Students can prepare and get ready for listening (to)/watching about family members’ jobs, work routines, and workplaces.
a) Activate pre-existing knowledge.
b) Identify relationships between knowledge and clues.
c) Make detailed predictions.
d) Make rational predictions using visuals.
Students can bring together the information on family members’ jobs, routines, and workplaces.
a) Identify the main topic in context.
b) Recognise significant details and components.
Students can make sense of and derive meaning from family life and work content.
a) Check initial predictions.
b) Make necessary classifications.
c) Make significant comparisons.
d) Recognise relationships (linear/spiral).
e) Make essential inferences.
f) Recognise holistic meaning.
g) Construct detailed understanding.
h) Personalise content appropriately.
Students can reflect on information, experiences, and feelings related to the listening process.
a) Convey personal thoughts individually.
b) Share reviewed experiences with others.
c) Produce new audio/visual products.
Students can use target pronunciation and intonation accurately in family and job-related content.
a) Recognise phonological aspects in utterances.
b) Repeat utterances naturally.
c) Participate in small group conversations.
d) Reflect on personal pronunciation recording.
e) Evaluate personal and peer feedback.
f) Utilise phonological aspects automatically.
Students can prepare for reading content on family life and jobs effectively.
a) Recall pre-existing knowledge.
b) Recognise relationships with clues.
c) Make strong preliminary predictions.
d) Make detailed predictions with visual clues.
Students can bring information together through skimming, scanning and detailed reading.
a) Skim for general focus.
b) Scan for key components.
c) Read carefully for structural details.
d) Check accuracy of initial predictions.
Students can make sense of and derive meaning from the current family-themed content.
a) Classify elements meaningfully.
b) Compare key elements.
c) Recognise logical relationships.
d) Make meaningful inferences.
e) Internalise inferences individually.
Students can reflect on experiences and ideas related to the reading process.
a) Convey knowledge reviewed critically.
b) Share verbal/written thoughts with others.
c) Produce new work after reflection.
Students can select and use target vocabulary efficiently based on family and jobs.
a) Predict topics via clues.
b) Check prediction accuracy.
c) Scan for key components.
d) Identify unknown words.
e) Separate active/passive words.
f) Examine usage in context.
g) Determine paragraph clues.
h) Discuss meaning using sentence clues.
i) Determine meanings in pairs.
j) Confirm with dictionaries.
k) Use words in associated tasks.
l) Use words effectively in communication.
Students can select and use target grammatical items through discovery and grammaring.
a) Listen/read content in context.
b) Examine example sentences.
c) Analyse similar sentences.
d) Find commonalities.
e) Discover characteristics via discussion.
f) Formulate grammar rules.
g) Engage in grammaring activities.
h) Practise to consolidate understanding.
i) Produce unique content naturally.
j) Communicate without thinking about rules.
Students can prepare for writing based on family jobs and routines.
a) Relate pre-existing knowledge.
b) Understand task requirements.
Students can analyse a provided model to guide similar writing tasks.
a) Grasp components and style.
Students can construct new written content based on models.
a) Brainstorm ideas.
b) Plan application of ideas.
c) Conduct preliminary research.
d) Produce a detailed draft.
e) Organise contextual materials.
f) Modify content for coherence.
Students can practise producing written content based on the theme.
a) Present supportive materials.
b) Use appropriate discourse styles.
c) Use target words/grammar accurately.
d) Express messages clearly.
Students can engage in the process of writing through feedback.
a) Review feedback critically.
b) Reorganise content based on feedback.
c) Refine content through iteration.
Students can reconstruct writing to communicate effectively.
a) Adapt internalised information.
b) Exchange ideas in written form.
Students can reflect on experiences and thoughts related to writing.
a) Convey personal knowledge individually.
b) Share thoughts and feelings with others.
c) Produce new work after reflection.
Students can prepare themselves to speak meaningfully about family life.
a) Analyse pre-existing knowledge from listening/reading.
Students can analyse model content to support spoken language production.
a) Grasp model purpose using audio-visual elements.
Students can produce meaningful and accurate spoken content.
a) Recognise form and type expected.
b) Conduct preliminary research.
c) Develop a draft outline.
d) Organise supplementary materials.
e) Organise information for presentation.
f) Review presentation for accuracy.
Students can construct meaningful spoken content through practice.
a) Make content clear to listeners.
b) Present using appropriate style.
c) Use target vocabulary/structures appropriately.
d) Convey messages using body language.
e) Incorporate all semantic elements.
Students can reconstruct information when communicating with others.
a) Use information in verbal/written forms.
b) Share reconstructed information with others.
Students can reflect on experiences and thoughts related to speaking.
a) Reveal knowledge reviewed critically.
b) Share personal knowledge with others.
c) Produce new work after reflection.
Bu ünite, aile yaşantısı, aile bireylerinin günlük rutinleri, sorumlulukları ve karşılıklı ilişkileri üzerine odaklanır. Öğrencilerin ailelerini ve aile bireylerini İngilizce olarak tanımlayabilme, aile içinde yapılan aktivitelerden bahsedebilme ve ev işleri gibi konularda iletişim kurabilme becerilerini geliştirmeyi hedefler.
Ünitede ele alınan başlıca konular şunlardır:
Örnek 1:
Soru: My older brother is very _______. He never cleans his room and always leaves his clothes on the floor.
Cevap: c) messy
Açıklama: "Never cleans his room" ve "always leaves his clothes on the floor" ifadeleri, kişinin dağınık (messy) olduğunu gösterir. Diğer seçenekler (tidy, helpful, organized) zıt anlamlıdır.
Örnek 2:
Soru: Complete the sentences with the correct form of the verbs in parentheses.
My mother usually ______ (prepare) breakfast for us, and my father ______ (take) us to school every morning.
Cevap: prepares, takes
Açıklama: Cümleler "usually" ve "every morning" ifadeleriyle günlük rutinleri ve alışkanlıkları anlatmaktadır, bu nedenle Geniş Zaman (Present Simple) kullanılır. "My mother" ve "my father" tekil üçüncü şahıs olduğu için fiillere '-s' takısı eklenir.
Örnek 3:
Soru: Which of the following is NOT a typical household chore?
Cevap: c) Playing computer games
Açıklama: "Doing the laundry", "washing the dishes" ve "vacuuming the floor" ev işleri (household chores) iken, "playing computer games" bir boş zaman etkinliğidir, bir ev işi değildir.