12. Sınıf İngilizce kazanımları

Students will be able to detect the embedded information in songs/media tools.

Students will be able to practice intonation in sentences. Eg.Is this your camera? (rising and falling intonation)

Students will be able to exchange ideas about their music preferences.

Students will be able to agree or disagree with others by sharing their opinions about music.

Students will be able to infer people’s music preferences from their ideas about music in a reading text.

Students will be able to analyze surveys/interviews to answer related questions.

Students will be able to write a survey report on their friends’/teachers’ music preferences.

Students will be able to extract specific information from a conversation between friends.

Students will be able to make inferences about the quatlities of a good friend through a recorded text.

Students will be able to practice syllable/word stress. Eg. Engineer /ˌendʒɪ'nɪə(r)/

Students will be able to ask and answer questions about personal features.

Students will be able to state reasons while giving clear detailed descriptions about physical appearances.

Students will be able to interpret information from graphic features (graphs, charts, tables, etc.)

Students will be able to find irrelevant content about the descriptions of the people in a text.

Students will be able to identify the main conclusions in argumentative texts.

Students will be able to write an opinion essay about qualities of a good friend by stating reasons.

Students will be able to guess the meaning of lexis and jargon about human rights in a recorded text/video.

Students will be able to distinguish the positive and negative expressions about human rights in a recorded text/video.

Students will be able to practice syllable/word stress. Eg. Disability /,dısǝꞌbılǝtı/

Students will be able to make suggestions about improving human rights.

Students will be able to discuss the problems/difficulties of the disadvantaged people in the world.

Students will be able to find the supporting ideas in a text about good practices on human rights around the world.

Students will be able to match the paragraphs with the correct phrases/visuals (children rights/gender equality/animal rights/the rights of disadvantaged people, etc.).

Students will be able to write mottos/slogans about human rights.

Students will be able to write an argumentative essay including solutions for disadvantaged people’s problems.

Students will be able to take notes during an informal debate/poster presentation/seminar in a video.

Students will be able to match the topics with recorded passages corresponding to virtual reality and imaginary world.

Students will be able to pronounce reduced forms (e.g. ‘ll, won’t).

Students will be able to talk about predictions and plans.

Students will be able to participate in an informal debate about virtual reality and imaginary world/ cyber games to share ideas.

Students will be able to read (aloud) a text about cyber crimes and rights to distinguish the lexis and jargon.

Students will be able to reorder the scrambled steps of a cyber game in a text.

Students will be able to write detailed descriptions of an imaginary future.

Students will be able to compose a cyber game scenerio.

Students will be able to list the suggestions to change mood given by a psychologist/friend in recorded text.

Students will be able to identify the speaker’s mood, tone, etc in a recorded text.

Students will be able to practice sentence intonation and stress. Eg. Let’s take a break. (rising and falling intonation)

Students will be able to make a Roleplay between a psychologist/school counsellor and a client.

Students will be able to make comment on moods by looking at flashcards.

Students will be able to use different voice levels, phrasing and intonation to give and follow instructions in different moods.

Students will be able to identify specific information in a real-life text.

Students will be able to describe their current mood / mood reflected in a song/ painting/photograph through creative writing.

Students will be able to identify phrases and the highest frequency vocabulary related to requests in various contexts in a recorded text.

Students will be able to complete a conversation about favors in a recorded text/video.

Students will be able to practice “ yod coalescence” "Would you / /wʊdʒu/ and could you /kʊdʒu/ ".

Students will be able to distinguish between formal and informal language while accepting and declining requests.

Students will be able to act out a self-prepared dialogue about requests/favours.

Students will be able to scan a text for the specific information about a charity organization/foundation.

Students will be able to write an announcement to invite people for a charity organization.

Students will be able to write an application letter to an organization for scholarship.

Students will be able to list the sequences of the past events in a recorded text/video.

Students will be able to complete a recorded text using cohesive devices.

Students will be able to practice sentence stress appropriately. Eg. I missed the last episode. (rising and falling intonation)

Students will be able to narrate the events in the past.

Students will be able to make a presentation about unusual/odd news stories.

Students will be able to list vocabulary for narrating and describing events in a text.

Students will be able to reorder the past events in a news story.

Students will be able to paraphrase news/ stories/ past events.

Students will be able to write a news story/a past experience/an imaginary story.

Students will be able to note down the solutions to the problems of excessive energy consumption around the world in a recorded text.

Students will be able to use intonation in a sentence appropriately. Eg. I think we’re completely lost. (falling intonation)

Students will be able to summarize a reading passage about alternative energy.

Students will be able to analyze a reading passage to find out solutions to environmental problems.

Students will be able to write an email/a letter of complaint to a local authority about an environmental problem to suggest solutions.

Students will be able to write their opinions about the usage of alternative energy.

Students will be able to list the things needed to be done in a recorded text/video.

Students will be able to find the main idea of a video about technological developments.

Students will be able to practice word stress correctly. Eg. Technology /tekˈnɒlədʒi/

Students will be able to exchange ideas and feelings such as surprise, happiness, interest, and indifference about technological devices.

Students will be able to make an interview with a friend about the influence of technology on social life.

Students will be able to identify the written lexis and jargon about a web-page on technology.

Students will be able to categorize information in everyday material, such as websites, brochures and magazines.

Students will be able to write a note asking someone to have something done.

Students will be able to write a for and against essay discussing technology.

Students will be able to write a description of a hi-tech product by using linking words.

Students will be able to identify the phrases about wishes, regrets and apologies in a recorded text.

Students will be able to classify the manners in a TV or radio program regarding their origin and practice in daily life.

Students will be able to practice sentence stress correctly. Eg. I’ll make a pot of tea if you would like some.

Students will be able to express regrets, wishes and apologies.

Students will be able to discuss manners in different cultures.

Students will be able to identify the main conclusions in argumentative texts.

Students will be able to organize description of events, feelings and wishes in diaries and personal letters.

Students will be able to write a letter, note or report on wishes, regrets and apology.

Students will be able to write personal letters describing experiences, feelings and events in detail in relation to the topic.