İngilizce ÇYD (MEB)-6
| Ders Tarihi | Saati |
|---|---|
| 15-19 Aralık | 8 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 3 PERSONAL LIFE & WELL-BEING |
| Konu (İçerik Çerçevesi) |
| Sub-themes: mobile phones and their impact on health and social life; personal preferences for films and visual arts Target Vocabulary in Use (with revisional vocabulary): Vocabulary for mobile phones and their impact on health and social life: Nouns: Addiction, aid, assistance, bias, anger, anxiety, awareness, convenience, disconnection, disorientation, a follower, helpline, an inbox, necessity, panic, a password, majority, minority, podcasting, remote learning, service provider, privacy, relief, standard of living, surfing, a tension, tiredness, welfare. Verbs: To demonstrate, to friend, to preserve, to resist, to isolate, to overcome, to heal, to harm, to trace, to overuse, to regulate, to monitor, to restrict. Adjectives: Addicted, aggressive, anxious, biased, dependent, isolated, unconscious, significant. Adverbs: Increasingly, severely, securely. Vocabulary for personal preferences for films and visual arts: Nouns: Animation, cast, classic, genre, masterpiece, performing arts, preview, production, rehearsal, scenario, sci-fi, screening, sound effect, stunt, subtitle, tension, amazement, amusement, criterion, preference. Verbs: To adore, to edit, to appeal, to consult. Adjectives: Dramatic, emotional, aggressive, animated. Adverbs: Alternatively. Target Grammatical Structures in Use: -The Simple Past Tense versus the Past Progressive Tense: (I was surfing the web when my phone rang). -Question Tags with the Simple Past Tense and the Past Progressive Tense: (You enjoyed the film, didn’t you?). (They were coming back home when you saw them, weren’t they?). - “Could” for ability: (She could play the piano very well when she was younger). - “Used to”: (She used to rehearse with her cast every day last year). (She used to play football as a kid). -Wh- questions: How long ago etc. (How long ago did you watch that film?). -Prepositions: Among, until, on, at, in, in case, by, of, with, about, to, for, about, from, out of: (The film will start at 8 p.m). -Prepositional phrases with in, for, from, to, at, to, in, about, with, from, of, etc.: (He learned it from the podcast.) Functions of the Grammatical Structures in Use: -Use of the Simple Past Tense versus the Past Progressive Tense: Describing an action that was interrupted by another event (Past Progressive) or completed in the past (Simple Past). -Use of “Question Tags” with the Simple Past Tense and the Past Progressive Tense: Asking short questions to confirm or clarify information (in the past) in the sentence. -Use of “Could” for ability (I could ski before I could walk): Describing an ability in the past. -Use of “Used to”: Describing past habits or routines that do not occur in the present. -Use of “Wh- questions” e.g. “How long etc.”: Asking for specific information about a subject, an object, time, a place, manner and a reason. -Use of Prepositions: (among, until, on, at, in, in case, by, of, with, about, to, for, about, from, out of): Indicating relationship among the components of a sentence in terms of cause, direction, manner, time, and location. -Use of Prepositional Phrases with in, for, from, to, at, to, in, about, with, from, of, etc.: Clarifying the details in the sentence about the cause, direction, manner, time, and location. Target Social Language in Use: Write this down, it’s important! How do you feel? Is everything all right? She looks like a picture of health! Target Phonological Sounds in Use: -Intonation of questions and question tags. *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. |
| Öğrenme Çıktısı (Kazanımlar) |
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ENG.6.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” carefully. ENG.6.3.L2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” together through significant details and main components while listening (to)/ watching it. ENG.6.3.L3. Students can make meaning of/derive meaning from the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through significant details by listening (to)/watching it carefully. ENG.6.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.P1. Students can select and use the target phonological elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.R2. Students can bring information about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.3.R3. Students can make meaning of / derive meaning from the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by reading it carefully. ENG.6.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others. ENG.6.3.V1. Students can select and use the target vocabulary of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.G1. Students can select and use the target grammatical elements of the current content about “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.3.W1. Students can get ready for the writing-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W2. Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W3. Students can organise a content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” based on the model/example provided. unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people. ENG.6.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” in relation to themselves or others, both individually and/or with others. ENG.6.3.S1. Students can get ready for speaking-expression process about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.3.S3. Students can organise a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically. ENG.6.3.S4. Students can construct a new verbal content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” by speaking accurately, efficiently, and authentically. ENG.6.3.S5. Students can reorganise (reconstruct) and use information about the “personal life and wellbeing with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people. ENG.6.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts” to communicate with other people in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
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ENG.6.3.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “personal life and well-being” by using the relationships that they recognised accurately by looking at the provided realia, pictures,and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.3.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.3.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.3.L4. a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.3.P1. a)Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c)Students recognise the target phonological elements of the current content when they are heard in different contexts. d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.3.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students making significant preliminary predictions about the current content based on recognised relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.3.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.3.R3. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.3.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.3.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.3.G1. a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g)Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j)Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.3.W1. a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.3.W2. a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.3.W3. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.3.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.3.W5. a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.3.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.3.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.3.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.3.S3. a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.3.S4. a)Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.3.S5. a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.3.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others. |
| Sosyal-Duygusal Öğrenme Becerileri |
| Okur Yazarlık Becerileri |
|
→ LS1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy → LS9. Art Literacy |
| Değerler |
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→ V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V9. Compassion → V10. Modesty → V12. Patience → V14. Respect → V16. Responsibility → V20. Benevolence |
| Ölçme |
| Etkinlik |
| → Tutum, Yatırım ve Türk Malları Haftası |
| Ders Tarihi | Saati |
|---|---|
| 08-12 Aralık | 8 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 2 CLASSROOM LIFE & LEARNING |
| Konu (İçerik Çerçevesi) |
| Sub-themes: Preferences for learning activities; preferences for learning technologies Target Vocabulary in Use (with revisional vocabulary): Vocabulary for preferences for learning activities: Nouns: An illustration, a concept, brainstorming, an exploration, feedback, a principle, a rhythm, an evaluation, necessity, a preference, creativity, preparation, a reward, a mission, a partnership, an objective, an optimist. Verbs: To accomplish, to adapt, to boost, to brainstorm, to cope, to clarify, to establish, to evaluate, to fulfil, to hesitate, to outline, to pursue, to secure, to seek. Adjectives: Reflective, visual, memorable, satisfied. Adverbs: Commonly, essentially. Vocabulary for preferences for learning technologies: Nouns: Courage, feedback, a monitor, a mouse pad (mat-AmE), an instruction, a bug, a folder, a webcam, a touchscreen, volume, a database, electronics, a password, an interaction, an innovation, popularity, accessibility, practicality. Verbs: To edit, to install, to inform, to navigate, to personalise, to select, to monitor. Adjectives: Efficient, willing, virtual, super, technological, flexible, innovative, complicated, limited, handheld, user-friendly, immersive, cutting edge. Adverbs: Efficiently. Target Grammatical Structures in Use: -The Simple Present Tense for the Future: (The teacher clarifies the rules of the competition at the beginning of the lesson tomorrow). -The Present Progressive for the Future: (They are accomplishing their goals by the end of the week). -The Present Progressive Tense with “Always”: (She is always adapting to new challenges with a reflective mindset.). -Question Tags with the Simple Present Tense for the Future and The Present Progressive Tense for Future: (The school organises an evaluation session tomorrow, doesn’t it?) (The school is organising an evaluation session tomorrow, isn’t it?) -Adjectives with “-ed and -ing”: (The rewarding experience made the participants feel truly fulfilled). -Correlative Conjunctions: (“Either”, “Neither) and Elliptical Responses: “So do I”, “I hope so”, etc.) (Neither the preparation nor the brainstorming boosts maximum creativity without teamwork). Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense for the Future: Describing scheduled future events fixed with timetables or plans. -Use of the Present Progressive Tense for the Future: Describing planned future actions that are already arranged or decided. -Use of the Present Progressive Tense with “always”: Describing actions that cause irritation. -Use of “Question Tags” for related tenses: Confirming or clarifying information. -Use of “Adjectives” with “-ed vs -ing” ending: -ing: Describing the thing or situation that causes the feeling. With -ed: Describes how a person feels as a result of that thing or situation. -Use of “Correlative Conjunctions (either, neither)”: Describing two alternatives or a negative choice between two alternatives. -Use of Elliptical responses (So do I, I hope so etc.): Giving brief answers in a conversation to avoid unnecessary repetition. Target Social Language in Use: Don’t let your mind wander but focus! Take turns and play fair! The other team is out of our league! Target Phonological Sounds in Use: -Intonation of negative statements *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. |
| Öğrenme Çıktısı (Kazanımlar) |
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ENG.6.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” carefully. ENG.6.2.L2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it. ENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through significant details by listening (to)/watching it carefully. ENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.R2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully. ENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others. ENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.W2 Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided. ENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people. ENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others. ENG.6.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.S3. Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically. ENG.6.2.S4. Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically. ENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people. ENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
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ENG.6.2.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “classroom life and learning” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.2.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.2.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.2.L4. a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.2.P1. a)Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c)Students recognise the target phonological elements of the current content when they are heard in different contexts. d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.2.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students making significant preliminary predictions about the current content based on recognised relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.2.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.2.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.2.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.2.G1. a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g)Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j)Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.2.W1. a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.2.W2. a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.2.W3. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.2.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.2.W5. a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.2.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.2.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.2.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.2.S3. a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.2.S4. a)Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.2.S5. a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.2.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully |
| Sosyal-Duygusal Öğrenme Becerileri |
| 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 |
|
→ V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V9. Compassion → V10. Modesty → V12. Patience → V14. Respect → V16. Responsibility → V20. Benevolence |
| Ölçme |
| Etkinlik |
| → Mevlana Haftası, İnsan Hakları ve Demokrasi Haftası |
| Ders Tarihi | Saati |
|---|---|
| 01-05 Aralık | 8 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 2 CLASSROOM LIFE & LEARNING |
| Konu (İçerik Çerçevesi) |
| Sub-themes: Preferences for learning activities; preferences for learning technologies Target Vocabulary in Use (with revisional vocabulary): Vocabulary for preferences for learning activities: Nouns: An illustration, a concept, brainstorming, an exploration, feedback, a principle, a rhythm, an evaluation, necessity, a preference, creativity, preparation, a reward, a mission, a partnership, an objective, an optimist. Verbs: To accomplish, to adapt, to boost, to brainstorm, to cope, to clarify, to establish, to evaluate, to fulfil, to hesitate, to outline, to pursue, to secure, to seek. Adjectives: Reflective, visual, memorable, satisfied. Adverbs: Commonly, essentially. Vocabulary for preferences for learning technologies: Nouns: Courage, feedback, a monitor, a mouse pad (mat-AmE), an instruction, a bug, a folder, a webcam, a touchscreen, volume, a database, electronics, a password, an interaction, an innovation, popularity, accessibility, practicality. Verbs: To edit, to install, to inform, to navigate, to personalise, to select, to monitor. Adjectives: Efficient, willing, virtual, super, technological, flexible, innovative, complicated, limited, handheld, user-friendly, immersive, cutting edge. Adverbs: Efficiently. Target Grammatical Structures in Use: -The Simple Present Tense for the Future: (The teacher clarifies the rules of the competition at the beginning of the lesson tomorrow). -The Present Progressive for the Future: (They are accomplishing their goals by the end of the week). -The Present Progressive Tense with “Always”: (She is always adapting to new challenges with a reflective mindset.). -Question Tags with the Simple Present Tense for the Future and The Present Progressive Tense for Future: (The school organises an evaluation session tomorrow, doesn’t it?) (The school is organising an evaluation session tomorrow, isn’t it?) -Adjectives with “-ed and -ing”: (The rewarding experience made the participants feel truly fulfilled). -Correlative Conjunctions: (“Either”, “Neither) and Elliptical Responses: “So do I”, “I hope so”, etc.) (Neither the preparation nor the brainstorming boosts maximum creativity without teamwork). Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense for the Future: Describing scheduled future events fixed with timetables or plans. -Use of the Present Progressive Tense for the Future: Describing planned future actions that are already arranged or decided. -Use of the Present Progressive Tense with “always”: Describing actions that cause irritation. -Use of “Question Tags” for related tenses: Confirming or clarifying information. -Use of “Adjectives” with “-ed vs -ing” ending: -ing: Describing the thing or situation that causes the feeling. With -ed: Describes how a person feels as a result of that thing or situation. -Use of “Correlative Conjunctions (either, neither)”: Describing two alternatives or a negative choice between two alternatives. -Use of Elliptical responses (So do I, I hope so etc.): Giving brief answers in a conversation to avoid unnecessary repetition. Target Social Language in Use: Don’t let your mind wander but focus! Take turns and play fair! The other team is out of our league! Target Phonological Sounds in Use: -Intonation of negative statements *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. |
| Öğrenme Çıktısı (Kazanımlar) |
|
ENG.6.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” carefully. ENG.6.2.L2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it. ENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through significant details by listening (to)/watching it carefully. ENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.R2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully. ENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others. ENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.W2 Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided. ENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people. ENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others. ENG.6.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.S3. Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically. ENG.6.2.S4. Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically. ENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people. ENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
|
ENG.6.2.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “classroom life and learning” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.2.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.2.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.2.L4. a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.2.P1. a)Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c)Students recognise the target phonological elements of the current content when they are heard in different contexts. d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.2.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students making significant preliminary predictions about the current content based on recognised relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.2.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.2.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.2.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.2.G1. a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g)Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j)Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.2.W1. a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.2.W2. a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.2.W3. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.2.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.2.W5. a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.2.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.2.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.2.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.2.S3. a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.2.S4. a)Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.2.S5. a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.2.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully |
| Sosyal-Duygusal Öğrenme Becerileri |
| 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 |
|
→ V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V9. Compassion → V10. Modesty → V12. Patience → V14. Respect → V16. Responsibility → V20. Benevolence |
| Ölçme |
| Etkinlik |
| → Dünya Engelliler Günü, Dünya Madenciler Günü, Türk Kadınına Seçme ve Seçilme Hakkının Verilişi |
| Ders Tarihi | Saati |
|---|---|
| 24-28 Kasım | 8 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 2 CLASSROOM LIFE & LEARNING |
| Konu (İçerik Çerçevesi) |
| Sub-themes: Preferences for learning activities; preferences for learning technologies Target Vocabulary in Use (with revisional vocabulary): Vocabulary for preferences for learning activities: Nouns: An illustration, a concept, brainstorming, an exploration, feedback, a principle, a rhythm, an evaluation, necessity, a preference, creativity, preparation, a reward, a mission, a partnership, an objective, an optimist. Verbs: To accomplish, to adapt, to boost, to brainstorm, to cope, to clarify, to establish, to evaluate, to fulfil, to hesitate, to outline, to pursue, to secure, to seek. Adjectives: Reflective, visual, memorable, satisfied. Adverbs: Commonly, essentially. Vocabulary for preferences for learning technologies: Nouns: Courage, feedback, a monitor, a mouse pad (mat-AmE), an instruction, a bug, a folder, a webcam, a touchscreen, volume, a database, electronics, a password, an interaction, an innovation, popularity, accessibility, practicality. Verbs: To edit, to install, to inform, to navigate, to personalise, to select, to monitor. Adjectives: Efficient, willing, virtual, super, technological, flexible, innovative, complicated, limited, handheld, user-friendly, immersive, cutting edge. Adverbs: Efficiently. Target Grammatical Structures in Use: -The Simple Present Tense for the Future: (The teacher clarifies the rules of the competition at the beginning of the lesson tomorrow). -The Present Progressive for the Future: (They are accomplishing their goals by the end of the week). -The Present Progressive Tense with “Always”: (She is always adapting to new challenges with a reflective mindset.). -Question Tags with the Simple Present Tense for the Future and The Present Progressive Tense for Future: (The school organises an evaluation session tomorrow, doesn’t it?) (The school is organising an evaluation session tomorrow, isn’t it?) -Adjectives with “-ed and -ing”: (The rewarding experience made the participants feel truly fulfilled). -Correlative Conjunctions: (“Either”, “Neither) and Elliptical Responses: “So do I”, “I hope so”, etc.) (Neither the preparation nor the brainstorming boosts maximum creativity without teamwork). Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense for the Future: Describing scheduled future events fixed with timetables or plans. -Use of the Present Progressive Tense for the Future: Describing planned future actions that are already arranged or decided. -Use of the Present Progressive Tense with “always”: Describing actions that cause irritation. -Use of “Question Tags” for related tenses: Confirming or clarifying information. -Use of “Adjectives” with “-ed vs -ing” ending: -ing: Describing the thing or situation that causes the feeling. With -ed: Describes how a person feels as a result of that thing or situation. -Use of “Correlative Conjunctions (either, neither)”: Describing two alternatives or a negative choice between two alternatives. -Use of Elliptical responses (So do I, I hope so etc.): Giving brief answers in a conversation to avoid unnecessary repetition. Target Social Language in Use: Don’t let your mind wander but focus! Take turns and play fair! The other team is out of our league! Target Phonological Sounds in Use: -Intonation of negative statements *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. |
| Öğrenme Çıktısı (Kazanımlar) |
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ENG.6.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” carefully. ENG.6.2.L2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it. ENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through significant details by listening (to)/watching it carefully. ENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.R2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully. ENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others. ENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.W2 Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided. ENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people. ENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others. ENG.6.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.S3. Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically. ENG.6.2.S4. Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically. ENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people. ENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
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ENG.6.2.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “classroom life and learning” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.2.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.2.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.2.L4. a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.2.P1. a)Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c)Students recognise the target phonological elements of the current content when they are heard in different contexts. d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.2.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students making significant preliminary predictions about the current content based on recognised relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.2.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.2.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.2.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.2.G1. a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g)Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j)Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.2.W1. a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.2.W2. a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.2.W3. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.2.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.2.W5. a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.2.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.2.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.2.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.2.S3. a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.2.S4. a)Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.2.S5. a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.2.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully |
| Sosyal-Duygusal Öğrenme Becerileri |
| 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 |
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→ V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V9. Compassion → V10. Modesty → V12. Patience → V14. Respect → V16. Responsibility → V20. Benevolence |
| Ölçme |
| Etkinlik |
| → Ağız ve Diş Sağlığı Haftası, Öğretmenler Günü |
| Ders Tarihi | Saati |
|---|---|
| 17-21 Kasım | 8 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 2 CLASSROOM LIFE & LEARNING |
| Konu (İçerik Çerçevesi) |
| Sub-themes: Preferences for learning activities; preferences for learning technologies Target Vocabulary in Use (with revisional vocabulary): Vocabulary for preferences for learning activities: Nouns: An illustration, a concept, brainstorming, an exploration, feedback, a principle, a rhythm, an evaluation, necessity, a preference, creativity, preparation, a reward, a mission, a partnership, an objective, an optimist. Verbs: To accomplish, to adapt, to boost, to brainstorm, to cope, to clarify, to establish, to evaluate, to fulfil, to hesitate, to outline, to pursue, to secure, to seek. Adjectives: Reflective, visual, memorable, satisfied. Adverbs: Commonly, essentially. Vocabulary for preferences for learning technologies: Nouns: Courage, feedback, a monitor, a mouse pad (mat-AmE), an instruction, a bug, a folder, a webcam, a touchscreen, volume, a database, electronics, a password, an interaction, an innovation, popularity, accessibility, practicality. Verbs: To edit, to install, to inform, to navigate, to personalise, to select, to monitor. Adjectives: Efficient, willing, virtual, super, technological, flexible, innovative, complicated, limited, handheld, user-friendly, immersive, cutting edge. Adverbs: Efficiently. Target Grammatical Structures in Use: -The Simple Present Tense for the Future: (The teacher clarifies the rules of the competition at the beginning of the lesson tomorrow). -The Present Progressive for the Future: (They are accomplishing their goals by the end of the week). -The Present Progressive Tense with “Always”: (She is always adapting to new challenges with a reflective mindset.). -Question Tags with the Simple Present Tense for the Future and The Present Progressive Tense for Future: (The school organises an evaluation session tomorrow, doesn’t it?) (The school is organising an evaluation session tomorrow, isn’t it?) -Adjectives with “-ed and -ing”: (The rewarding experience made the participants feel truly fulfilled). -Correlative Conjunctions: (“Either”, “Neither) and Elliptical Responses: “So do I”, “I hope so”, etc.) (Neither the preparation nor the brainstorming boosts maximum creativity without teamwork). Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense for the Future: Describing scheduled future events fixed with timetables or plans. -Use of the Present Progressive Tense for the Future: Describing planned future actions that are already arranged or decided. -Use of the Present Progressive Tense with “always”: Describing actions that cause irritation. -Use of “Question Tags” for related tenses: Confirming or clarifying information. -Use of “Adjectives” with “-ed vs -ing” ending: -ing: Describing the thing or situation that causes the feeling. With -ed: Describes how a person feels as a result of that thing or situation. -Use of “Correlative Conjunctions (either, neither)”: Describing two alternatives or a negative choice between two alternatives. -Use of Elliptical responses (So do I, I hope so etc.): Giving brief answers in a conversation to avoid unnecessary repetition. Target Social Language in Use: Don’t let your mind wander but focus! Take turns and play fair! The other team is out of our league! Target Phonological Sounds in Use: -Intonation of negative statements *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. |
| Öğrenme Çıktısı (Kazanımlar) |
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ENG.6.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” carefully. ENG.6.2.L2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” together through significant details and main components while listening/watching it. ENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through significant details by listening (to)/watching it carefully. ENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.R2. Students can bring information about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully. ENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others. ENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.W2 Students can understand the model/example for the writing task about the current content on “personal life and well-being with mobile phones and their impact on health and social life; personal preferences for films and visual arts”. ENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies” based on the model/example provided. ENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people. ENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” in relation to themselves or others, both individually and/or with others. ENG.6.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life and learning with preferences for learning activities; preferences for learning technologies”. ENG.6.2.S3. Students can organise a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically. ENG.6.2.S4. Students can construct a new verbal content on “classroom life and learning with preferences for learning activities; preferences for learning technologies” by speaking accurately, efficiently, and authentically. ENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people. ENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life and learning with preferences for learning activities; preferences for learning technologies” to communicate with other people in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
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ENG.6.2.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “classroom life and learning” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.2.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.2.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.2.L4. a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.2.P1. a)Students listen current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c)Students recognise the target phonological elements of the current content when they are heard in different contexts. d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.2.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students making significant preliminary predictions about the current content based on recognised relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.2.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life and learning with preferences for learning activities; preferences for learning technologies” by reading it carefully. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.2.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.2.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.2.G1. a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g)Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j)Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.2.W1. a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.2.W2. a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.2.W3. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.2.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.2.W5. a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.2.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.2.S1. a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.2.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.2.S3. a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.2.S4. a)Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.2.S5. a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.2.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully |
| Sosyal-Duygusal Öğrenme Becerileri |
| 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 |
|
→ V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V9. Compassion → V10. Modesty → V12. Patience → V14. Respect → V16. Responsibility → V20. Benevolence |
| Ölçme |
| Etkinlik |
| → Dünya Felsefe Günü, Dünya Çocuk Hakları Günü |
| Ders Tarihi | Saati |
|---|---|
| 10-14 Kasım | 8 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| FIRST MIDTERM BREAK : 10-14 November |
| Konu (İçerik Çerçevesi) |
| FIRST MIDTERM BREAK : 10-14 November |
| Öğrenme Çıktısı (Kazanımlar) |
| FIRST MIDTERM BREAK : 10-14 November |
| Süreç Bileşenleri(Kazanım Maddeleri) |
| FIRST MIDTERM BREAK : 10-14 November |
| Sosyal-Duygusal Öğrenme Becerileri |
| Okur Yazarlık Becerileri |
| → FIRST MIDTERM BREAK : 10-14 November |
| Değerler |
| → FIRST MIDTERM BREAK : 10-14 November |
| Ölçme |
| Etkinlik |
| → Atatürk Haftası, Afet Eğitimi Hazırlık Günü, Dünya Diyabet Günü |
| Ders Tarihi | Saati |
|---|---|
| 03-07 Kasım | 8 |
| Ünite/Tema/Öğrenme Alanı |
|---|
| THEME 1 SCHOOL LIFE & EDUCATION |
| Konu (İçerik Çerçevesi) |
| Sub-theme: School rules; people, roles and responsibilities at school; school routines; national and religious days, festivals, and celebrations Target Vocabulary in Use (with revisional vocabulary): Vocabulary for competitions, events, and celebrations at school: Nouns: An agency, a debate, a defeat, defence, a failure, a finalist, a mission, motivation, a goal, an obstacle, a peer, a pitch, a proposer, a referee, a reward, registration, a rehearsal, a replay, an opponent, a semi-finalist, a slogan, a spectator, a tournament, a victory, a challenge, a committee. Verbs: To oppose, to accompany, to cancel, to defeat, to register, to reward, to overcome, to shoot, to assign, to participate. Adjectives: Festive, opposing, offensive, amusing, charming, miserable, well-argued, rewarding. Vocabulary for making schools better places: Nouns: Accessibility, aid, discipline, diversity, infrastructure, joy, leadership, mentorship, a permit, a procedure, silence, disappointment, an animation, output, confusion, conservation. Verbs: To aid, to enhance, to implement, to innovate, to inspire, to obey, to permit, to redesign, to prioritise, to transform, to distract, to encourage. Adjectives: Engaging, motivating, diverse, inspiring, effective, competitive. Adverbs: Thoughtfully. Target Grammatical Structures in Use: -The Simple Present Tense (like, prefer, understand, want, need, know, mean, believe, remember, forget) versus The Present Progressive Tense: (I always study for my exams very hard. I am studying for the English exam right now). -Adverbs of Frequency (always, never, seldom, sometimes, often, etc.): (Participants always follow the rules of the competition). - “May and Might” for Polite Requests: (May I participate in the competition as a finalist this year?). - “Can and Could” for Polite Requests: (Can you please help me with the decoration? Could we change the infrastructure for better accessibility for participants?) -Question Tags: (You want to watch the final match, don’t you?) -Articles and Quantifiers (a, an, the, zero article, one): (I need a volunteer to assist with the decorations). - “Shall” for Polite Requests: (Shall we review the rules before the final debate begins?). Functions of the Grammatical Structures in Use: -Use of the Simple Present Tense (like, prefer, understand, want, need, know, mean, believe, remember, forget) vs the Present Progressive Tense: Discriminating regular actions, general truths, or habits and ongoing actions or situations. -Use of Adverbs of Frequency (always, never, seldom, sometimes, often, etc.): Describing the frequency of an action, state, or event. -Use of “May and Might” for Polite Requests: Making polite requests. -Use of “Can and Could” for Polite Requests: Making polite requests. -Use of “Question Tags”: Confirming positive or negative ideas. -Use of “Articles and Quantifiers” (a, an, the, zero article, one): Defining the specificity, generality and amount of nouns. -Use of “Shall” for Polite Requests: Making polite requests. Target Phonological Sounds in Use: Our headmaster manages our school by the book! Let’s study hard and ace all tests at school! We’re in the right state before the debate! Stop messing around! We’ve got a lot of work to do for the competition. Target Phonological Aspects and Sounds in Use: Intonation of positive statements *No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme. |
| Öğrenme Çıktısı (Kazanımlar) |
|
ENG.6.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” carefully. ENG.6.1.L2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening (to)/ watching it. ENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening (to)/watching it carefully. ENG.6.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.P1. Students can select and use the target phonological elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others. ENG.6.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.R2. Students can bring information about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly. ENG.6.1.R3. Students can make meaning of / derive meaning from the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully. ENG.6.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.V1. Students can select and use the target vocabulary of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.G1. Students can select and use the target grammatical elements of the current content about “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others. ENG.6.1.W1. Students can get ready for the writing-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W2. Students can understand the model/example for the writing task about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. ENG.6.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others. ENG.6.1.S1. Students can get ready for speaking-expression process about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S2. Students can use the model/example for producing verbal content about the current content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations”. ENG.6.1.S3. Students can organise a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S4. Students can construct a new verbal content on “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically. ENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people. ENG.6.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others. |
| Süreç Bileşenleri(Kazanım Maddeleri) |
|
ENG.6.1.L1. a)Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it. b)Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation. c)Students make predictions about the current content on “school life and education” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context. d)Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme. ENG.6.1.L2. a)Students comprehend the topic of the current content by listening (to)/watching it as a whole. b)Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner. ENG.6.1.L3. a)Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content. b)Students make important and necessary classifications in the current content that help them to understand it better with details. c)Students make important and necessary comparisons in the current content that help them to understand it better with details. d)Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier. e)Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content. f)Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it. g)Students internalise the current content in an individualised and appropriate way according to age and language level. ENG.6.1.L4. a)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content. b)Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others. ENG.6.1.P1. a)Students listen to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances. b)Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups, and individually. c)Students recognise the target phonological elements of the current content when they are heard in different contexts. d)Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes. e)Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others. ENG.6.1.R1. a)Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently. b)Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content. c)Students making significant preliminary predictions about the current content based on recognised relationships. d)Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it. ENG.6.1.R2. a)Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming. b)Students read the current content to scan the major components silently and quickly with the help of the clues provided. c)Students carefully read the current content silently and carefully to find significant details and components belonging to the theme. ENG.6.1.R3. a)Students carefully check the current content in detail for the accuracy of initial and detailed predictions that are made earlier. b)Students classify the significant elements of the current content that contribute to the perception of the content in a meaningful way. c)Students compare significant elements of the current content that contribute to the perception of the content in a meaningful way. d)Students recognise significant horizontal/vertical/spiral relationships within the current content that contribute to the perception of the content in a meaningful way. e)Students make meaningful inferences from the information in the current content by examining it carefully. f)Students internalise the information in the current content in an individualised and appropriate way according to age and language level. ENG.6.1.R4. a)Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process. b)Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others. c)Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities. ENG.6.1.V1. a)Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition. b)Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning. c)Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues. d)Students repeat aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material. e)Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements. f)Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail. g)Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others. ENG.6.1.G1. a)Students become familiar with the current content by listening (to)/watching/reading it a few times attentively. b)Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language. c)Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules. d)Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules. e)Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully. f)Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness. g)Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts. h)Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules. i)Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules. j)Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts. ENG.6.1.W1. a)Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content. b)Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned. ENG.6.1.W2. a)Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully. ENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life and education with school rules; people, roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided. a)Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level. b)Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level. c)Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level. ENG.6.1.W4. a)Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level. b)Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task. c)Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level. d)Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task. ENG.6.1.W5 a)Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts. b)Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others. ENG.6.1.W6. a)Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others. c)Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities. ENG.6.1.S1 a)Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously. ENG.6.1.S2. a)Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements. ENG.6.1.S3. a)Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example. b)Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example. c)Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content. d)Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content. e)Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required. ENG.6.1.S4. a)Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations. b)Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately. c)Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations. d)Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations. ENG.6.1.S5. a)Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts. b)Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others. ENG.6.1.S6. a)Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process. b)Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others |
| Sosyal-Duygusal Öğrenme Becerileri |
| Okur Yazarlık Becerileri |
|
→ LS1. Information Literacy → LS2. Digital Literacy → LS4. Visual Literacy → LS5. Cultural Literacy → LS6. Civic Literacy → LS9. Art Literacy |
| Değerler |
|
→ V1. Justice → V3. Diligence → V4. Friendship → V6. Honesty → V7. Aesthetics → V9. Compassion → V10. Modesty → V12. Patience → V14. Respect → V16. Responsibility → V19. Patriotism → V20. Benevolence |
| Ölçme |
| Etkinlik |
| → Kızılay Haftası, Organ Bağışı ve Nakli Haftası, Lösemili Çocuklar Haftası |
