Life in the World & Nature

Düzey

Regular Upper Secondary – Year 9 · B1.1

Tema

Theme 7: Life in the World & Nature

Ders saati

14 (resmî)

Alt temalar

• Nature, endangered animals, their natural living conditions and habitats
• Protection of endangered animals

Hedef dil yapıları

• Simple Present: facts
• Simple Past: was / were
• There was / there were
• Should: advice, obligation

Social language

• It's too late! / It's not too late!
• Every little bit helps!
• Spread the word!
• In safe hands!

Hedef sesler

ea (/eə/) · ee (/ɪə/) · w · x (/ks/)

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

Nesli tükenen hayvanlar üzerine röportaj ve belgesel senaryosu; sınıfta film gösterimi etkinliği. Rubrikle değerlendirilir. (özet)

Kaynak

tymm.meb.gov.tr — resmî tema sayfası

• ENG.9.7.L1

  Listening/Watching

  Students can prepare and get ready for listening (to)/watching about the current content on "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them".

  I can… I can prepare myself to listen or watch content about endangered animals, habitats and conservation.

• ENG.9.7.L2

  Listening/Watching

  Students can bring together the information in the current content on "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them".

  I can… I can pick out key information when I listen to people talking about a nature reserve or an endangered animal.

• ENG.9.7.L3

  Listening/Watching

  Students can make sense of and derive meaning from the current content on "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them".

  I can… I can follow the main ideas of a longer talk about planning a wildlife project.

• ENG.9.7.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 world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them" 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 protecting nature.

• ENG.9.7.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 world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them" to develop holistic and conscious pronunciation skills after recognising them in context.

  I can… I can pronounce nature and wildlife words clearly, including the diphthongs /eə/ and /ɪə/ and the consonants /w/ and /ks/ practised in this theme.

• ENG.9.7.R1

  Reading

  Students can prepare for reading the content on "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them" efficiently and effectively.

  I can… I can prepare myself to read a text about an endangered animal or a nature reserve.

• ENG.9.7.R2

  Reading

  Students can bring information together about the current content on "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them" through skimming, scanning and detailed reading.

  I can… I can scan a text to find specific information about a habitat or a conservation project.

• ENG.9.7.R3

  Reading

  Students can make sense of and derive meaning from the current content on "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them".

  I can… I can understand the details in a text about endangered animals and their protection.

• ENG.9.7.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 world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them" 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 wildlife and nature.

• ENG.9.7.V1

  Vocabulary

  Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them" after recognising them in context and developing their conscious and inductive vocabulary learning skills.

  I can… I can use vocabulary about endangered animals, habitats and conservation accurately.

• ENG.9.7.G1

  Grammaring

  Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them", after recognising them in context and developing their conscious and inductive grammaring skills through consciousness- raising and discovery.

  I can… I can use 'was/were' and 'there was/there were' to talk about the past, and 'should' to give advice, recommendations and obligations about protecting wildlife.

• ENG.9.7.W1

  Writing

  Students can prepare for writing efficiently and accurately based on the current content about "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them".

  I can… I can plan my writing about an endangered animal or protecting wildlife before I start.

• ENG.9.7.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 world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them".

  I can… I can analyse a model animal fact file or letter before writing my own.

• ENG.9.7.W3

  Writing

  Students can construct new written content on "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them" based on their understanding of the model(s) provided.

  I can… I can write a new text about an endangered animal or protecting wildlife.

• ENG.9.7.W4

  Writing

  Students can practise producing written content based on the current theme "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them".

  I can… I can practise writing short texts about nature and conservation.

• ENG.9.7.W5

  Writing

  Students can engage in the process of writing related to the content on "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them".

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

• ENG.9.7.W6

  Writing

  Students can reconstruct their writing about the current theme on "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them" to communicate effectively about it.

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

• ENG.9.7.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 world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them" 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.9.7.S1

  Speaking

  Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them".

  I can… I can prepare ideas before I speak about habitats and protecting wildlife.

• ENG.9.7.S2

  Speaking

  Students can analyse and understand the model content related to "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them" to support the production of spoken language.

  I can… I can understand and practise a model dialogue about a nature reserve or an endangered animal.

• ENG.9.7.S3

  Speaking

  Students can produce meaningful and accurate spoken content related to the current theme on "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them".

  I can… I can talk about habitats and conservation accurately in speech.

• ENG.9.7.S4

  Speaking

  Students can construct meaningful spoken content about "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them" through efficient and meaningful practice.

  I can… I can build longer, connected answers when I talk about what should be done to protect wildlife.

• ENG.9.7.S5

  Speaking

  Students can reconstruct the information about "life in the world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them" when communicating with others.

  I can… I can take part in a short class debate giving advice about protecting an endangered animal.

• ENG.9.7.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 world and nature with nature, endangered animals, their natural living conditions and habitats, and protection of them" 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 prepare a self-recording (visual, audio) at school/ at home, conducting an interview with classmates about ''endangered animals and their habitats and living conditions including where and how they live today and in the past, and ways to protect them from extinction'' and present it to the class and receiving feedback about it. They write and design the content of a documentary film script and then they present and apply it as a film-showing event in class by inviting other students as protectors, activists, or people who give harm to endangered animals. The assignment will be evaluated by using rubrics.