ZenOkul

9. sınıf İngilizce: Family Life

Family Life temasında aile ilişkileri ve gündelik yaşam bağlamındaki bilgileri anlamlandırma çalışılır. Akrabalık, sahiplik ve etkinliği yapan kişi ayrı izlenmelidir.

Nasıl çalışmalı?

Kişiler arasındaki ilişkiyi küçük bir şemayla belirleyin. Zamirin hangi kişiye döndüğünü ve cümlede etkinliği kimin yaptığını kontrol edin.

Hazır örneklerin kapsamı

Seçilen soruların ilişkili olduğu hedefler: Students can bring information together about the current content on "family life with family members' jobs, work routines, work activities, and workplaces" through skimming, scanning and detailed reading. / Students can make sense of and derive meaning from the current content on "family life with family members' jobs, work routines, work activities, and workplaces". / Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about "family life with family members' jobs, work routines, work activities, and workplaces", after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery. Bu hedeflerin bütün uygulama ve performans boyutları bu örneklerle ölçülmez.

İlgili kazanımlar

  • ENG.9.4.L1 Students can prepare and get ready for listening (to)/watching about the current content on "family life with family members' jobs, work routines, work activities, and workplaces".
  • ENG.9.4.L2 Students can bring together the information in the current content on "family life with family members' jobs, work routines, work activities, and workplaces".
  • ENG.9.4.L3 Students can make sense of and derive meaning from the current content on "family life with family members' jobs, work routines, work activities, and workplaces".
  • ENG.9.4.L4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the listening (to)/watching process about the current content on "family life with family members' jobs, work routines, work activities, and workplaces" in relation to themselves or others, both individually and/or with others.
  • ENG.9.4.P1 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 "family life with family members' jobs, work routines, work activities, and workplaces" to develop holistic and conscious pronunciation skills after recognising them in context.
  • ENG.9.4.R1 Students can prepare for reading the content on "family life with family members' jobs, work routines, work activities, and workplaces" efficiently and effectively.
  • ENG.9.4.R2 Students can bring information together about the current content on "family life with family members' jobs, work routines, work activities, and workplaces" through skimming, scanning and detailed reading.
  • ENG.9.4.R3 Students can make sense of and derive meaning from the current content on "family life with family members' jobs, work routines, work activities, and workplaces".
  • ENG.9.4.R4 Students can reflect on the information, experiences, thoughts, ideas, and feelings related to the reading process about the current content on "family life with family members' jobs, work routines, work activities, and workplaces" in relation to themselves or others, both individually and/or with others.
  • ENG.9.4.V1 Students can select and use target vocabulary efficiently, effectively, and accurately, based on the current content about "family life with family members' jobs, work routines, work activities, and workplaces" after recognising them in context and developing their conscious and inductive vocabulary learning skills.
  • ENG.9.4.G1 Students can select and use target grammatical language items efficiently, effectively, and accurately, based on the current content about "family life with family members' jobs, work routines, work activities, and workplaces", after recognising them in context and developing their conscious and inductive grammaring skills through consciousness-raising and discovery.
  • ENG.9.4.W1 Students can prepare for writing efficiently and accurately based on the current content about "family life with family members' jobs, work routines, work activities, and workplaces".
  • ENG.9.4.W2 Students can analyse and understand a provided model to guide them in producing similar writing tasks related to the content on "family life with family members' jobs, work routines, work activities, and workplaces".
  • ENG.9.4.W3 Students can construct new written content on "family life with family members' jobs, work routines, work activities, and workplaces" based on their understanding of the model(s) provided.
  • ENG.9.4.W4 Students can practise producing written content based on the current theme "family life with family members' jobs, work routines, work activities, and workplaces".
  • ENG.9.4.W5 Students can engage in the process of writing related to the content on "family life with family members' jobs, work routines, work activities, and workplaces".
  • ENG.9.4.W6 Students can reconstruct their writing about the current theme on "family life with family members' jobs, work routines, work activities, and workplaces" to communicate effectively about it.
  • ENG.9.4.W7 Students can reflect on their experiences, thoughts, ideas, and feelings related to the writing process about the current content on "family life with family members' jobs, work routines, work activities, and workplaces" in relation to themselves or others, both individually and/or with others.
  • ENG.9.4.S1 Students can prepare themselves to speak meaningfully, fluently, and efficiently about the current content on "family life with family members' jobs, work routines, work activities, and workplaces".
  • ENG.9.4.S2 Students can analyse and understand the model content related to "family life with family members' jobs, work routines, work activities, and workplaces" to support the production of spoken language.
  • ENG.9.4.S3 Students can produce meaningful and accurate spoken content related to the current theme on "family life with family members' jobs, work routines, work activities, and workplaces".
  • ENG.9.4.S4 Students can construct meaningful spoken content about "family life with family members' jobs, work routines, work activities, and workplaces" through efficient and meaningful practice.
  • ENG.9.4.S5 Students can reconstruct the information about "family life with family members' jobs, work routines, work activities, and workplaces" when communicating with others.
  • ENG.9.4.S6 Students can reflect on their experiences, thoughts, ideas, and feelings related to the speaking process about the current content on "family life with family members' jobs, work routines, work activities, and workplaces" in relation to themselves or others, both individually and/or with others.

Çözümlü örnekler

Örnek 1

Complete the dialogue with the question that the answer fits. Use What, Where or When, do or does, and the verb do, work, start or finish. Pelin: ______ (your parents) Kerem: In a science lab.
  • A)
    Where do your parents work?
  • B)
    When do your parents finish work?
  • C)
    What do your parents do?
  • D)
    Where does your parents work?
  • E)
    Where do your parents works?
Çözümü ve cevabı göster

↔ Uzun ifadeleri yatay kaydırabilirsiniz.

1. Adım (İngilizce: ipucu ve çıkarım): Yanıt bir yer bildiriyor; iş yeri "Where does/do ... work?" sorusuyla sorulur. In a science lab.⟹Where ... work?\text{In a science lab.}\Longrightarrow \text{Where ... work?}
2. Adım (İngilizce: ipucu ve çıkarım): Çoğul özne (they) ile Simple Present sorusunda "do" kullanılır. your parents⟹do\text{your parents}\Longrightarrow \text{do}
3. Adım (İngilizce: ipucu ve çıkarım): Soru sözcüğü, yardımcı fiil, özne ve fiilin yalın hâli sırayla yazılır. Where ... work? + do⟹Where do your parents work?\text{Where ... work? + do}\Longrightarrow \text{Where do your parents work?}
Cevap
Where do your parents work?

Örnek 2

Read the text and answer the question. Write the place with its first word (at, in, on or from). My Family and Their Jobs My name is Barış. My nephew, Oğuz, is a bank clerk. My stepfather, Mert, is an architect. My niece, Pelin, is a pharmacist. My cousin, Buse, is a photographer. My stepmother, Selin, is a security guard. Mert works at an architecture firm. Pelin works at a pharmacy. Selin works at a shopping centre. Oğuz works at a bank. Buse works in a photography studio. Where does Barış's stepmother work?
  • A)
    at a shopping centre
  • B)
    at a pharmacy
  • C)
    at an architecture firm
  • D)
    at a bank
  • E)
    in a photography studio
Çözümü ve cevabı göster

↔ Uzun ifadeleri yatay kaydırabilirsiniz.

1. Adım (İngilizce: ipucu ve çıkarım): Akrabalık sözcüğü metinde kişinin adıyla birlikte verilir. Barıs¸’s stepmother⟹Selin\text{Barış's stepmother}\Longrightarrow \text{Selin}
2. Adım (İngilizce: ipucu ve çıkarım): İş yeri, aynı adın geçtiği "works" cümlesinde verilir. the sentence about where Selin works⟹at a shopping centre\text{the sentence about where Selin works}\Longrightarrow \text{at a shopping centre}
Cevap
at a shopping centre

Örnek 3

Read the text and answer the question. Write the job with a or an. My Family My name is Volkan. My mother, Gizem, is a security guard. Gizem's mother, Nazlı, is a scientist. Gizem has a sister, Duygu, who is a journalist. Duygu's daughter, Selin, is a psychologist. My brother, Arda, is an architect. What is the job of Volkan's aunt?
  • A)
    a psychologist
  • B)
    a scientist
  • C)
    a journalist
  • D)
    an architect
  • E)
    a security guard
Çözümü ve cevabı göster

↔ Uzun ifadeleri yatay kaydırabilirsiniz.

1. Adım (İngilizce: ipucu ve çıkarım): Metindeki aile bağı, sorulan akrabalık sözcüğünün tanımına uyan kişiyi gösterir. Duygu: sister of Volkan’s mother⟹Duygu is Volkan’s aunt\text{Duygu: sister of Volkan's mother}\Longrightarrow \text{Duygu is Volkan's aunt}
2. Adım (İngilizce: ipucu ve çıkarım): Bu kişinin mesleği metinde onun adıyla verilen cümlededir. the sentence about Duygu⟹a journalist\text{the sentence about Duygu}\Longrightarrow \text{a journalist}
Cevap
a journalist

Sık yapılan hatalar

  • Birden fazla kişi geçen metinde bütün zamirleri aynı kişiye bağlamak.

Uygulama ve etkinlik sınırları

Örnekler yazılı metin ve diyaloglar üzerinden okuma, anlam ve bağlam çalışması sunar. Programdaki dinleme, izleme, sesletim, konuşma ve serbest yazma hedefleri burada bütünüyle ölçülmez; ses kaydı, konuşma değerlendirmesi veya yazma geribildirimi sunulmaz.

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