Personal Life & Well-Being

Düzey

Upper Secondary – Year 9 (After Prep) · B2.1

Tema

Theme 3: Personal Life & Well-Being

Ders saati

14 (resmî)

Alt temalar

• Physical health (body and illnesses)
• Personal well-being with mental and emotional health
• Personal well-being with social health

Hedef dil yapıları

• Simple Past vs Past Progressive
• Could for ability
• Used to
• Would
• Wh- questions (How long, etc.)
• Question tags (related tenses)
• Prepositions and prepositional phrases

Social language

Resmî tema sayfasından aktarılacak (kaynak)

Hedef sesler

Resmî tema sayfasından aktarılacak (kaynak)

Alan becerileri

FLFS1 Listening/Watching · FLFS2 Reading · FLFS3 Speaking · FLFS4 Writing

Destekleyici beceriler

FLSS1 Grammaring · FLSS2 Vocabulary · FLSS3 Pronunciation

Eğilimler

Resmî tema sayfasından aktarılacak (kaynak)

Sosyal-duygusal

Resmî tema sayfasından aktarılacak (kaynak)

Değerler

Resmî tema sayfasından aktarılacak (kaynak)

Okuryazarlık

Resmî tema sayfasından aktarılacak (kaynak)

Disiplinler arası

Resmî tema sayfasından aktarılacak (kaynak)

Performans görevi

Resmî tema sayfasından aktarılacak (kaynak)

Kaynak

tymm.meb.gov.tr — resmî tema sayfası

• ENG.9.3.L1

  Listening/Watching

  Students can prepare and get ready for listening (to)/watching about the current content on "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health".

  I can… I can prepare myself to listen or watch content about physical, mental and social well-being.

• ENG.9.3.L2

  Listening/Watching

  Students can bring together the information in the current content on "personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health".

  I can… I can pick out the key information when I listen to people talking about health and well-being.

• ENG.9.3.L3

  Listening/Watching

  Students can make sense of and derive meaning from the current content on "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health".

  I can… I can follow the main ideas of a longer talk about coping with stress and staying balanced.

• ENG.9.3.L4

  Listening/Watching

  Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health" in relation to themselves or others, both individually and/or with others.

  I can… I can react to what I hear with my own opinion about well-being.

• ENG.9.3.P1

  Pronunciation

  Students can select and use target phonological aspects such as pronunciation and intonation of target sounds, words, phrases, clauses, and sentences in utterances authentically, naturally, and accurately in the current content about "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health" to develop holistic and conscious pronunciation skills after recognising them in context.

  I can… I can use natural intonation in positive statements, negative statements, questions and question tags.

• ENG.9.3.R1

  Reading

  Students can prepare for reading the content on "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health" efficiently and effectively.

  I can… I can prepare myself to read a text about health and well-being.

• ENG.9.3.R2

  Reading

  Students can bring information together about the current content on "personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health" through skimming, scanning and detailed reading.

  I can… I can scan a text to find specific information about physical, mental or social health.

• ENG.9.3.R3

  Reading

  Students can make sense of and derive meaning from the current content on "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health".

  I can… I can understand the details in a text about well-being and healthy habits.

• ENG.9.3.R4

  Reading

  Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on "personal life and well-being with personal wellbeing with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health" in relation to themselves or others, both individually and/or with others.

  I can… I can give my own reaction to what I read about personal well-being.

• ENG.9.3.V1

  Vocabulary

  Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health" after recognising them in context and developing their conscious and inductive vocabulary learning skills.

  I can… I can use vocabulary about physical, mental, emotional and social well-being accurately.

• ENG.9.3.G1

  Grammaring

  Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health", after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.

  I can… I can use the Simple Past, Past Progressive, could, used to, would, wh- questions, question tags and prepositional phrases correctly to talk about well-being.

• ENG.9.3.W1

  Writing

  Students can prepare for writing efficiently and accurately based on the current content about "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health".

  I can… I can plan my writing about well-being before I start.

• ENG.9.3.W2

  Writing

  Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health".

  I can… I can analyse a model journal entry and a model blog post before writing my own.

• ENG.9.3.W3

  Writing

  Students can construct new written content on "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health" based on their understanding of the model(s) provided.

  I can… I can write journal entries and a blog post about physical, mental and social well-being.

• ENG.9.3.W4

  Writing

  Students can practise producing written content based on the current theme "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health".

  I can… I can practise writing short paragraphs about habits and well-being.

• ENG.9.3.W5

  Writing

  Students can engage in the process of writing related to the content on "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health".

  I can… I can follow the steps of the writing process: plan, draft, check, share.

• ENG.9.3.W6

  Writing

  Students can reconstruct their writing about the current theme on "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health" to communicate effectively about it.

  I can… I can check and improve my writing using a checklist.

• ENG.9.3.W7

  Writing

  Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health" in relation to themselves or others, both individually and/or with others.

  I can… I can reflect on what I wrote and set one goal for next time.

• ENG.9.3.S1

  Speaking

  Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health".

  I can… I can prepare ideas before I speak about well-being and healthy habits.

• ENG.9.3.S2

  Speaking

  Students can analyse and understand the model content related to "Personal life and wellbeing with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health" to support the production of spoken language.

  I can… I can understand and practise a model dialogue about well-being.

• ENG.9.3.S3

  Speaking

  Students can produce meaningful and accurate spoken content related to the current theme on "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health".

  I can… I can talk accurately about past habits and present well-being in speech.

• ENG.9.3.S4

  Speaking

  Students can construct meaningful spoken content about "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health" through efficient and meaningful practice.

  I can… I can build longer, connected answers when I talk about health and well-being.

• ENG.9.3.S5

  Speaking

  Students can reconstruct the information about "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health" when communicating with others.

  I can… I can take part in a discussion, asking and answering questions naturally.

• ENG.9.3.S6

  Speaking

  Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on "personal life and well-being with personal well-being with physical health (body and illnesses); personal well-being with mental and emotional health; personal well-being with social health" in relation to themselves or others, both individually and/or with others.

  I can… I can reflect on my own speaking and set one goal to improve.

Performance assignment (resmî plan)

Students will explore the theme ''Personal Life and Well-Being'' by reflecting on how to maintain a balance between physical health, mental health, emotional health, and social health. Students will write a ''Well-Being Journal'' that includes daily entries for describing activities or habits that promote each aspect of well-being. The assignment will conclude with a reflection on how these components interconnect and suggestions for improving personal well-being in daily life. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.