T.C. MİLLİ EĞİTİM BAKANLIĞI
.......... OKUL SEÇ ..........
2026-2027 EĞİTİM ÖĞRETİM YILI 11. SINIF İNGİLİZCE DERSİ DERS PLANI

Öğrenme Çıktıları ve Süreç Bileşenleri Boş

Programlar Arası Bileşenler Boş

Öğrenme Kanıtları (Ölçme ve Değerlendirme) DPO

• Yazılı Sınav
• Performans Görevi
• Öz Değerlendirme Formu

Ön Değerlendirme Süreci YZ

Öğrencilerin daha önceki derslerde öğrendikleri temel yer bildiren edatlar ve yön ifadeleri hakkında ön bilgileri sorgulanır. Etkileşimli tahtada kısa bir anket yapılarak mevcut kelime hazineleri kontrol edilir.

Köprü Kurma YZ

Önceki derslerde öğrenilen temel konum belirleme ifadelerinin, bu haftaki 'Orientation' konusuyla nasıl ilişkilendirildiği ve günlük hayatta yön bulma becerisine nasıl katkı sağladığı açıklanır.

Öğrenme-Öğretme Uygulamaları YZ

Farklılaştırma Boş

Araç-Gereç ve Kaynaklar DPO

Öğretmen Görüşleri

Öğrenme Çıktıları ve Süreç Bileşenleri Boş

Programlar Arası Bileşenler Boş

Öğrenme Kanıtları (Ölçme ve Değerlendirme) DPO

• Yazılı Sınav
• Performans Görevi
• Öz Değerlendirme Formu

Ön Değerlendirme Süreci YZ

Öğrencilerin önceki ünitelerdeki temel kelime ve gramer yapılarına dair ön bilgilerini ölçmek amacıyla kısa bir sözlü soru-cevap etkinliği yapılır.

Köprü Kurma YZ

Önceki haftalarda öğrenilen bireysel konuların, bu haftaki Revision Programme kapsamında nasıl bütüncül bir dil becerisine dönüştüğü vurgulanarak bağlantı kurulur.

Öğrenme-Öğretme Uygulamaları YZ

Farklılaştırma Boş

Araç-Gereç ve Kaynaklar DPO

Öğretmen Görüşleri

Öğrenme Çıktıları ve Süreç Bileşenleri Boş

Tema Özeti YZ

Öğrenciler kavram haritası ve kelime bulutuyla gramer yapılarını tekrar eder, karma testteki hataları çözümler, paragraf yazıp akranlarına sunar.

Programlar Arası Bileşenler Boş

Öğrenme Kanıtları (Ölçme ve Değerlendirme) DPO

• Yazılı Sınav
• Performans Görevi
• Öz Değerlendirme Formu

Temel Kabuller DPO

Önceki haftaların çıktıları (Revision Programme) edinilmiş kabul edilir.

Ön Değerlendirme Süreci YZ

Öğrencilerin önceki ünitelerdeki temel kelime bilgisi ve gramer yapılarına dair ön bilgileri, etkileşimli tahtada yer alan kısa bir anket veya sözlü soru-cevap yöntemiyle ölçülür.

Köprü Kurma YZ

Önceki haftalarda edinilen dilsel becerilerin, bu haftaki 'Revision Programme' kapsamında sentezlenerek kalıcı öğrenmeye dönüştürüleceği vurgulanır.

Öğrenme-Öğretme Uygulamaları YZ

Farklılaştırma Boş

Araç-Gereç ve Kaynaklar DPO

Öğretmen Görüşleri

Öğrenme Çıktıları ve Süreç Bileşenleri Boş

Tema Özeti YZ

Önceki ünitelerin kelime ve gramer yapıları günlük cümlelerde kullanılır; öğrenciler üç ünite başlığıyla paragraf yazıp akranını değerlendirir.

Programlar Arası Bileşenler Boş

Öğrenme Kanıtları (Ölçme ve Değerlendirme) DPO

• Yazılı Sınav
• Performans Görevi
• Öz Değerlendirme Formu

Temel Kabuller DPO

Önceki haftaların çıktıları (Revision Programme) edinilmiş kabul edilir.

Ön Değerlendirme Süreci YZ

Öğrencilerin önceki ünitelerdeki temel kelime bilgisi ve gramer hakimiyetleri hakkında kısa bir ön test uygulanır. Bilinen kavramlar ile henüz tam kavranmamış noktalar belirlenir.

Köprü Kurma YZ

Önceki haftalarda öğrenilen bireysel ünite konularının, bu haftaki Revision Programme kapsamında nasıl bütüncül bir dil becerisi oluşturduğu üzerinde durulur.

Öğrenme-Öğretme Uygulamaları YZ

Farklılaştırma Boş

Araç-Gereç ve Kaynaklar DPO

Öğretmen Görüşleri

Öğrenme Çıktıları ve Süreç Bileşenleri Boş

Tema Özeti YZ

Önceki ünitelerdeki karmaşık cümle yapıları kavram haritalarıyla gözden geçirilir; öğrenciler boşluk doldurur, eşleştirir ve diyalog canlandırır.

Programlar Arası Bileşenler Boş

Öğrenme Kanıtları (Ölçme ve Değerlendirme) DPO

• Yazılı Sınav
• Performans Görevi
• Öz Değerlendirme Formu

Temel Kabuller DPO

Önceki haftaların çıktıları (Revision Programme) edinilmiş kabul edilir.

Ön Değerlendirme Süreci YZ

Öğrencilere daha önceki ünitelerde öğrenilen temel gramer yapıları ve kelime grupları hakkında kısa sorular yöneltilir. Öğrencilerin mevcut bilgi düzeylerinin tespit edilmesi amaçlanır.

Köprü Kurma YZ

Daha önce işlenen konuların temel taşlarının, bu haftaki 'Revision Programme' kapsamında bütüncül bir şekilde sentezlenmesi sağlanır. Geçmiş bilgilerle güncel tekrar süreci arasında bağ kurulur.

Öğrenme-Öğretme Uygulamaları YZ

Farklılaştırma Boş

Araç-Gereç ve Kaynaklar DPO

Öğretmen Görüşleri

Öğrenme Çıktıları ve Süreç Bileşenleri MEB

Tema Özeti MEB

This theme is centred on the concept of ''school life and education'', and covers the sub-themes of ''comparing different types of schools; comparing different education systems; national days and celebrations''. These components (subthemes) are integrated into the learning process through the contextualised use of target vocabulary, grammatical structures, phonological features, and social language expressions. The teaching and learning activities are designed to be meaningful, collaborative, and communicative, and are tailored to align with the learners’ developmental level, interests, needs, and preferences. The ultimate aim of this theme is to equip learners with the knowledge, skills, and experiences needed to effectively use English in their daily lives, both within and beyond the school environment.

Anahtar Kavramlar MEB

Programlar Arası Bileşenler MEB

Alan Becerileri MEB

FLFS1. Listening/Watching-Comprehension FLFS2. Reading-Comprehension FLFS3. Speaking-Expression FLFS4. Writing-Expression FLSS1. Grammaring: Selection and Use FLSS2. Vocabulary: Selection and Use FLSS3. Pronunciation: Selection and Use

Diğer Derslerle İlişki MEB

Turkish Language and Literature, Maths, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling ders(ler)i ile ilişkilendirilir.

Öğrenme Kanıtları (Ölçme ve Değerlendirme) MEB

• Derecelendirme Ölçeği
• Dereceli Puanlama Anahtarı
• Performans Görevi

PERFORMANCE ASSIGNMENT: Students will create a project titled "School Life and Education Around the World, focusing on the sub-themes of comparing different types of schools, education systems, and national days or celebrations related to education. Students will begin by researching and comparing different types of schools, such as public, private, and vocational institutions, highlighting their unique features and approaches to education. They will explore and compare education systems in various countries, discussing similarities and differences in teaching methods, curriculum structures, and student outcomes. Additionally, students will examine how national days and celebrations, such as Republic Day, Teacher’s Day or Education Week, are observed in different cultures, reflecting on their importance in promoting education and school pride. The project will include written content, visuals, and personal reflections, and students will present their findings in class. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Ön Değerlendirme Süreci YZ

Öğrencilere daha önce bildikleri okul yaşamı ve eğitim sistemleri ile ilgili temel kavramlar üzerine sorular yöneltilir. Öğrencilerin mevcut bilgi düzeylerini belirlemek amacıyla görsel materyaller üzerinden kısa bir ön değerlendirme yapılır.

Köprü Kurma YZ

Öğrencilerin önceki yıllarda öğrendiği 'school' temalı kelime ve yapıları, bu haftaki 'different education systems' ve 'national days' konularıyla ilişkilendirmeleri sağlanır. Geçmiş bilgilerinin yeni içeriklerle sentezlenmesi desteklenir.

Öğrenme-Öğretme Uygulamaları YZ

Farklılaştırma MEB

Araç-Gereç ve Kaynaklar DPO

Öğretmen Görüşleri

Öğrenme Çıktıları ve Süreç Bileşenleri MEB

Tema Özeti YZ

Öğrenciler okul türleri, eğitim sistemleri ve milli günlere dair görselleri kategorize eder, eşli okumayla metni inceleyip hedef kelimeleri bulur.

Anahtar Kavramlar MEB

Programlar Arası Bileşenler MEB

Alan Becerileri MEB

FLFS1. Listening/Watching-Comprehension FLFS2. Reading-Comprehension FLFS3. Speaking-Expression FLFS4. Writing-Expression FLSS1. Grammaring: Selection and Use FLSS2. Vocabulary: Selection and Use FLSS3. Pronunciation: Selection and Use

Diğer Derslerle İlişki MEB

Turkish Language and Literature, Maths, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling ders(ler)i ile ilişkilendirilir.

Öğrenme Kanıtları (Ölçme ve Değerlendirme) MEB

• Derecelendirme Ölçeği
• Dereceli Puanlama Anahtarı
• Performans Görevi

Temel Kabuller DPO

Önceki haftaların çıktıları (ENG.11.1.L1, ENG.11.1.L2, ENG.11.1.L3, ENG.11.1.L4, ENG.11.1.P1, ENG.11.1.R1) edinilmiş kabul edilir.

Ön Değerlendirme Süreci YZ

Öğrencilerden okul yaşamı ve eğitimle ilgili bildikleri İngilizce sözcükleri (ör. school, subject, exam, ceremony) söylemeleri istenir. Ardından kendi okulları ile tanıdıkları başka bir okul ya da eğitim sistemi arasındaki bir farkı bir cümleyle belirtmeleri istenir.

Köprü Kurma YZ

Öğrencilerin daha önce İngilizce okuma çalışmalarında kullandığı hızlı okuma ve ana fikri bulma deneyimleri bu haftanın metnine bağlanır. Türkçe derslerindeki karşılaştırma ve çıkarım becerileri de okul türleri, eğitim sistemleri ve ulusal bayramlar konusunda İngilizce okumada kullanılır.

Öğrenme-Öğretme Uygulamaları YZ

Farklılaştırma MEB

Araç-Gereç ve Kaynaklar DPO

Öğretmen Görüşleri

Öğrenme Çıktıları ve Süreç Bileşenleri MEB

Tema Özeti YZ

Öğrenciler okul türlerini ve eğitim sistemlerini karşılaştıran modelleri inceler, gruplarda tartışır ve okul yaşamı üzerine yazılı içerik üretir.

Anahtar Kavramlar MEB

Programlar Arası Bileşenler MEB

Alan Becerileri MEB

FLFS1. Listening/Watching-Comprehension FLFS2. Reading-Comprehension FLFS3. Speaking-Expression FLFS4. Writing-Expression FLSS1. Grammaring: Selection and Use FLSS2. Vocabulary: Selection and Use FLSS3. Pronunciation: Selection and Use

Diğer Derslerle İlişki MEB

Turkish Language and Literature, Maths, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling ders(ler)i ile ilişkilendirilir.

Öğrenme Kanıtları (Ölçme ve Değerlendirme) MEB

• Derecelendirme Ölçeği
• Dereceli Puanlama Anahtarı
• Performans Görevi

Temel Kabuller DPO

Önceki haftaların çıktıları (ENG.11.1.W1, ENG.11.1.W2, ENG.11.1.W3, ENG.11.1.W4, ENG.11.1.W5, ENG.11.1.W6, ENG.11.1.W7, ENG.11.1.S1, ENG.11.1.S2, ENG.11.1.S3) edinilmiş kabul edilir.

Ön Değerlendirme Süreci YZ

Öğrencilerden okul yaşamı, farklı okul türleri ve ulusal bayramlarla ilgili bildikleri sözcük ve kalıpları ikili olarak hatırlayıp söylemeleri istenir. Öğretmen etkileşimli tahtada iki okul türünün görselini gösterir; öğrenciler aralarındaki farkları kısa cümlelerle ifade eder.

Köprü Kurma YZ

Önceki derslerde öğrenilen okul yaşamına ilişkin sözcük ve kalıplar, bu hafta karşılaştırma yapan konuşma içeriği hazırlamada kullanılır. Öğrencilerin kendi okul deneyimleri farklı okul türleri ve eğitim sistemleriyle ilişkilendirilir.

Öğrenme-Öğretme Uygulamaları YZ

Farklılaştırma MEB

Araç-Gereç ve Kaynaklar DPO

Öğretmen Görüşleri

Öğrenme Çıktıları ve Süreç Bileşenleri MEB

Tema Özeti MEB

This theme is centred on the concept of ''classroom life and learning'', and covers the sub-themes of ''comparing different learning activities and styles; comparing traditional education and modern education with technology''. These components (sub-themes) are integrated into the learning process through the contextualised use of target vocabulary, grammatical structures, phonological features, and social language expressions. The teaching and learning activities are designed to be meaningful, collaborative, and communicative, and are tailored to align with the learners’ developmental level, interests, needs, and preferences. The ultimate aim of this theme is to equip learners with the knowledge, skills, and experiences needed to effectively use English in their daily lives, both within and beyond the school environment.

Anahtar Kavramlar MEB

Programlar Arası Bileşenler MEB

Alan Becerileri MEB

FLFS1. Listening/Watching-Comprehension FLFS2. Reading-Comprehension FLFS3. Speaking-Expression FLFS4. Writing-Expression FLSS1. Grammaring: Selection and Use FLSS2. Vocabulary: Selection and Use FLSS3. Pronunciation: Selection and Use

Diğer Derslerle İlişki MEB

Turkish Language and Literature, Maths, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling ders(ler)i ile ilişkilendirilir.

Öğrenme Kanıtları (Ölçme ve Değerlendirme) MEB

• Derecelendirme Ölçeği
• Dereceli Puanlama Anahtarı
• Performans Görevi
• Çalışma Kâğıdı/Yaprağı

PERFORMANCE ASSIGNMENT: Students will create a project titled ''Classroom Life and Learning: Tradition Meets Innovation'' exploring different aspects of learning activities, styles, and educational approaches. First, students will compare various learning activities and personal learning styles, such as auditory, visual, and kinesthetic learning, reflecting on how these styles affect individual and group learning experiences. They will then examine the differences between traditional education methods and modern education enhanced by technology, analysing the benefits and challenges of each approach. Students should include real-life examples, such as traditional lectures versus interactive smart board lessons, or handwritten notes versus digital tools like tablets and apps. The project will consist of a written report and a creative presentation (e.g., a slideshow, video, or poster) that includes comparisons, personal reflections, and visual aids. Students will present their findings in class, showcasing how learning has evolved and how technology can enhance or complement traditional education. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. Basic Acceptations: Preparedness/Readiness This theme includes the concept of ''classroom life and learning with its components such as comparing different learning activities and styles; comparing traditional education and modern education with technology'' and it is assumed that it could be present in almost all languages, with some exceptions. It is assumed that a student in an upper secondary school may know what classroom life and learning, different learning activities and styles; comparing traditional education and modern education with technology mean in their own language as it is known that almost all people who start to learn a new language bring their preexisting knowledge (in their own language) with them and transfer it to their new language learning context. However, they may not know how to say these things in another language if this has not yet been covered in their existing curriculum. Fortunately, this existing knowledge in their own language can help them recognise, understand, and learn them more easily in a foreign language, in this case English. As they are students of an upper secondary school in year 11, they are expected to know some basic vocabulary about ''classroom life and learning'' in English from previous themes and/or years such as ''assignment, debate, a curriculum, to participate, to register and so on'' and also some structures such as ''What kind of schools are there? What do students regularly do at schools? How will they learn in the future? How do they feel in their schools?'' in English from the previous themes and/or years. These grammar items and vocabulary are revised during the ''Revision Programme'' at the beginning of the year and they can be used as a basis for learning the new vocabulary and grammatical items in the current theme, so that the new grammatical elements in the current theme can be learnt easily. Pre-Evaluation Process It is assumed that these students in an upper secondary school are ready to learn the concept of ''classroom life and learning with its components such as comparing different learning activities and styles; comparing traditional education and modern education with technology'' cognitively, affectively, and socially since it is appropriate to their age and language level. Therefore, a contextual poster or a large picture could be provided for the students to remember and practise the items that they are related and previously learnt so that they can discuss the poster and/or the picture in pairs and write down what they remember. This session can help them revise all the related vocabulary and grammatical elements that they have already learnt from previous themes or from previous years as a preparatory practice. In this way, their performance can be evaluated in terms of how much they remember and how accurately they use these items to build their competence in the current theme. It can help the teacher decide what to emphasise, revise, and practise in order to facilitate the new vocabulary and grammatical items in the current theme. (Their performance can be evaluated by rubrics, a rating scale, and /or a marking scheme during these practices.). Establishing Links Students are asked to recall the concept of “classroom life and learning by comparing different learning activities and styles; comparing traditional education and modern education with technology” by remembering their pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without saying anything in Turkish and without translating anything until they start learning the target words in the current (new) concept in English. To remind them of their pre-existing background knowledge they already have about the current concept, many materials such as “a scene from a short film, a passage from a book, a part from a personal diary (journal), a part of a story, a collection of pictures, a part of an animation, a poster, an excerpt from a video etc.” related to this content can be shared with the class before the main learning/teaching flow begins. The materials about the current concept would give a general idea of the theme. Students are work on the material according to the instructions and try to grasp it. The teacher tries to check if they have an idea about the topic of the new theme with several activities. When they have finished working on them, the teacher asks them in English if they have understood what has been in the material. S/He asks them to write a related words that they already know (learnt in previous years) in English on a piece of paper and put it in the jar/box that s/he has prepared. Alternative ways for checking their comprehension could be tried by the teacher. They wait for it until they see the next visual, which is the main entry material of the theme, the digital introductory story, to see if their thoughts/guesses are true or not without asking any further questions. Learning-Teaching Practices WARM-UP TO THE WHOLE THEME (WELL-BEING) Before starting to work on the theme in the classroom, to prepare the students emotionally, cognitively, psychologically, and physically, a fun non-theme warm-up activity can be done as an icebreaker to help the students feel positive and ready for the whole learning process in class for their well-being (D1.5, V12.1, V13.4). This could be an activity such as a short game, a physical activity, listening to/singing a song/chant/rhyme, doing a riddle, solving a puzzle, saying a tongue twister, listening to an anecdote, a very short story, watching a pantomime/online story, etc. that has no relation or connection to the current theme and does not require any knowledge of the current theme in English (D2.5, D3.3, SELS2.1, V4.4, V7.2, V13.2, LS4). That is only for relaxation and preparation for the lesson. INTEGRATION OF LANGUAGE SKILLS IN THE THEME All language skills are used in an integrated way around a central topic and subtopics, allowing students to build background knowledge through receptive skills before moving on to productive tasks throughout the theme. They are combined in a meaningful and purposeful way and are integrated to support the learning outcomes of the theme. Although they are sequenced from receptive to productive in the learning-teaching practices, they are always used in a closely linked way that means each activity builds on the previous one to promote language development and to increase communicative competence. The theme is characterised by a balanced integration of all the skills, where students engage with input (listening/watching-comprehension and reading-comprehension) and respond through output (speaking-expression and writing-expression) with the help of their vocabulary, grammar and phonological selection and use skills. ENG.11.2.L1. PREPARATION FOR LISTENING/WATCHING: Students prepare to access the introduction to the whole theme. The teacher asks the students to remember what they have done during the “establishing links” session for recalling background knowledge about the concept of “classroom life and learning”, where they watched a short film scene prepared for that section (which is not a part of the introductory digital story of the theme) (D3.2, V3.4, LS1, LS2, LS4). They remember what they already know about “classroom life and learning” to prepare themselves to work on guessing the topic of the current theme, “comparing different learning activities and styles; comparing traditional education and modern education with technology” (V1.2, V3.2, V3.3, V11.1, V11.3, V14.2, LS1, LS5). They prepare to access the main materials of the theme for having connections by making predictions based on the short film in the “establishing links” session (D3.8, V3.3, LS1, LS4). ENG.11.2.L2. BRINGING INFORMATION TOGETHER BY LISTENING/WATCHING: Students collect “general context clues” to understand the whole content by looking at visual clues before listening (to)/watching: The teacher asks the students to look at any visual material such as pictures, posters, and realia related to the current content on “comparing different learning activities and styles; comparing traditional education and modern education with technology” to identify the topic of the content and to answer the question: “What is the whole content about?” (D3.6, V1.2, V3.2, V3.3, V11.1, V11.3, V14.2, LS1, LS4, LS5, CS2.2). They are expected to realise that there might be different elements related to this concept (D2.1, V4.5). The teacher asks them to look at the visuals quickly to make predictions about the topic of the whole theme by using the “listening (to)/watching for gist” strategy before listening/watching the main visual material of the theme, which is the introductory digital story (D3.8, V4.5, LS1, LS4, LS5, CS2.11). The teacher asks the students to read the title of the theme and asks them to brainstorm by thinking about which words they already know and which words come to mind in connection with the title (D3.4, LS2, CS2.12, CS2.16.2). S/He reminds them not to ask the meanings of any new/target words they do not know at this stage of the lesson. S/He reminds them that this is just a guessing activity to guess the general topic/theme of the context by using the words they already know and that there will be time to work on the new words of the current content later (D1.4, V12.2). At this stage, some guessing games can be played to guess the main topic of the current content/theme by using the clues from the additional visuals such as pictures, posters, etc. related to the content, prepared and produced by the teacher, by using web 2.0 tools (D2.5, D3.3, SELS2.1, V3.4, LS2, LS4, CS2.12). ENG.11.2.L3. MAKING MEANING THROUGH LISTENING/WATCHING: Students identify and recognise the topic of the current theme by listening (to)/watching the introductory digital story that provides a context for the whole theme. The teacher asks the students to listen (to)/watch the introductory digital story to recognise the topic of the theme in general (This is a kind of preparation to work on the target key vocabulary in the later stages of the lesson(s)) (D3.2, V3.4). The teacher asks the students to recall the work done with visuals (the scene from a short film) in the “establishing links session” about the current context shown earlier during the listening (to)/watching session (D3.2, LS2). Students watch the digital introductory story and consolidate the identification of the target theme “comparing different learning activities and styles; comparing traditional education and modern education with technology” as a whole (CS2.13), without stopping the video at any point, so that the students can hear/see the context as a whole and understand the theme holistically (D3.1, V1.2, V3.2, V3.3, V11.1, V11.3, V14.2, LS2, LS4, LS5). MAKING MEANING THROUGH THE MAIN COMPONENTS OF THE THEME BY LISTENING/WATCHING: Students find and identify the main components of the current content by listening (to)/watching the context quickly through scanning. The teacher organises a scanning activity to find out the components as the basic and most important details of the current content through the introductory digital story to help students learn and know more about the current theme. S/He asks the students to listen and watch the story again without stopping, by scanning/looking for any relevant words or concepts that are heard in the story (D3.6, V3.4, LS2, LS4, LS7). The teacher hands out a sheet to the students on which there is a list of words/phrases, etc. to tick, circle or underline. Students circle or tick the ones that they have heard through watching the story very quickly without stopping. The teacher could apply different versions of scanning activities such as finding important elements on a list and circle them, looking at a list and finding which elements do not take place in the story, etc. whenever s/he likes (D3.2, D3.6, D3.7, LS1, CS2.4). In this way, they will be able to understand the story in general through the main elements and components by eliminating the irrelevant ones. Students share with the whole class the words and components they have found and ticked/circled/underlined on the list given by the teacher to them (D2.3, SELS2.1, V4.4). Then they discuss the accuracy of the findings as a whole class (SELS2.2, CS2.8). This is evaluated as described in items (1) and (2) in the section “1.2. Principles for the Implementation of the English Language Curriculum”. After having watched the introductory digital story, the teacher places the headings on the smart board/whiteboard/blackboard: “comparing different learning activities and styles; comparing traditional education and modern education with technology” are on the target vocabulary list of the current theme as clues to the components of the current theme (D3.7, V1.2, V3.2, V3.3, V11.1, V11.3, V14.2, LS5). S/He places a corresponding picture next to each component and writes the name of each heading. S/he guides students to understand the heading of each category with the help of pictures. The teacher asks the students to work with the words they already know during this phase of the lesson (SELS1.2). Students work on these categories with the help of the scenes from the introductory digital story (D3.6, LS2, LS4). The teacher reads the headings aloud a few times by pointing to the corresponding pictures on the board and the students repeat them. Then the students say the headings all together. For working on the components of the theme further, the teacher asks volunteers to go to the board and choose the picture (already provided by the teacher) to stick/pin/drag it on the white/ blackboard or the smart board (if the teacher asks) (D1.2, D1.6, D2.3, SELS1.2, V3.4, V20.4, LS2, LS4). Then, they say the headings (components) together as a whole class. In this way, the main components of the theme are introduced to the students in English (LS5). At this stage, the meanings of the target words are not studied, but the categorisation of the basic components contributes to their recognition of the concept in general. The teacher could ask the students to decide which words in the introductory digital story they do not know and to note them while reading the text later in the reading session (D1.2, D1.6, D3.8, SELS1.1, V3.4). This could be evaluated as described in items (1), (2), (3), (6) (7), (8), and (9) in the section “1.2. Principles for the Implementation of the English Language Curriculum”. All this work helps them understand the main categories through classifications and also the inferences they make while listening to and watching the introductory digital story and/or examining the double-spread picture the picture related to the content. In this way, they recognise and comprehend the main concept as a whole through categorisation, comparison, and inference (D3.6, D3.7, CS2.5, V3.3, LS2, LS4, LS7). ENG.11.2.L4. REFLECTING ON THE LISTENING/WATCHING PROCESS: Students check the accuracy of their prior guesses, reflect on their ideas and feelings about the listening/watching session, and give feedback to each other. After the students listen (to)/watch the introductory digital story to find the main components of the theme, the teacher asks them whether their guesses they made during the ‘’establishing links’’ session, looking at visuals session, and their first listening (to)/watching session have been correct (D3.8, V4.2, V4.3, LS2, LS4). As they have already seen a scene from a short film created about the concept of the current theme, during the “establishing links” session earlier, and looked at some supplementary visuals (pictures, the title of the theme) and also they saw the picture related to the introductory digital story they can easily answer that the current theme is about and that their guesses were probably correct (D3.4, V3.3, LS1, LS2, LS4, CS2.8). The teacher asks the students to reflect on their thoughts, ideas and feelings in relation to the whole listening (to)/watching process and students talk about them individually (SELS1.3) and share them with the whole class (D2.3, SELS2.1, V4.2). After the reflection and feedback session, they talk again about the components of the theme, by correcting their mistakes or improving their ideas (SELS2.2, V4.2, V10.3). ENG.11.2.P1. RECOGNITION OF TARGET PRONUNCIATION: Students recognise the pronunciation and other phonological aspects of target utterances, including sentences, clauses, phrases, words, and sounds in the current theme. The teacher asks the students to listen (to)/watch an extract from the introductory digital story as the main context for noticing the target phonological elements (LS1, LS2, LS4). S/he asks them to pay attention to the target pronunciation and/or other phonological aspects in the current content on “comparing different learning activities and styles; comparing traditional education and modern education with technology”. The teacher asks them to notice how the target phonological aspects are used in context. Starting with the extract from the digital story, students go on with other contextual examples and activities to hear and understand the use of target elements in context (D3.2, D3.6, V3.4). SELECTION AND USE OF TARGET PRONUNCIATION (AND OTHER PHONOLOGICAL ASPECTS): Students select and use accurate, natural, and authentic target pronunciation and other phonological aspects of the target utterances including sentences, clauses, phrases, words, and sounds in the current theme. After recognition activities, students repeat the target utterances including sentences, clauses, phrases, words, and sounds in the current theme aloud a few times as a whole class with accurate and natural pronunciation and other phonological aspects after listening (to)/watching the recordings that the teacher has prepared beforehand using some web 2.0 programmes or some other AI-based technologies (D3.2, V3.4, LS1, LS2). To help the students pronounce the target utterances including sentences, clauses, phrases, words, and sounds accurately, the teacher could offer variations with some techniques such as showing the target utterance to the students and they say it or letting them listen to the recording, then turning off the recording randomly and students say the utterances they hear from the recording (D3.2, D3.7, D2.3). Several fun pronunciation games could be played, such as shadow reading, bingo, odd one out, pronunciation maze, minimal pairs, rhyming games, and several sound exercises by getting help from AI technologies (D2.5, SELS2.1, V3.4, V4.2, LS1, LS2, LS4). Along with the target utterances, the target sounds such as vowels, consonants, and diphthongs of the theme are also practised in the same ways. This is evaluated as described in items (1) and (2) as described in the section “1.2. Principles for the Implementation of the English Language Curriculum” (D3.2, D3.6, D3.7). FURTHER PRACTICE OF THE TARGET PRONUNCIATION: Students practise pronunciation with further activities for practice, consolidation, feedback and reflection: The teacher could use tape recording and feedback techniques. Students read aloud and record a text with the target utterances including sentences, clauses, phrases, words, and sounds in the current theme provided by the teacher, at home (D1.2, D1.6, D2.3, SELS3.1, V4.1, V5.1, LS2, LS5). They bring their recording(s) to school. First, they listen to the correct pronunciation of the text, provided by the teacher, in class. Then they listen to the recordings of individual students. During or after listening to the texts recorded by the students at home, the students give selffeedback or peer feedback on the pronunciation of the words in the recordings (D2.4, D3.6, SELS1.3, SELS2.2, V4.1, V12.1, V14.1, LS1, LS5). If available, a different version of the recording technique could be applied in the class. The teacher asks the students to discuss, say/talk about something, which they already know, related to the theme. Groups take turns to talk and the rest of the class listens (D2.3, D2.4, SELS2.2). During this session, the teacher records their discussions. After each group’s performance, the class listens to the recording for pronunciation and everyone gives feedback on it, including the individual students who have spoken during the discussion (D1.2, D1.6, D2.4, SELS2.2, V4.2, V5.1, V9.2, LS1). The teacher can get help from AI-based technologies for these activities if available. Students’ performances are evaluated as explained in items (1) and (2) in the section “1.2. Principles for the Implementation of the English Language Curriculum”. The teacher asks the students to reflect on their thoughts, ideas and feelings in relation to the whole pronunciation process and students talk about them individually (SELS1.3) and share them with the whole class (D1.2, D1.6, D2.3, SELS2.1, SELS2.2, V4.2, V5.1, V9.2, LS2, CS2.15). After the reflection and feedback session, they talk again about the components of the theme, by correcting their mistakes or improving their ideas (SELS1.2, V3.3, V6.2, V10.3, LS1, LS2). ENG.11.2.V1. PREPARATION FOR WORKING ON THE TARGET VOCABULARY: To scan for finding the main components of the theme the teacher asks the students to listen to and watch the introductory digital story to remember the topic of content mentioned in the previous listening/watching sessions. The teacher also asks them to check their predictions made in the first listening/watching session at the beginning of the lessons on the current theme once more again (D3.8, D3.2, D3.6, V3.4, LS1, LS2, LS4, LS7). Then the teacher asks the students to read the relevant parts of the written version of the introductory digital story provided by the teacher by scanning (reading very quickly) to check the main components and categories with the help of visual elements such as pictures, symbols, drawings, illustrations with the headings that the teacher has previously written on the smart board/whiteboard/blackboard in relation to the main components of the theme: “comparing different learning activities and styles; comparing traditional education and modern education with technology” (D3.7, D3.2, D3.6, V3.4, LS1, LS2, LS4, LS5, CS2.4, CS2.8). Students read the written extract from the story very quickly to check the main components corresponding to the headings that the teacher has written on the board and then they tick/circle/underline them on the list (already provided by the teacher) at their seats (D3.2, D3.6, V3.4). The teacher could apply different versions of scanning activities such as finding important components, categories, and elements on a list and circle them, looking at a list and finding which elements do not take place in the story, etc. whenever s/he likes (LS1, LS7, CS2.4, CS2.8). In this way, they can understand the story in general better with the help of reading this time after the listening/watching sessions held earlier through the main elements and components by eliminating the irrelevant ones (D3.2, D3.6, D3.7, V3.4, LS1, LS2, CS2.16.1). Students share with the whole class the components they have found and ticked/circled/underlined on the list given by the teacher to them (D2.3, SELS2.1). Then they discuss the accuracy of the findings as a whole class (D2.4, D3.6, D3.10, SELS2.2, V3.4, V4.2, V16.3, LS1, CS2.8). RECOGNITION OF TARGET VOCABULARY (AS CONTENT KNOWLEDGE): To read for the details for finding the new target vocabulary the teacher asks the students to read the written version of the introductory digital story (or another written text for working on the target vocabulary) in pairs in a jigsaw reading activity (D3.2, SELS2.2). One peer reads the first half of the story/text and the second peer reads the other half silently in a given time (V3.4, V4.1, V9.2, LS1, CS2.6). The teacher asks them to look out for new words whose meanings they do not know during this silent and detailed reading and asks them to look out for new (target) words they have previously noted during the listening/watching sessions (D1.2, D1.6, D3.6, D3.8, V3.3, V16.1, LS7). They are then asked to share these words with their peers without discussing their meanings in the text (D2.4, D3.2, SELS2.2, V4.2, V6.2). The teacher starts working on the new (target) words here. In this way, they have a detailed reading, understand the story better, and find the new (target) words that they do not know to work on. RECOGNITION OF TARGET VOCABULARY: To separate key (active) and non-key (passive) target vocabulary in context: To check whether the students know any of the target key vocabulary about “comparing different learning activities and styles; comparing traditional education and modern education with technology” the teacher asks them to say the new words whose meaning they do not know and which they have noticed and noted during their silent jigsaw reading session and the students do that (D1.2, D1.6, D2.4, D3.2, D3.8, V3.3, V6.2, LS1, LS4). When they say the words, the teacher writes them on the smart board/blackboard/ whiteboard by putting them on two lists. S/He writes the key (active) target words on one list and the non-key (passive) target words on the other list (that s/he has already decided on earlier when planning the lesson). S/He quickly covers the non-key words with examples, pictures, question-answers, however, spends more time on the key target words as described below (D3.2, D3.6, V1.2, V3.4, LS2, LS4). RECOGNITION OF TARGET VOCABULARY: To find “part/paragraph context clues” in the parts/paragraphs of the story (context): The teacher asks the students to watch the introductory digital story again, paying attention to which part of the story the unknown words that they do not know are in the utterances (D3.2, D3.6, SELS3.1, V3.4, LS1, LS4). He wants to introduce the meanings of the target key (active) vocabulary related to the theme that the students do not know part by part. Then s/he asks them to read the first part/paragraph in the written version of the story (or similar text) where the unknown words (active key target vocabulary) appear (D3.2, D3.6, SELS3.1, V3.3, LS5, LS7, CS2.8). Then s/he asks them whether they understand the meaning of the part/paragraph (D3.8, SELS3.1). S/he asks them to discuss the meaning of the part/paragraph in pairs in general without knowing the meaning of each new target word and asks what helps them understand the meaning of the part/paragraph (D3.6, SELS2.2, V4.1, LS1, LS7). Students discuss the meaning of the part/paragraph in pairs (D3.10, SELS2.2, V4.2, CS2.18) and report back to the class. The teacher takes notes on the board and writes what the part/paragraph is about in one word/ clause/sentence in the story (V6.2, LS1, LS5, CS2.16.1). As each part/paragraph covers a different but related piece of the whole topic, they realise that each part/paragraph contains new target words about a specific part of the whole theme. This helps them think about what each new target word in each part/paragraph could be about (D3.2, D3.6, SELS3.1, CS2.16.1). These activities are evaluated as described in items (3), (4), (5), (6), (7), and (8) in the section “1.2. Principles for the Implementation of the English Language Curriculum”. RECOGNITION OF TARGET VOCABULARY: To find “sentence clues”/“the indirect context clues” for the target key (active) words in the sentences in context: The teacher helps the students deal with each target key word by looking around these words in the sentences for collecting clues which can help them understand the meaning of these unknown target words. Starting from the first unknown target (key) word, students are asked to look at the words around the target (key) words (D3.2, D3.6, D3.8, D3.9, D3.10, SELS3.1, LS1, CS2.1, CS2.16.3). These clues could be linking words, adjectives, adverbs, determiners, suffixes, prefixes, time expressions, etc. such as “but, and, fearless, quickly, too much, tomorrow, etc.” anything that can help them understand the meaning of the unknown target word (but they do not talk about the terminology and parts of speeches, instead they talk about the meanings and functions of these supportive surrounding words). The teacher asks students to work in pairs to go through and list the “indirect clues” for each word (D3.5, D3.7, SELS2.2, V3.4, V4.2, CS2.7, CS2.17). When they finish working in pairs, the teacher goes through each word with the whole class and listens to what clues they have found to understand the meaning of the unknown target (key) word in the sentences (SELS3.1, V4.1, LS7). This is evaluated as described in items (3), (4), (6), (7), (8), and (9) in the section “1.2. Principles for the Implementation of the English Language Curriculum”. RECOGNITION AND SELECTION OF TARGET VOCABULARY: To practise with the target words: To practise with the target vocabulary that the students work on through “sentence clues/indirect context clues”, the teacher checks their understanding again by showing them some realia that s/he has already provided (D3.2, D3.6, V3.3, LS5, CS2.5). The teacher shows them to the students and asks them to think about what they are and share them with their peers and then they check the answers with the whole class (D2.3, D3.6, SELS2.1, V4.2, CS2.19). Then the teacher asks the students to watch the introductory digital story again and shows the corresponding pictures to the students when the corresponding vocabulary is mentioned in the story, without stopping the video while they are watching the story (LS2, LS4). When they have watched the whole story, the teacher shows the realia/visual elements, etc. about the content and asks in the form of two options, one of which is a word from the previous themes that they already know (D3.6, LS5, CS2.7, CS3.1). As they have studied the words through the “part/paragraph and sentences clues” in reading the text earlier, the students are expected to choose the correct option when they hear the words for the theme “comparing different learning activities and styles; comparing traditional education and modern education with technology” and they answer them after talking about them in pairs (D3.6, SELS2.2, V4.1, V6.2, LS2, LS4, LS5, CS3.1). In this way they can further practise the meaning of the target words. These activities are evaluated as described in items (3), (4), (6), (7), (8) and (9) in the section “1.2. Principles for the Implementation of the English Language Curriculum”. SELECTION AND USE OF TARGET VOCABULARY: Further vocabulary practice through dialogical work: The teacher shows the story again, and from the beginning, whenever a target vocabulary item is mentioned in the story, the teacher stops the video and asks questions (or lets the students ask and answer each other). In this way, they are engaged in various dialogues and use the target words in these dialogues (D2.3, D3.8, SELS2.1, V4.1, V6.2, LS5, LS6, CS2.8). So, they revise and practise the meanings of the target (key) vocabulary of the theme. This kind of technique could be applied with different and enjoyable activities according to the preference of the teacher. These activities are conducted in the form of a dialogue where their learning can be checked as described in items (2) and (6) in the section “1.2. Principles for the Implementation of the English Language Curriculum”. Further activities and games are played at this stage to reinforce the meaning of the target words by using several materials including AI-based and web 2.0 materials (D2.5, SELS2.1, V3.4, V4.2, V4.4). They can be done with real pictures on the white/blackboard if there is a problem with technology (LS4). These activities are evaluated as described in items (3), (4), (6), (7), (8) and (9) in the section “1.2. Principles for the Implementation of the English Language Curriculum”. SELECTION AND USE OF TARGET VOCABULARY: Consolidation of the target vocabulary: To further practise the target vocabulary, the teacher can prepare an activity with images/pictures of target “comparing different learning activities and styles; comparing traditional education and modern education with technology” using the web 2.0 programme. S/He mixes these images/pictures for the target vocabulary items and puts them in a raffle programme by using a web 2.0 or a real box in the classroom. S/He asks the students to take turns to go to the white/blackboard and to draw a picture related to the target components of the current theme (D2.3, SELS1.2). Then students say several things about the items in the picture (D1.5, D2.3, V3.4, LS1, LS5, LS6, CS2.20). The teacher asks the students in their seats to take notes while the student at the white/blackboard talks about the picture s/he has drawn and to give feedback by raising yes/no cards, or correcting if there are mistakes etc., and also repeat the sentences after him/her (D3.9, D3.10, SELS2.2, V3.4, CS3.3). When the student at the white/blackboard finishes, the teacher asks her/him to put the picture under the right category that s/he has previously placed on the white/blackboard earlier. In this once again through categorisation (D3.6, D3.7, CS2.5). The teacher asks the students to write a definition or an example sentence in their personal dictionaries and then asks them to exchange their dictionaries with their peers and check each other’s spelling and definitions (D1.2, D1.6, D3.1, SELS2.2, V3.4, V6.2, CS2.20). Students’ learning can be checked and evaluated as described in items (3), (4), (6), (7), (8) and (9) in the section “1.2. Principles for the Implementation of the English Language Curriculum”. When the vocabulary session is over, the teacher asks the students to reflect on their ideas, thoughts, and feelings about the process. Students reflect on their experiences individually and share them with their classmates and the whole class (D1.2, D1.6, D2.1, SELS1.3, SELS2.1, SELS2.2, CS2.15). They also give feedback to each other (D2.1, D2.4, V6.1, V9.2, V10.3). ENG.11.2.G1. RECOGNITION OF TARGET GRAMMATICAL ITEMS (AS CONTENT KNOWLEDGE): Consciousness raising - discovery for the use of target language structures in inductive learning process: The teacher writes some sentences on the smart board/blackboard/whiteboard and asks them to read the sentences. Then s/he asks them to watch the introductory digital story again to draw their attention to the use of target grammatical structures of the theme (D3.2, LS7). The introductory digital story is replayed so that the students can notice the use of language with the target grammar structures (LS2). While watching the introductory digital story, the teacher stops at the scenes where the language with the target grammatical structures is used. When the students finish watching the introductory digital story again, the teacher asks the students to read and examine the example sentences carefully (D3.2, D3.6, LS7, CS2.2, CS2.6, CS3.2). Then s/he asks the students to work in pairs and find similar sentences with the target grammar structure(s) in the theme to those written by her/him on the smart board/blackboard/whiteboard (SELS2.2, V3.4, CS2.7). The students look at the written version of the story and find similar sentences to those given by the teacher as examples (D3.2, D3.6, CS2.4, CS2.7). The teacher then asks the students to discuss and list the common features in these sentences and what kind of things are used repeatedly and why they think they are used in that way (D3.1, D3.6, D3.10, SELS3.1, V3.3, V4.2, CS2.4, CS3.3). Students examine the teacher’s example sentences, find the similar sentences in the written version of the story and discuss them by making a list of similarities and repeated commonalities (D3.6, SELS3.2, V3.3, V3.4, V4.2, LS7, CS2.4, CS2.7). The teacher asks the pairs to say what they have found (D2.3, CS2.10). As the pairs say what they have found, the teacher writes them on the board and gives the class time to look at them and think about them (D3.6, D3.10, SELS2.2, V3.3, CS2.10, CS2.16.1, CS3.3). Then the teacher hands out a piece of paper and asks the students to make a rule about what they have noticed regarding the target structures. Students create a rule about the use of target grammatical structures of the theme by working in pairs and they read it to the class and give each other feedback on the rules (D3.1, SELS2.2, SELS3.3, V3.3, LS1, CS2.9, CS2.16.1). The teacher shows a sentence that explains the rule correctly and asks the students to check if their rules are correct or the teacher gives a table in which the rule for the language with the target grammatical structure is incomplete. S/He asks the students to complete it by working in pairs (D3.1, SELS2.2, V4.2). Then they check the rule as the whole class and reflect on their experiences on how and how much they have learnt (D2.4, SELS1.1, SELS1.3, V6.1, V10.3, LS1, CS2.15). This process is applied again for the other target grammatical structures in the theme if there are any. These activities are evaluated as described in items (5), (8) and (9) in the section “1.2. Principles for the Implementation of the English Language Curriculum”. SELECTION AND USE OF TARGET GRAMMATICAL ITEMS IN CONTEXT: Students practise the use of the language including the target grammatical structures: The teacher asks the students to work on grammar tasks s/he assigns (D2.2, D2.3, V3.3, V3.4, CS2.13). These tasks could be the ones that the teacher provides. The teacher shows some other contents in the form of a dialogue, a short paragraph, a short story, etc. with sentences including the target grammar structures and asks the students to find the sentences with the target grammatical structures in them and asks if they understand them easily (D3.2, D3.7, D3.10, CS2.13, CS2.20, CS3.3). S/He facilitates some oral or written activities and exercises for the students to further practise the target grammatical structures in context in pairs or groups (SELS2.2). S/He also facilitates more fun activities and games in which students talk, act out, mime, write, etc. with pen and paper, digital, AI-based, etc. materials and contexts so that they can practise and consolidate the target grammatical structures by selecting and using them accurately, efficiently, and naturally in context (D2.5, D3.2, D3.3, SELS2.1, V4.2, V4.4, LS2, CS2.13). They engage in several dialogic activities in which they share information, ideas and thoughts for communicating with their classmates. They exchange information and ideas to others by using target grammatical content (D3.5, SELS2.2, V3.4). When the session is over, the teacher asks the students to reflect on their ideas, thoughts, and feelings about the grammar discovery and use process. Students reflect on their experiences individually and share them with their classmates and the whole class (D1.2, D1.6, D2.3, SELS1.3, V6.1, LS6, CS2.15). They also give feedback to each other (D2.1, D2.4, V4.2, V10.3, SELS2.2). This is evaluated as described in items (5), (8) and (9) in the section “1.2. Principles for the Implementation of the English Language Curriculum”. ENG.11.2.R1. PREPARING FOR READING: The teacher facilitates reading activities throughout the theme from the first lesson to the end, when and where necessary with precise techniques and the necessary amount. Reading starts from earlier stages and continues throughout the theme in various forms and amounts as it is explained above (in the vocabulary section) in terms of how it is taught and when it needs to be clarified. Various reading styles such as silent reading, jigsaw reading and speed reading are used during the pre-reading, while-reading and post-reading phases. The ultimate aim of reading practice is to enhance comprehension, improve fluency, develop critical thinking skills and the ability to comprehend and talk about the current content and related issues in a meaningful way (V3.2, LS1, CS3.3). Students are provided a new text(s) to practise their reading skills through the current theme. They look at the surrounding visual materials, the title of the text and other supportive elements to guess the topic of the new reading content and they make predictions to be checked after reading the text (D1.1, SELS3.1, V3.3, LS4, CS2.2, CS2.11, CS2.16.2). ENG.11.2.R2. BRINGING INFORMATION TOGETHER THROUGH READING: Students read the new reading text carefully to check their predictions made in the preparation session at the beginning of the lesson (SELS1.2, V3.4, LS1, CS2.8). Then they read the text very quickly (scanning) to check the main components and categories with the help of visual elements such as pictures, symbols, drawings, illustrations that are provided by the teacher (V3.3, LS4, LS7, CS2.4, CS2.6). They compare the components they have found in the text with those written by the teacher on the smart board/whiteboard: “comparing different learning activities and styles; comparing traditional education and modern education with technology” (D3.6, V1.2, V3.2, V3.3, V11.1, V11.3, V14.2, LS2, LS5, CS2.7). Students read the text very quickly to check that the main components correspond to the headings written by the teacher on the board and then they tick/circle/underline them on the list (already provided by the teacher) at their desks (V3.4, LS7, CS2.8). The teacher could use different versions of the scanning activities as described in the “listening/watching-comprehension” section above. In this way, they can understand the text in general better with the help of scanning (CS2.16.1). They share the components with the whole class (SELS2.1) and then they discuss the accuracy of the results as a whole class (D2.3, D3.6, SELS2.2, V4.2, LS1, CS2.8). ENG.11.2.R3. MAKING MEANING THROUGH READING: Students read the new text silently in pairs in a jigsaw reading activity as they have done in the vocabulary session earlier (D3.2, SELS2.2, V4.1). During the reading session, they look out for new words whose meanings they do not know (if there are any, other than the target words previously covered in the listening/watching-comprehension and vocabulary recognition sessions) (CS2.6). They work on the new words in the same way as in the vocabulary sessions. Then they deal with the semantic meaning conveyed in the text through display questions, then semi-closed activities and then open-ended activities (V3.3, V6.2, LS1, CS2.4, CS2.6). They deal with the meaning by using strategies from the closed to the open-ended range to understand the theme in terms of what “comparing different learning activities and styles; comparing traditional education and modern education with technology” mean from different perspectives to build their own understandings (D3.6, D3.8, SELS3.1, CS2.13). The teacher facilitates a number of activities to help the students improve their comprehension, synthesis and evaluation skills after applying the knowledge they have gained from the reading process (SELS3.2, SELS3.3, CS2.3, CS2.17, CS2.20). After this stage, they work on activities to connect their knowledge and skills they have acquired about “comparing different learning activities and styles; comparing traditional education and modern education with technology” with CLIL (history, maths, science, etc.) and cultural issues to be able to enrich their perspectives on the current theme (D3.5, SELS3.2, V1.2, V3.2, V3.3, V3.4, V11.1, V11.3, V14.2, V14.3, LS1, LS5, LS6, CS2.13, CS2.14). In this way, they will have the opportunity to develop their knowledge and language competence through reading. They can have the opportunity to develop their cognitive, emotional, cultural, social, and creative skills through the process of reading (SELS3.3, V7.2, CS2.20). ENG.11.2.R4. REFLECTING ON THE READING PROCESS: Students reflect on their thoughts, ideas and feelings in relation to the whole reading-comprehension process (SELS1.3). They talk about them individually and then share them with the whole class (D1.2, D1.6, D2.3, SELS2.1, V4.2, CS2.15). After the reflection and feedback session, they revise their work by correcting their mistakes and improving their ideas (SELS1.2, SELS2.2, V4.3, V12.1, LS1). ENG.11.2.W1. PREPARATION FOR WRITING-EXPRESSION: Students are facilitated throughout the theme with writing activities, from the first lesson to the last when and where necessary with precise techniques and the necessary amount of writing. At the beginning of the writing process, students recall their pre-existing knowledge about “comparing different learning activities and styles; comparing traditional education and modern education with technology” to make a link between what they know and what they are going to write about (D3.2, SELS1.1, CS2.12). This includes examining all the audio/visual sources and elements provided for understanding the writing task (V3.2, LS1, CS2.2). ENG.11.2.W2. ANALYSING AND UNDERSTANDING THE MODEL: Students listen (to)/watch and/or read some models of the writing task they have been given (CS2.2). These are limited and short pieces of writing to see how the language, including the target vocabulary and grammatical structures, is used in the written language, after hearing and seeing them through listening and reading activities in the theme. Initially, they practise the language in a more controlled way, writing to repeat or simply explain what they have heard and seen and/or what they are asked to do about the target theme in context. At this stage, they try to understand how the language is used in the target content by examining the model/example writing carefully (V3.4, LS2, LS5, CS2.4, CS2.19, CS3.2). They try to understand and plan how they can convey the knowledge they have gained throughout the theme, the thoughts, ideas, and feelings they have developed in relation to “comparing different learning activities and styles; comparing traditional education and modern education with technology” in their later free writing tasks (D3.6, SELS1.2, V3.2, LS1). ENG.11.2.W3. CONSTRUCTION OF NEW WRITTEN CONTENT: After working on a sample/model writing task, students begin to produce/construct similar tasks of their own (V16.1). They participate in several writing activities individually, in pairs, in groups and as a whole class (D2.3, SELS2.2, V4.1). Their products could range from writing a word to a phrase, a clause to a full sentence, a group of sentences to a short paragraph, an essay to a short story. These writing activities will help students to produce and display meaningful written language for personal expression by selecting and using target words, grammatical structures and social language expressions in this theme as in others (SELS2.1, LS1, CS2.13). ENG.11.2.W4. PRACTISING BY PRODUCING WRITTEN CONTENT: Students are encouraged to produce a variety of written products such as sentences, acronyms, paragraphs, messages, posters, e-mails, quotes, poems, songs, essays, diaries/journals, blogs, scripts for plays, documentaries, films, etc. to express their ideas, thoughts, and feelings in relation to the current topic (D1.5, SELS3.2, V3.4, V7.2, V7.3, LS9, CS2.20). They take part in individual or collaborative projects to improve their writing skills together with social, cultural, cognitive, and affective aspects (D1.4, SELS2.2, V3.4, V4.1, V4.2). Within this variety, they can find the opportunities to show how they can use the language that they have learnt to describe and comment on “comparing different learning activities and styles; comparing traditional education and modern education with technology” for developing new ideas about them in different genres of writing, according to their potential needs for expressing themselves and communication with others (SELS3.2, SELS3.3,cV1.2, V3.2, V3.3, V11.1, V11.3, V14.2, LS5, CS2.14, CS3.3).cStorification and gamification techniques are actively and extensively used for further writing practice (D2.5, LS9). ENG.11.2.W5. PROCESS WRITING: Controlled writing of words, sentences and paragraphs turns to process writing with the support of the teacher’s and also peers’ feedback in the theme. This process is expanded and supported with additional activities. New contexts in the form of written/photo-picture strip/pantomime/ video stories, dialogues, etc. for students to write responses, lines, parts, answers, scripts, etc. to practise further by writing with the language including the target words and grammatical structures related to the theme in fun, enjoyable, varied, and versatile activities (SELS2.2, SELS3.2, V3.4, V7.2, V7.3, LS9, CS2.13, CS2.14). All the content is formed as contextual, practical, authentic, real, and appropriate to the students interests, and language level. Students improve their writing after reviewing the feedback they receive and this spiral, cyclical, and ongoing work becomes a progressive path for students (D3.1, SELS1.2, V12.3, LS1, CS3.1). ENG.11.2.W6. RECONSTRUCTING/COMMUNICATING THROUGH WRITING: Students communicate their ideas, thoughts and feelings about “comparing different learning activities and styles; comparing traditional education and modern education with technology” through their writing tasks (V1.2, V3.2, V3.3, V11.1, V11.3, V14.2, CS3.3). They can use AI-based technologies for various activities, by having access to authentic materials. They can also produce digital written materials and projects at school and at home in a variety of ways to interact and communicate with peers and/or other people inside and outside school by using the language including target words, language chunks, and the social language expressions for the relevant theme in their writing (D3.3, SELS2.3, V3.4, V4.2, V11.1, LS2, LS4, LS5, CS2.20). All writing activities can be evaluated as described in items (3), (4), (5), (9), (10), (11) and (12) in the section “1.2. Principles for the Implementation of the English Language Curriculum”. ENG.11.2.W7. REFLECTING THROUGH WRITING: The teacher asks the students to reflect on their thoughts, ideas and feelings in relation to the whole writing-expression process (SELS1.3) and students talk about them individually and share them with the whole class (D1.2, D1.6, D2.3, SELS2.1, V4.2, CS2.15). After the reflection and feedback session, they revise their work by correcting their mistakes and improving their ideas (SELS1.2, SELS2.2, V4.3, V12.1, LS1). SPEAKING-EXPRESSION Practising through speaking from controlled to communicative stages: The teacher facilitates speaking activities throughout the theme from the first lesson to the last. Speaking activities support students’ learning and help them to produce meaningful language for personal expression and communication with others, by using the language including the target words, grammatical structures and social language expressions of the theme (V3.4, V4.5, LS1, LS5). ENG.11.2.S1. PREPARATION FOR SPEAKING: In the beginning, students recall their background knowledge about the theme through listening/watching and/or reading and then they talk about it (SELS1.1, CS2.12). Students practise the target language items in a controlled way, by saying, repeating, explaining what they hear and see in the context, for instance, in the introductory digital story and the listening and reading sections in different contexts (SELS3.2). Then they can expand their language use and practice in each section by increasing the amount of speaking they do (D1.3, V3.4, LS1, CS2.13). ENG.11.2.S2. ANALYSING AND UNDERSTANDING THE MODEL: Students listen (to)/watch and/or read some models of the speaking task they have been given (CS2.2). These are limited and short pieces of speaking to see how the language, including the target vocabulary and grammatical structures, is used in the spoken language, after hearing them through listening activities in the theme. Initially, they practise the language in a more controlled way, repeating some utterances, simply explaining what they have heard and seen, and/or what they are asked to do about the target theme “comparing different learning activities and styles; comparing traditional education and modern education with technology” in context. At this stage, they try to understand how the language is used in the target content by examining the speaking model/example carefully (V1.2, V3.2, V3.3, V11.1, V11.3, V14.2, LS1, CS2.4, CS2.19, CS3.2). They try to understand and plan how they can convey the knowledge they have gained throughout the theme, the thoughts, ideas, and feelings they have developed in relation to the current theme in their later free speaking tasks (D3.6, SELS1.2, V3.2, V3.4, LS5). ENG.11.2.S3. PRODUCTION OF MEANINGFUL AND ACCURATE CONTENT: In the later stages of the lessons, the teacher prepares new contexts for the students in the form of new written/photo-picture strip/pantomime/video stories, dialogues, etc. as new opportunities to practise further by seeing/hearing/reading the language including the target words and grammatical structures related to the theme in fun, enjoyable, varied, and versatile activities (SELS3.2, V7.2, LS9). These newly created contents are contextual, practical, authentic, real, and appropriate to the students’ age, interests, and language level. They participate in such speaking activities individually, in pairs, in groups and as a whole class (D3.2, SELS2.2, V4.2, CS2.20). ENG.11.2.S4. CONSTRUCTING MEANINGFUL SPOKEN CONTENT: Students produce various spoken content and their products could range from producing a simple utterance including a word to a phrase, a clause to a full sentence, a group of sentences to a short speech, a dialogue to a spoken presentation (SELS3.3, V3.4, CS2.20). These speaking activities will help students to produce accurate and meaningful spoken language for personal expression by selecting and using target words, grammatical structures and social language expressions in this theme as in others (D3.6, SELS2.1, CS2.13). ENG.11.2.S5. RECONSTRUCTING/COMMUNICATING THROUGH SPEAKING: Collaborative and communicative activities are designed and used to revise and consolidate the whole theme on “comparing different learning activities and styles; comparing traditional education and modern education with technology” (V4.5, LS5, CS2.13, CS2.14). Storification, drama, and gamification techniques are actively and extensively used for further speaking practice throughout the theme (SELS2.1, SELS2.2, V4.1, V4.2, LS4, LS9). Students are encouraged to produce several spoken products related to the extended contexts such as dialogues, speeches, short texts, presentations, etc. to interact and to communicate with peers and/or other people inside and/or outside the school by using the language including the target words, language chunks, and social language expressions for the current theme (SELS2.3, V3.4, V7.1, V7.2, LS1, CS2.20). AI-based technologies can be used for various activities, giving students access to authentic materials. They can also produce digital materials and projects for speaking at school and at home through recordings (D3.3, SELS3.1, SELS3.2, V7.3, V11.1, LS2). All these speaking activities can be evaluated as described in items (1), (2), (3), (4), (5), (7), (8), (9), (10), and (11) in the section “1.2. Principles for the Implementation of the English Language Curriculum”. ENG.11.2.S6. REFLECTING THROUGH SPEAKING: Students are encouraged to reflect individually or collaboratively in groups on their own individual learning (SELS1.3) or on their collaborative learning in pairs, groups or as a whole class collaboratively (D2.3, SELS2.2, CS2.15). The activities will help and support students in these feedback and reflection sessions. Their feedback is shared with peers and the teacher and takes the form of interactive and ongoing feedback that can help their own improvement (SELS1.2, SELS2.1) and also they contribute to the improvement of their peers in their learning processes (V4.1, V4.3, V12.1, V12.3, LS1). DIFFERENTIATION Expansion Objective: To write about designing a school program in English by using target vocabulary. Activity 1: Design Your Dream School Programme The teacher provides a worksheet with two tasks. In the first task, students match vocabulary with their definitions. For example, Students match ''collaborative'' with ''involving teamwork and cooperation''. In the second task, the teacher asks students to write a paragraph about a programme for a school of their choice, such as a ''Tech-Driven School'', ''Creative Arts School'', or ''Sports Academy''. Students describe the activities, tools, and learning styles used in the school. After they finish, the teacher collects the papers, checks them, and gives written feedback on each, helping students improve their vocabulary and writing. Students reflect on their thoughts and feelings about the activity. Supporting Objective: To recognise and understand different learning activities and styles in English through a matching and fill-in-the-blanks activity by using target vocabulary. Activity 1: Match & Complete The teacher provides a worksheet to the students. In the first section, students match pictures with the corresponding vocabulary words from a given box (e.g., textbooks, smart boards, handouts, distance learning, face-to-face learning). For example, a picture of a smart board is matched with the word ''smart board''. In the second section, students complete a fill-in-the-blanks activity using a word bank (collaborative, self-confident, workshop). Example sentences include: ''The teacher will organise a ______ project to improve teamwork skills'', or ''We will attend a ______ on digital learning tools tomorrow morning''. At the end of the activity, the teacher checks the answers with the class, explains the correct options, and provides constructive feedback. Students reflect on their thoughts and feelings about the activity. TEACHER REFLECTIONS FOR MORE TEACHER REFLECTIONS SCAN THE QR CODE.

Ön Değerlendirme Süreci YZ

Öğrencilerden İngilizce olarak sınıflarında en çok kullandıkları öğrenme etkinliğini ve bu etkinliği nasıl yaptıklarını anlatmaları istenir. Teknolojinin ders çalışmayı nasıl değiştirdiği sorulur. Yanıtlar tahtaya yazılır.

Köprü Kurma YZ

Daha önce öğrenilen sınıf ve okul sözcükleri ile öğrenme deneyimleri bu haftanın temelini oluşturur. Öğrenciler geçmiş deneyimlerini geleneksel ve modern eğitimin karşılaştırılmasında kullanır. Dinleme ve izleme çalışmaları, okuma ve konuşma çalışmalarına hazırlık sağlar.

Öğrenme-Öğretme Uygulamaları YZ

Farklılaştırma MEB

Araç-Gereç ve Kaynaklar DPO

Öğretmen Görüşleri

Öğrenme Çıktıları ve Süreç Bileşenleri MEB

Tema Özeti YZ

Öğrenciler metni tarayıp ayrıntılı okuyarak geleneksel ve modern eğitimi karşılaştırır, hedef kelimeleri bağlamda tartışır, gramer kuralı çıkarır.

Anahtar Kavramlar MEB

Programlar Arası Bileşenler MEB

Alan Becerileri MEB

FLFS1. Listening/Watching-Comprehension FLFS2. Reading-Comprehension FLFS3. Speaking-Expression FLFS4. Writing-Expression FLSS1. Grammaring: Selection and Use FLSS2. Vocabulary: Selection and Use FLSS3. Pronunciation: Selection and Use

Diğer Derslerle İlişki MEB

Turkish Language and Literature, Maths, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling ders(ler)i ile ilişkilendirilir.

Öğrenme Kanıtları (Ölçme ve Değerlendirme) MEB

• Derecelendirme Ölçeği
• Dereceli Puanlama Anahtarı
• Performans Görevi
• Çalışma Kâğıdı/Yaprağı

Temel Kabuller DPO

Önceki haftaların çıktıları (ENG.11.2.L1, ENG.11.2.L2, ENG.11.2.L3, ENG.11.2.L4, ENG.11.2.P1, ENG.11.2.R1) edinilmiş kabul edilir.

Ön Değerlendirme Süreci YZ

Öğrencilerden okul, sınıf ve ders ile ilgili bildikleri sözcükleri ikili çalışmayla tahtaya yazmaları istenir. Öğretmen, sınıfta kullanılan araçları ve öğrenme biçimlerini sorar; öğrencilerin iki şeyi karşılaştırmak için bildikleri ifadeleri söylemeleri istenir.

Köprü Kurma YZ

Daha önce okunan metinlerden edinilen okuma stratejileri ve okul yaşamına ilişkin sözcükler hatırlatılır. Bu bilgilerin geleneksel ve modern eğitimin karşılaştırıldığı yeni metni anlamada ve kendi görüşlerini ifade etmede kullanılacağı belirtilir.

Öğrenme-Öğretme Uygulamaları YZ

Farklılaştırma MEB

Araç-Gereç ve Kaynaklar DPO

Öğretmen Görüşleri

Öğrenme Çıktıları ve Süreç Bileşenleri MEB

Tema Özeti YZ

Model metinler kelime, dil bilgisi ve yapı yönünden çözümlenir; öğrenciler grup beyin fırtınasıyla fikir toplayıp araştırarak taslak metin yazar.

Anahtar Kavramlar MEB

Programlar Arası Bileşenler MEB

Alan Becerileri MEB

FLFS1. Listening/Watching-Comprehension FLFS2. Reading-Comprehension FLFS3. Speaking-Expression FLFS4. Writing-Expression FLSS1. Grammaring: Selection and Use FLSS2. Vocabulary: Selection and Use FLSS3. Pronunciation: Selection and Use

Diğer Derslerle İlişki MEB

Turkish Language and Literature, Maths, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling ders(ler)i ile ilişkilendirilir.

Öğrenme Kanıtları (Ölçme ve Değerlendirme) MEB

• Derecelendirme Ölçeği
• Dereceli Puanlama Anahtarı
• Performans Görevi
• Çalışma Kâğıdı/Yaprağı

Temel Kabuller DPO

Önceki haftaların çıktıları (ENG.11.2.R2, ENG.11.2.R3, ENG.11.2.R4, ENG.11.2.V1, ENG.11.2.G1) edinilmiş kabul edilir.

Ön Değerlendirme Süreci YZ

Öğrencilerden okul, ders ve teknolojiyle ilgili bildikleri beş İngilizce sözcüğü yazmaları istenir. Ardından karşılaştırma yapılarını (…er than, more … than, whereas) kullanarak kendi okulları hakkında iki cümle kurup eşleriyle paylaşmaları sağlanır.

Köprü Kurma YZ

Önceki ünitelerde öğrenilen karşılaştırma yapıları ve paragraf düzeni hatırlatılır. Bu hafta aynı bilgilerin sınıf yaşamı ve öğrenme biçimleri konusunda, geleneksel ve teknolojiyle desteklenen eğitimi karşılaştıran yazılı ve sözlü ürünlerde kullanılacağı belirtilir.

Öğrenme-Öğretme Uygulamaları YZ

Farklılaştırma MEB

Araç-Gereç ve Kaynaklar DPO

Öğretmen Görüşleri

Öğrenme Çıktıları ve Süreç Bileşenleri MEB

Tema Özeti YZ

Öğrenciler geleneksel ve teknolojili eğitimi karşılaştıran metinleri tabloya dökerek kendi öğrenme deneyimlerini anlatan konuşma taslakları sunar.

Anahtar Kavramlar MEB

Programlar Arası Bileşenler MEB

Alan Becerileri MEB

FLFS1. Listening/Watching-Comprehension FLFS2. Reading-Comprehension FLFS3. Speaking-Expression FLFS4. Writing-Expression FLSS1. Grammaring: Selection and Use FLSS2. Vocabulary: Selection and Use FLSS3. Pronunciation: Selection and Use

Diğer Derslerle İlişki MEB

Turkish Language and Literature, Maths, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling ders(ler)i ile ilişkilendirilir.

Öğrenme Kanıtları (Ölçme ve Değerlendirme) MEB

• Derecelendirme Ölçeği
• Dereceli Puanlama Anahtarı
• Performans Görevi
• Çalışma Kâğıdı/Yaprağı

Temel Kabuller DPO

Önceki haftaların çıktıları (ENG.11.2.W1, ENG.11.2.W2, ENG.11.2.W3, ENG.11.2.W4, ENG.11.2.W5, ENG.11.2.W6, ENG.11.2.W7, ENG.11.2.S1, ENG.11.2.S2, ENG.11.2.S3) edinilmiş kabul edilir.

Ön Değerlendirme Süreci YZ

Öğrencilerden bildikleri öğrenme etkinliklerini (group work, presentation, project) ve sınıfta kullandıkları teknolojik araçları eşlerine söylemeleri istenir. Öğretmen "What is the difference between a textbook and a tablet?" diye sorar. Yanıtlar tahtada ortak bir listeye yazılır.

Köprü Kurma YZ

Daha önce öğrenilen karşılaştırma yapıları ve sınıf yaşamıyla ilgili sözcükler bu hafta sözlü içerik hazırlamada kullanılır. Öğrencilerden kendi öğrenme deneyimlerini geleneksel ve modern eğitimle ilişkilendirmeleri istenir.

Öğrenme-Öğretme Uygulamaları YZ

Farklılaştırma MEB

Araç-Gereç ve Kaynaklar DPO

Öğretmen Görüşleri

Öğrenme Çıktıları ve Süreç Bileşenleri MEB

Tema Özeti MEB

This theme is centred on the concept of ''personal life and well-being'', and covers the sub-themes of ''providing well-being with physical health (body and illnesses); providing well-being with mental and emotional health''. These components (subthemes) are integrated into the learning process through the contextualised use of target vocabulary, grammatical structures, phonological features, and social language expressions. The teaching and learning activities are designed to be meaningful, collaborative, and communicative, and are tailored to align with the learners’ developmental level, interests, needs, and preferences. The ultimate aim of this theme is to equip learners with the knowledge, skills, and experiences needed to effectively use English in their daily lives, both within and beyond the school environment.

Anahtar Kavramlar MEB

Programlar Arası Bileşenler MEB

Alan Becerileri MEB

FLFS1. Listening/Watching-Comprehension FLFS2. Reading-Comprehension FLFS3. Speaking-Expression FLFS4. Writing-Expression FLSS1. Grammaring: Selection and Use FLSS2. Vocabulary: Selection and Use FLSS3. Pronunciation: Selection and Use

Diğer Derslerle İlişki MEB

Turkish Language and Literature, Maths, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling ders(ler)i ile ilişkilendirilir.

Öğrenme Kanıtları (Ölçme ve Değerlendirme) MEB

• Derecelendirme Ölçeği
• Dereceli Puanlama Anahtarı
• Performans Görevi

PERFORMANCE ASSIGNMENT: Students will explore the theme of ''Personal Life and Well-Being'' by focusing on how both physical and mental/emotional health contribute to overall well-being. Students are asked to research and present a comprehensive project that addresses two key aspects: maintaining physical health and nurturing mental and emotional health. They will analyse the importance of balancing both aspects to ensure a healthy lifestyle and discuss the ways in which physical and mental health are interconnected. Students will create a multimedia presentation (such as a video, slideshow) that highlights personal strategies for improving well-being, reflects on how their own habits affect their health, and includes advice or tips on maintaining physical and emotional balance. The final presentation should also include a reflection on how social pressures, technology, and modern life impact well-being, offering a critical look at how to navigate these challenges for better health. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.

Ön Değerlendirme Süreci YZ

Öğrencilerden "healthy" ve "unhealthy" sözcükleriyle akıllarına gelen bedensel ve duygusal sağlık ifadelerini İngilizce söylemeleri istenir. Sağlığın beden ve ruhla ilişkisi sınıfta kısaca konuşulur.

Köprü Kurma YZ

Öğrencilerin beden, hastalık ve duygular hakkındaki ön bilgileri ile dinleme/izleme stratejileri bu haftanın temasına temel oluşturur. Bu hafta well-being konusu görseller ve tanıtıcı dijital öykü üzerinden, fiziksel ve zihinsel-duygusal sağlık başlıklarıyla ele alınır.

Öğrenme-Öğretme Uygulamaları YZ

Farklılaştırma MEB

Araç-Gereç ve Kaynaklar DPO

Öğretmen Görüşleri

Öğrenme Çıktıları ve Süreç Bileşenleri MEB

Tema Özeti YZ

Öğrenciler dijital hikâyeyi tarayarak okur, jigsaw okumayla bölümleri inceler ve bağlam ipuçlarından hedef kelimelerin anlamını çıkarır.

Anahtar Kavramlar MEB

Programlar Arası Bileşenler MEB

Alan Becerileri MEB

FLFS1. Listening/Watching-Comprehension FLFS2. Reading-Comprehension FLFS3. Speaking-Expression FLFS4. Writing-Expression FLSS1. Grammaring: Selection and Use FLSS2. Vocabulary: Selection and Use FLSS3. Pronunciation: Selection and Use

Diğer Derslerle İlişki MEB

Turkish Language and Literature, Maths, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling ders(ler)i ile ilişkilendirilir.

Öğrenme Kanıtları (Ölçme ve Değerlendirme) MEB

• Derecelendirme Ölçeği
• Dereceli Puanlama Anahtarı
• Performans Görevi

Temel Kabuller DPO

Önceki haftaların çıktıları (ENG.11.3.L1, ENG.11.3.L2, ENG.11.3.L3, ENG.11.3.L4, ENG.11.3.P1, ENG.11.3.R1) edinilmiş kabul edilir.

Ön Değerlendirme Süreci YZ

Öğrencilerden sağlıklı kalmak için günlük yaşamda yaptıkları iki alışkanlığı ve ruh hâlini iyi tutan bir etkinliği İngilizce birer sözcük ya da kısa cümleyle eşlerine söylemeleri istenir. Öğretmen sözcükleri tahtada 'body' ve 'mind' başlıkları altında toplar. Böylece öğrencilerin bildiği sözcükler belirlenir.

Köprü Kurma YZ

Önceki temalarda öğrenilen günlük yaşam ve alışkanlık sözcükleri, bu haftanın sağlık ve iyi oluş sözcükleriyle ilişkilendirilir. Daha önce dinlenen/izlenen dijital hikâyedeki başlıklar yazılı metinle eşleştirilir. Böylece dinleme-izleme oturumlarında edinilen bilgi okuma çalışmasına taşınır.

Öğrenme-Öğretme Uygulamaları YZ

Farklılaştırma MEB

Araç-Gereç ve Kaynaklar DPO

Öğretmen Görüşleri

Öğrenme Çıktıları ve Süreç Bileşenleri MEB

Tema Özeti YZ

Öğrenciler eşleşip hedef dil yapılarının kurallarını çıkarır, sağlık metnini tarayarak fiziksel ve zihinsel sağlık bileşenlerini işaretler.

Anahtar Kavramlar MEB

Programlar Arası Bileşenler MEB

Alan Becerileri MEB

FLFS1. Listening/Watching-Comprehension FLFS2. Reading-Comprehension FLFS3. Speaking-Expression FLFS4. Writing-Expression FLSS1. Grammaring: Selection and Use FLSS2. Vocabulary: Selection and Use FLSS3. Pronunciation: Selection and Use

Diğer Derslerle İlişki MEB

Turkish Language and Literature, Maths, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software (IT), Counselling ders(ler)i ile ilişkilendirilir.

Öğrenme Kanıtları (Ölçme ve Değerlendirme) MEB

• Derecelendirme Ölçeği
• Dereceli Puanlama Anahtarı
• Performans Görevi

Temel Kabuller DPO

Önceki haftaların çıktıları (ENG.11.3.R2, ENG.11.3.R3, ENG.11.3.R4, ENG.11.3.V1, ENG.11.3.G1) edinilmiş kabul edilir.

Ön Değerlendirme Süreci YZ

Öğretmen, beden, hastalık, zihinsel ve duygusal sağlıkla ilgili bilinen sözcükleri yoklayan kısa sorular yöneltir. Öğrenciler yanıtlarını eşleriyle paylaşır ve bildikleri iki öneri cümlesini söyler. Yanıtlardan sınıfın ön bilgi düzeyi belirlenir.

Köprü Kurma YZ

Önceki temalarda çalışılan sağlık ve günlük yaşam sözcükleri ile bu haftaki fiziksel, zihinsel ve duygusal iyi oluş içeriği arasında bağ kurulur. Öğrencilerden daha önce okudukları ve yazdıkları metinlerdeki yapıları hatırlamaları istenir. Bu bilgilerin bu haftaki okuma ve yazma çalışmalarının temelini oluşturacağı belirtilir.

Öğrenme-Öğretme Uygulamaları YZ

Farklılaştırma MEB

Araç-Gereç ve Kaynaklar DPO

Öğretmen Görüşleri

Öğrenme Çıktıları ve Süreç Bileşenleri MEB