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Page 3 - English | Yarıyıl Tatil
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    ENGLISH LANGUAGE CURRICULUM

                                         FOR MIDTERM BREAK

                          The English Language Curriculum for Midterm Break is planned in two parts as 9 -10
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                          grades and 11 -12  grades. The duration for each part is determined as 20 hours. The
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                          curriculum has been planned in accordance with the descriptive and pedagogical principles
                          of the Common European Framework of Reference for Languages (CEFR). It is designed
                          to  assist  foreign  language  teachers  in  creating  an  engaging  and  interactive  classroom
                          environment as well as students in understanding the importance of developing foreign
                          language  learning  for  their  personal,  social  and  cultural  development.  The  curriculum
                          aims to teach students how to use English as a communication tool by giving numerous
                          opportunities  to  practise  the  language  through  the  suggested  materials  named  Skills-
                          Based Activity Book, English Games & Activities and Activity Book. According to students’
                          mental  development  levels,  the  curriculum  is  meant  to  assist  them  to  develop  their
                          cognitive, emotional, psychomotor and intercultural communication abilities.

                          Regarding the implementation of the English Language Curriculum for Midterm Break,
                          there  is  not  a  certain  approach  prescribed  in  accordance  with  the  Common  European
                          Framework  of  Reference  for  Languages.  CEFR  regards  learners  as  social  agents  to
                          achieve everyday tasks using the language, which goes with the action-oriented approach,
                          the essence of which is what you can do with the language rather than what or how much
                          you know. As long as teachers consider the needs, levels and interests of students, the
                          methodology is up to them. Therefore, they are expected to select and adapt the learning
                          outcomes in accordance with the needs, interests and expectations of students.

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