Students can prepare and get ready for listening (to)/watching about classroom life, friendships, and study routines.
a) Activate pre-existing knowledge and experience.
b) Identify relationships between past experience and content clues.
c) Make detailed predictions about the content.
d) Make rational predictions using supplementary visuals.
Students can bring together information on classroom life, habits, and activities.
a) Identify the main topic of the content in its context.
b) Recognise significant details and basic components.
Students can make sense of and derive meaning from content about friendships and study habits.
a) Check initial predictions against visual clues.
b) Make necessary classifications affecting meaning.
c) Make comparisons to highlight differences.
d) Recognise branching, linear or spiral relationships.
e) Make essential inferences and deductions.
f) Recognise holistic meaning formed by components.
g) Construct detailed understanding through inferences.
h) Personalise content in an age-appropriate way.
Students can reflect on information and feelings related to the classroom life listening process.
a) Convey personal knowledge and thoughts individually.
b) Share reviewed experiences and feelings with others.
c) Produce new audio/visual products individually.
Students can use target pronunciation and intonation accurately in classroom-related utterances.
a) Recognise target phonological aspects first as a whole then with pauses.
b) Repeat utterances with theme-specific sounds accurately.
c) Take part in small group conversations with accurate stress.
d) Reflect personally on pronunciation after recording.
e) Evaluate personal and peer feedback for accuracy.
f) Utilise phonological aspects naturally in different contexts.
Students can prepare for reading content on classroom life and study routines effectively.
a) Recall significant pre-existing knowledge.
b) Recognise relationships between past experiences and clues.
c) Make strong preliminary predictions.
d) Make detailed predictions examining audio-visual clues.
Students can bring information together through various reading strategies.
a) Skim visual materials to identify general focus.
b) Scan content to find key and major components.
c) Read silently to examine semantic and structural details.
d) Check the accuracy of initial predictions.
Students can make sense of and derive meaning from classroom life texts.
a) Classify significant elements meaningfully.
b) Compare key elements with similar ones.
c) Recognise spiral, causal, and logical relationships.
d) Make meaningful inferences by examining critically.
e) Internalise inferences in an individualised way.
Students can reflect on experiences and thoughts related to the reading process.
a) Convey knowledge and thoughts reviewed critically.
b) Share verbal and written knowledge with others.
c) Produce new work after participating in reflective activities.
Students can select and use target vocabulary based on classroom life content.
a) Predict main topics using general contextual clues.
b) Check prediction accuracy in context.
c) Scan for key components of the theme.
d) Identify and circle unknown target words.
e) Separate key-active words from non-key words.
f) Examine how and where words are used.
g) Determine paragraph context clues.
h) Discuss word meanings using sentence clues.
i) Determine correct meanings in pairs or groups.
j) Confirm accuracy using dictionaries or teachers.
k) Use target words in semantically associated tasks.
l) Use words appropriately when communicating.
Students can select and use target grammatical items through discovery.
a) Listen and read content introducing language structures.
b) Examine example sentences to see how meaning is constructed.
c) Analyse content to identify similar sentences.
d) Find commonalities between sentences through comparison.
e) Discover characteristics through group discussion.
f) Formulate rules about target grammar structures.
g) Engage in grammaring activities to justify rules.
h) Practise by selecting meaningful items in activities.
i) Produce unique content using grammar naturally.
j) Communicate automatically without thinking about rules.
Students can prepare for writing about classroom routines efficiently.
a) Relate pre-existing knowledge to current content.
b) Understand task requirements in terms of content and purpose.
Students can analyse a provided model to guide their writing production.
a) Grasp components including word selection and style.
Students can construct new written content based on provided models.
a) Brainstorm through collaborative discussion.
b) Plan how ideas can be applied to the task.
c) Conduct preliminary research for the task.
d) Produce a well-organised and detailed draft.
e) Organise and develop contextual materials.
f) Modify content for coherence and meaning.
Students can practise producing written content based on Theme 2.
a) Present relevant supportive materials.
b) Use appropriate discourse forms and strategies.
c) Use target words and structures accurately.
d) Express messages clearly to the reader.
Students can engage in writing through feedback and revision.
a) Review feedback from teachers and peers critically.
b) Reorganise written content based on feedback.
c) Refine produced content through iterative feedback.
Students can reconstruct their writing to communicate effectively.
a) Adapt internalised information by reorganising it meaningfully.
b) Exchange information and ideas in written communication.
Students can reflect on experiences and feelings related to writing.
a) Convey knowledge and thoughts individually.
b) Share personal knowledge and feelings with others.
c) Produce new written work after reflective activities.
Students can prepare to speak fluently about classroom life.
a) Relate content by analysing previous listening and reading.
Students can analyse model content to support spoken production.
a) Grasp model purpose using audio-visual elements.
Students can produce meaningful and accurate spoken content.
a) Recognise expected form and type of spoken content.
b) Conduct preliminary research on the assigned content.
c) Develop a draft outline according to the model.
d) Organise supplementary audio-visual materials.
e) Organise information to be presented.
f) Review presentation for accuracy and coherence.
Students can construct meaningful spoken content through practice.
a) Make spoken content clear and understandable.
b) Present content using appropriate style and discourse.
c) Use target vocabulary and structures appropriately.
d) Convey implicit and complex messages using body language.
e) Incorporate all necessary semantic elements.
Students can reconstruct information when communicating verbally.
a) Use information in verbal forms by reorganising it individually.
b) Engage in communication by sharing reconstructed information.
Students can reflect on experiences and ideas related to speaking.
a) Reveal knowledge and feelings reviewed critically.
b) Share personal knowledge and feelings with others.
c) Produce new verbal work after reflection.
Bu ünite, öğrencilerin günlük okul yaşamı, sınıf ortamı ve derslerle ilgili temel İngilizce ifadeleri öğrenmelerini hedefler. Ana başlıklar şunlardır:
Bu ünite, öğrencilere okul hayatında aktif iletişim kurabilmeleri için gerekli temel kelime ve gramer yapılarını sunar. Özellikle Simple Present Tense ile rutinleri ifade etme, can/can't ve may/may not modal fiilleriyle izin isteme/verme ve emir cümleleri (imperatives) vurgulanır.
Aşağıdaki cümleleri parantez içindeki kelimelerden uygun olanıyla tamamlayınız.
1. We write on the (board / chair) with chalk or a marker.
2. I usually carry my books and notebooks in my (desk / backpack) to school every day.
3. To erase a mistake in my notebook, I use an (eraser / sharpener).
4. We read stories from a (book / ruler) in English class.
Cevaplar:
Boşlukları uygun fiillerle (Simple Present Tense kullanarak) doldurunuz.
My school day usually 1. ____ (start) at 8:30 AM. First, we 2. ____ (have) English class. Then, we 3. ____ (study) Mathematics. We 4. ____ (have) lunch at 12:30 PM in the canteen. After lunch, I 5. ____ (go) to Science class. Our school 6. ____ (finish) at 3:00 PM, and I 7. ____ (go) home.
Cevaplar:
Aşağıdaki talimatları Türkçe karşılıklarıyla eşleştiriniz.
Cevaplar:
Aşağıdaki diyaloğu uygun modal fiillerle (can/may) tamamlayınız.
Student: Excuse me, teacher. (1) ____ I go to the library to return my book?
Teacher: Yes, you (2) ____. But please be back before the next class.
Student: Thank you! And (3) ____ I borrow a pencil from you? I forgot mine.
Teacher: Sorry, you (4) ____. I only have one. You can ask your friend, Ayşe.
Cevaplar: