

THEME 6: LIFE IN THE WORLD THEME 7: LIFE IN NATURE
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.6.G1.

Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'', after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

ENG.PREP.6.S4.

Students can construct meaningful spoken content about ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' through efficient and meaningful practice.

ENG.PREP.6.R1.

Students can prepare for reading the content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' efficiently and effectively.

ENG.PREP.6.R2.

Students can bring information together about the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' through skimming, scanning and detailed reading.

ENG.PREP.6.R3.

Students can make sense of and derive meaning from the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

ENG.PREP.6.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 world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.6.S6.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.6.W1.

Students can prepare for writing efficiently and accurately based on the current content about ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

ENG.PREP.6.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 world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

ENG.PREP.6.W3.

Students can construct new written content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' based on their understanding of the model(s) provided.

ENG.PREP.6.W4.

Students can practise producing written content based on the current theme ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

ENG.PREP.6.W5.

Students can engage in the process of writing related to the content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

ENG.PREP.6.W6.

Students can reconstruct their writing about the current theme on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' to communicate effectively about it.

ENG.PREP.6.W7.

Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.7.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''.

ENG.PREP.7.L2.

Students can bring together the information in the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''.

ENG.PREP.7.L3.

Students can make sense of and derive meaning from the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''.

ENG.PREP.7.S1.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''.

ENG.PREP.7.W1.

Students can prepare for writing efficiently and accurately based on the current content about ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature''.

ENG.PREP.7.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 nature with daily activities in nature, extreme weather conditions and adventures in nature'' to develop holistic and conscious pronunciation skills after recognising them in context.

ENG.PREP.7.V1.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in nature with daily activities in nature, extreme weather conditions and adventures in nature'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.
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 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
→ V17. Thriftiness
→ V19. Patriotism
→ 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
→ V20. Benevolence
Ölçme
→ PERFORMANCE ASSIGNMENT: Students will design and write a project about a simple global culinary adventure. In this project
→ they will pile up a booklet about culinary adventures to explore continents
→ countries
→ and food cultures of various regions. They will describe personal food preferences and shopping experiences for specific dietary needs (e.g.
→ vegetarian
→ gluten-free). Students will create roles based on different countries and act out a shopping experience where they learn about and purchase traditional food from various cultures around the world. The assignment will be evaluated using rubrics. PERFORMANCE ASSIGNMENT: Students will design and write a project based on their experiences and imagination of daily activities in nature
→ extreme weather conditions
→ and adventures in nature. They will describe the roles people play in different outdoor activities
→ how weather conditions influence those activities
→ and the necessary preparations for adventures in nature. Students will write scripts for each role and act out different scenarios involving nature-based activities like hiking
→ camping
→ or experiencing extreme weather conditions. The assignment will be evaluated using rubrics.
Etkinlik
Ders Tarihi Saati
05-09 Ocak 20
Ünite/Tema/Öğrenme Alanı

EXAMS THEME 6: LIFE IN THE WORLD
Konu (İçerik Çerçevesi)
EXAMS 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)
1. Dönem 2. Sınav
EXAMS

ENG.PREP.6.L1.Students can prepare and get ready for listening (to)/watching about the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

ENG.PREP.6.L2.

Students can bring together the information in the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

ENG.PREP.6.L3.

Students can make sense of and derive meaning from the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

ENG.PREP.6.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 world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' in relation to themselves or others, both individually and/or with others.

ENG.PREP.6.S1.

Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

ENG.PREP.6.S2.

Students can analyse and understand the model content related to ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' to support the production of spoken language.

ENG.PREP.6.S3.

Students can produce meaningful and accurate spoken content related to the current theme on ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world''.

ENG.PREP.6.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 world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' to develop holistic and conscious pronunciation skills after recognising them in context.

ENG.PREP.6.V1.

Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' after recognising them in context and developing their conscious and inductive vocabulary learning skills.

ENG.PREP.6.S5.

Students can reconstruct the information about ''life in the world with continents, countries and nationalities, shopping for personal food preference, food and food culture from different parts of the world'' when communicating with others.
Süreç Bileşenleri(Kazanım Maddeleri)
EXAMS Süreç bileşenleri tüm temalarda aynı şekilde dağılım göstermektedir. Örnek olarak Tema 1'e bakınız.
Sosyal-Duygusal Öğrenme Becerileri
→ EXAMS 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
→ EXAMS 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
→ EXAMS 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
→ V19. Patriotism
→ V20. Benevolence
Ölçme
→ EXAMS PERFORMANCE ASSIGNMENT: Students will design and write a project about a simple global culinary adventure. In this project
→ they will pile up a booklet about culinary adventures to explore continents
→ countries
→ and food cultures of various regions. They will describe personal food preferences and shopping experiences for specific dietary needs (e.g.
→ vegetarian
→ gluten-free). Students will create roles based on different countries and act out a shopping experience where they learn about and purchase traditional food from various cultures around the world. The assignment will be evaluated using rubrics.
Etkinlik
→ Enerji Tasarrufu Haftası
Ders Tarihi Saati
29 Aralık-02 Ocak 20
Ünite/Tema/Öğrenme Alanı

EVALUATION
Konu (İçerik Çerçevesi)
EVALUATION
Öğrenme Çıktısı (Kazanımlar)
EVALUATION
Süreç Bileşenleri(Kazanım Maddeleri)
EVALUATION
Sosyal-Duygusal Öğrenme Becerileri
→ EVALUATION
Okur Yazarlık Becerileri
→ EVALUATION
Değerler
→ EVALUATION
Ölçme
→ EVALUATION
Etkinlik
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
 Yıllık Planı İndir
  Yıllık Planı Düzenle
PDF İndir Word İndir