Students can prepare and get ready for listening (to)/watching about physical appearance and personality traits.
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 physical features and character traits.
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 physical appearance and personality.
a) Check initial predictions against visual clues.
b) Make necessary classifications affecting meaning.
c) Make comparisons to highlight differences using visuals.
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 current content in an age-appropriate way.
Students can reflect on information and feelings related to personal life content.
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 personal description 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 physical features and character 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 carefully to examine semantic and structural details.
d) Check the accuracy of initial predictions.
Students can make sense of and derive meaning from personal description 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 works after participating in reflective activities.
Students can select and use target vocabulary based on personal traits.
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 for meaning.
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 personal life and features.
a) Relate pre-existing knowledge to current content.
b) Understand task requirements and purpose.
Students can analyse a provided model to guide their writing.
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 3.
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 personal 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.
Kişileri tanımlamak, günlük hayatta ve İngilizce iletişimde temel bir beceridir! 🌍 Bu konuda ustalaşmak, hem fiziksel görünümlerini hem de kişilik özelliklerini doğru kelimelerle ifade etmenizi sağlar. Hadi, 9. Sınıf İngilizce müfredatının önemli bir parçası olan bu konuya derinlemesine dalalım! 🚀
Bir kişinin dışarıdan nasıl göründüğünü ifade etmek için kullanılan kelimelerdir. Genellikle "What does he/she look like?" sorusuyla sorulur.
Unutma! Fiziksel görünümü tanımlarken genellikle "He/She has got..." (sahip olmak) veya "He/She is..." (olmak) yapılarını kullanırız. Örnek: "She has got long, curly hair." veya "He is tall and slim."
Bir kişinin iç dünyasını, davranışlarını ve karakterini anlatan kelimelerdir. Genellikle "What is he/she like?" sorusuyla sorulur.
Önemli Fark! "What does he/she look like?" fiziksel görünümü, "What is he/she like?" ise kişilik özelliklerini sorar. Bu ikisi sıkça karıştırılır.
| Sorulan Özellik | Soru Kalıbı | Örnek Cevap |
|---|---|---|
| Fiziksel Görünüm | What does he/she look like? | He is tall and has short dark hair. |
| Kişilik Özelliği | What is he/she like? | She is very friendly and kind. |
Clues:
A) Selin is a kind girl with long blonde hair.
B) Can is a tall boy who is always happy to help others.
C) Ayşe is a short and rude woman.
D) Emre has got curly hair but he is selfish.
"My brother never shares his toys. He is very _______."
A) kind
B) generous
C) selfish
D) honest