Life in the Neighbourhood, City & Social Life

Düzey

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

Tema

Theme 5: Life in the Neighbourhood, City & Social Life

Ders saati

14 (resmî)

Alt temalar

• City development and infrastructure
• Urban and rural lifestyles
• Future of cities

Hedef dil yapıları

• Simple Future vs be going to
• Connecting words: cause and effect, contrast (so, until, while, as long as, whereas, by the time, even though, despite…)

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.9.5.L1

  Listening/Watching

  Students can prepare and get ready for listening (to)/watching about the current content on "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities".

  I can… I can prepare myself to listen to or watch content about city life, infrastructure and rural living.

• ENG.9.5.L2

  Listening/Watching

  Students can bring together the information in the current content on "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities".

  I can… I can pick out key information when I listen to people discussing city development or future plans.

• ENG.9.5.L3

  Listening/Watching

  Students can make sense of and derive meaning from the current content on "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities".

  I can… I can follow the main ideas of a longer talk about urban planning or life in the countryside.

• ENG.9.5.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 "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities" 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 neighbourhoods, cities and city life.

• ENG.9.5.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 "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities" to develop holistic and conscious pronunciation skills after recognising them in context.

  I can… I can pronounce the vowel sound /aɪ/, /ɪ/, /iː/ and the consonants f, g, h, j, k accurately, including silent letters.

• ENG.9.5.R1

  Reading

  Students can prepare for reading the content on "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities" efficiently and effectively.

  I can… I can prepare myself to read a text about city development, infrastructure or rural life.

• ENG.9.5.R2

  Reading

  Students can bring information together about the current content on "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities" through skimming, scanning and detailed reading.

  I can… I can scan a text to find specific information about a city, neighbourhood or infrastructure project.

• ENG.9.5.R3

  Reading

  Students can make sense of and derive meaning from the current content on "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities".

  I can… I can understand the details in a text comparing urban and rural lifestyles or describing a city of the future.

• ENG.9.5.R4

  Reading

  Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities" 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 city life, infrastructure and the future of cities.

• ENG.9.5.V1

  Vocabulary

  Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities" after recognising them in context and developing their conscious and inductive vocabulary learning skills.

  I can… I can use vocabulary about neighbourhoods, city infrastructure, urban/rural life and future cities accurately.

• ENG.9.5.G1

  Grammaring

  Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities", after recognising them in context and developing their conscious and inductive grammaring skills through consciousnessraising and discovery.

  I can… I can use the Simple Future and 'be going to' correctly, and connect ideas using cause-and-effect and contrast connectors (so, as a result, because of, while, whereas, even though, despite, until, as long as, by the time).

• ENG.9.5.W1

  Writing

  Students can prepare for writing efficiently and accurately based on the current content about "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities".

  I can… I can plan my writing about city life, infrastructure or the city of the future before I start.

• ENG.9.5.W2

  Writing

  Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities".

  I can… I can analyse a model text before writing my own report or proposal.

• ENG.9.5.W3

  Writing

  Students can construct new written content on "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities" based on their understanding of the model(s) provided.

  I can… I can write a text comparing urban and rural life or proposing ideas for the city of the future.

• ENG.9.5.W4

  Writing

  Students can practise producing written content based on the current theme "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities".

  I can… I can practise writing short paragraphs about infrastructure and community life.

• ENG.9.5.W5

  Writing

  Students can engage in the process of writing related to the content on "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities".

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

• ENG.9.5.W6

  Writing

  Students can reconstruct their writing about the current theme on "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities" to communicate effectively about it.

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

• ENG.9.5.W7

  Writing

  Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities" 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.9.5.S1

  Speaking

  Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities".

  I can… I can prepare ideas before I speak about city life, infrastructure and the future of cities.

• ENG.9.5.S2

  Speaking

  Students can analyse and understand the model content related to "Life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities" to support the production of spoken language.

  I can… I can understand and practise a model dialogue about comparing urban and rural life.

• ENG.9.5.S3

  Speaking

  Students can produce meaningful and accurate spoken content related to the current theme on "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities".

  I can… I can compare urban and rural lifestyles accurately in speech.

• ENG.9.5.S4

  Speaking

  Students can construct meaningful spoken content about "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities" through efficient and meaningful practice.

  I can… I can build longer, connected answers when I talk about infrastructure and future cities.

• ENG.9.5.S5

  Speaking

  Students can reconstruct the information about "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities" when communicating with others.

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

• ENG.9.5.S6

  Speaking

  Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on "life in the neighbourhood, city and social life with city development and infrastructure; urban and rural lifestyles; future of cities" 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 produce a project including the sub-themes ''Life in the Neighbourhood, City, and Social Life'' by focussing on city development and infrastructure, urban and rural lifestyles, and the future of cities. Students will research and compare urban and rural living. They will focus on daily life, opportunities, and challenges in each item. They will create a presentation with a poster showing how infrastructure such as transportation, housing, and public spaces influences city life. Additionally, students will imagine and design a ''City of the Future,'' displaying innovative solutions for sustainable living, improved infrastructure, and community well-being. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme.