Students can prepare and get ready for listening/watching about nature and endangered animals.
a) Activate pre-existing knowledge.
b) Identify relationships between experience and clues.
c) Make detailed predictions about the content.
d) Make rational predictions using visuals.
Students can bring together information on habitats and protection of nature.
a) Identify the main topic in general.
b) Recognise significant details and components.
Students can make sense of and derive meaning from content about natural living conditions.
a) Check initial predictions.
b) Make significant classifications.
c) Make significant comparisons using visuals.
d) Recognise relationships (branching, linear, spiral).
e) Make essential inferences and deductions.
f) Recognise holistic meaning.
g) Construct detailed understanding.
h) Personalise content appropriately.
Students can reflect on information 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 nature-related utterances.
a) Recognise target phonological aspects.
b) Repeat utterances accurately.
c) Participate in small group conversations.
d) Reflect on personal recordings.
e) Evaluate personal and peer feedback.
f) Utilise phonological aspects naturally.
Students can prepare for reading content on endangered animals effectively.
a) Recall pre-existing knowledge.
b) Recognise relationships between knowledge and clues.
c) Make strong preliminary predictions.
d) Make detailed predictions with visuals.
Students can bring information together through various reading strategies.
a) Skim for general focus.
b) Scan for key and major components.
c) Read carefully for structural details.
d) Check accuracy of initial predictions.
Students can make sense of and derive meaning from written texts on nature.
a) Classify significant elements.
b) Compare key elements.
c) Recognise logical relationships.
d) Make meaningful inferences.
e) Internalise inferences individually.
Students can reflect on experiences and thoughts related to the reading process.
a) Convey knowledge reviewed critically.
b) Share verbal/written knowledge with others.
c) Produce new verbal/written work.
Students can select and use target vocabulary based on endangered species.
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 via sentence clues.
i) Determine correct 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 about habitats and animal protection.
a) Relate pre-existing knowledge.
b) Understand task requirements.
Students can analyse a provided model to guide production.
a) Grasp components and style.
Students can construct new written content based on provided models.
a) Brainstorm ideas collaboratively.
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 Theme 7.
a) Present supportive materials.
b) Use appropriate discourse forms.
c) Use target words/structures accurately.
d) Express messages clearly.
Students can engage in writing through feedback and revision.
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 communication.
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 to speak fluently about nature and endangered species.
a) Analyse pre-existing knowledge.
Students can analyse model content to support production.
a) Grasp model purpose via visuals.
Students can produce meaningful and accurate spoken content.
a) Recognise expected form and type.
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 and understandable.
b) Present using appropriate style.
c) Use target vocabulary/structures appropriately.
d) Convey messages using body language.
e) Incorporate all necessary semantic elements.
Students can reconstruct information when communicating with others.
a) Use information in verbal forms.
b) Share reconstructed information with others.
Students can reflect on experiences and ideas related to speaking.
a) Reveal knowledge reviewed critically.
b) Share personal knowledge with others.
c) Produce new verbal/written work.
Bu ünite, dünya üzerindeki yaşamı, doğayı ve çevreyle ilgili konuları ele alır. Öğrencilerin doğal çevre, hayvanlar, bitkiler ve ekosistemlerle ilgili kelime dağarcığını geliştirmeyi hedefler. Temel konular şunlardır:
Aşağıda ünite kapsamında ele alınan bazı dilbilgisi ve kelime kullanımına yönelik çözümlü örnekler bulunmaktadır:
Örnek 1: Kelime Bilgisi
Boşluğu uygun kelimeyle doldurunuz.
Many wild animals are losing their habitats due to massive _______. We need to stop cutting down trees.
a) recycling b) pollution c) deforestation d) conservation
Cevap: c) deforestation
Açıklama: Cümlede "ağaç kesmeyi durdurmamız gerekiyor" ifadesi yer aldığı için, vahşi hayvanların yaşam alanlarını kaybetmesinin nedeni "ağaç kesme" yani "deforestation" (orman tahribatı) olmalıdır. Recycling (geri dönüşüm), pollution (kirlilik) ve conservation (koruma) bu bağlama uygun değildir.
Örnek 2: Modal Fiiller (Advice/Necessity)
Aşağıdaki cümleyi anlamca en uygun modal fiil ile tamamlayınız.
We _______ protect endangered species before it's too late.
a) can b) might c) should d) wouldn't
Cevap: c) should
Açıklama: Cümle, nesli tükenmekte olan türleri korumanın bir tavsiye veya gereklilik olduğunu belirtiyor. "Should" (yapmalıyız) bu anlamı en iyi şekilde ifade eder. "Can" (yapabiliriz) olasılık, "might" (belki yaparız) düşük olasılık ve "wouldn't" (yapmazdık) geçmiş alışkanlık veya varsayımsal durumlar için kullanılır.
Örnek 3: Neden-Sonuç Bağlaçları
Aşağıdaki cümleyi uygun bağlaç ile tamamlayınız.
The ice caps are melting _______ global warming.
a) so b) because of c) as a result d) therefore
Cevap: b) because of
Açıklama: "Because of" kendisinden sonra bir isim öbeği (global warming) alarak neden bildirir. Diğer seçenekler, cümleyi farklı bir yapıda veya farklı bir anlamda bağlar. "So", "as a result" ve "therefore" genellikle kendilerinden önce virgül alıp bir tam cümle takip eder ve sonuç bildirirler (örn: Global warming is a serious problem, so the ice caps are melting).