Ek Dil Eğitimi - ABC Okulları

ADDITIONAL LANGUAGE: English Education

Our Principle: 'Learning and Using'

GENERAL OBJECTIVES

Middle School students;

To make learning and using English fun and enjoyable for our students,
Use basic grammar and vocabulary appropriate to the additional language level they have reached,
To actively participate in the process of learning English, develop skills such as collaboration, self-discipline, and goal-setting,
Analyze and interpret texts in various forms such as letters, emails, stories, poems, paragraphs, and articles, and write similar ones.
Gain the ability to analyze different media messages in English (such as films, posters, brochures, blogs, news, etc.),
Get to know different cultures and lives, and grow up as global citizens who respect them,
Cultivate a habit of considering English as a part of their daily life, including reading books and making presentations in the target language.
Cover topics such as 'Our Body,' 'Healthy Nutrition,' 'Continents and Oceans,' 'Environmental Protection,' 'Job Fair,' 'Zoomanity,' 'Inventions and Inventors,' and 'Space' in their lessons and deliver presentations on these topics.
Actively participate in traditional ABC language activities throughout the year, including Language Night, Spring Language Festival, Kahoot knowledge contests, and other family-friendly events.
Learn English at an international level and succeed in international English exams,
Achieve CEFR-B1+ level proficiency in speaking, reading comprehension, listening comprehension, and written expression according to the Council of Europe Common European Framework of Reference for Languages by the end of the 8th grade.

Additional Language Weekly Class Hours

GRADE	MAIN LESSON	CLIL	GERMAN	TOTAL
5.	10	4	2	16
6.	9	4	2	15
7.	8	4	2	14
8.	4	2	-	6

Council of Europe Common European Framework of Reference for Languages

ERASMUS +

In line with our vision for additional language education, our middle school students have been participating in Erasmus+ projects since 2015, maintaining contact with sister schools in different countries. During these projects, our students have the opportunity to use English/German in real-life situations while experiencing homestays abroad.

ERASMUS + FOOD PROJECT (Germany)

INTERNATIONAL CAMBRIDGE EXAMS

Since the 2016-2017 academic year, our students have been taking Cambridge exams (Flyers, KET, PET) at our school. With high success rates, our students prepare for these certificate exams throughout the year.

GRADE GOALS

5th GRADE

By the end of the program, our students should be able to:

Formulate personal details and concrete needs using simple expressions.

Expand their basic vocabulary for concrete situations.

Gain proficiency in simple grammatical verb forms to be used in the method and manner they have learned.

Pronounce newly learned words without much difficulty.

Engage in basic daily social communication by incorporating expressions like 'please,' 'excuse me,' 'can you help me,' 'goodbye,' etc.

Form sentences using less familiar words, even with hesitations, and develop their unique style of expression.

Aim to achieve CEFR-A1+ level proficiency as per the Council of Europe Common European Framework of Reference for Languages."

6th GRADE

Upon completing the program in the 6th grade, our students are expected to:

- Expand their vocabulary for concrete and abstract situations by utilizing word formation techniques.

- Be able to pronounce words they have learned or seen for the first time.

- Engage in basic daily social communication, incorporating conjunctions such as 'and,' 'then,' 'but,' into expressions they can use, including phrases like 'please,' 'excuse me,' 'can you help me,' 'goodbye,' etc.

- Formulate sentences using unfamiliar words, even with hesitations, and develop their unique style of expression.

- Develop additional tactics for expanding their spoken expressions.

- Aim to achieve CEFR-A2 level proficiency as per the Council of Europe Common European Framework of Reference for Languages.

7th GRADE

By the end of the program, our students should be able to:

- Communicate and provide comments using sentence structures they have learned as well as their own sentences.

- Express their wishes and needs in both written and spoken forms.

- Build a vocabulary sufficient to perform routines related to familiar everyday situations and topics.

- Know and use appropriate expressions for invitations, apologies, and making offers.

- Be able to initiate, sustain, and conclude face-to-face communication.

- Formulate sentence patterns with relative ease, even with observable hesitations, regarding a familiar topic.

- Aim to achieve CEFR-B1 level proficiency as per the Council of Europe Common European Framework of Reference for Languages.

8th GRADE

Upon completing the 8th-grade program, our students are expected to:

- Understand events, emotions, and wishes expressed in texts containing words that are frequently used in daily life or related to their profession.

- Extract the main points of standard speech related to common situations in workplaces, schools, leisure activities, etc., when spoken slowly and clearly.

- Comprehend the main points of radio and television programs related to current events or personal areas of interest when spoken slowly and clearly.

- Be able to handle various situations that may arise when traveling in a country where the language is spoken.

- Engage in conversations on familiar, relevant, or everyday life topics (e.g., family, hobbies, work, travel, current events) without the need for preparation.

- Connect various phrases in a straightforward manner to describe experiences, dreams, hopes, desires, and events.

- Summarize the plot of a story, book, or film and express their impressions.

- Incorporate emotions and thoughts into their English conversations.

- Maintain mastery of everyday language usage skills, such as exchanging information, expressing opinions, making requests, and seeking assistance.

- Continue preparing for the international Cambridge exams in addition to academic exam preparation conducted by the Ministry of National Education (MEB).

- Aim to achieve CEFR-B1+ level proficiency as per the Council of Europe Common European Framework of Reference for Languages.

GERMAN

OUR GOALS

At the end of the second additional language education, our students;

Get the basics of the relevant language, recognise the culture and increase their awareness,

Use basic grammar and vocabulary appropriate to the additional language level they have reached,

To be able to express verbally and in writing about themselves; who they know, what they like, and what they have,

To be able to understand and use frequently used simple sentences and expressions to meet concrete needs,

To be able to describe their own experiences in appropriate expressions and to be able to exchange simple information about everyday topics,

At the end of Grade 8, we aim for students to acquire speaking, reading comprehension, listening comprehension and written expression skills at the CEFR-A2 level within the scope of the Council of Europe Additional Language Proficiency Criteria.

INTERNATIONAL LANGUAGE CERTIFICATE EXAMS:

Our students take the International Language Certificate exams in German (TELC). Our students, who have very high success rates, prepare for these certificate exams throughout the year.

LISTENING

A1

I can understand familiar words and very basic phrases related to myself, my family, and my immediate surroundings when spoken slowly and clearly.
A2

I can understand phrases and frequently used expressions related to topics that concern me directly. (For example; the most basic personal and family information, shopping, local environment, profession). I can comprehend the main idea in short, clear, simple messages and announcements.
B1

I can understand the main points of clear, standard speech in familiar contexts such as work, school, leisure, etc. I can understand the main ideas of most radio and television programs about current events or topics of personal interest when they are spoken slowly and clearly.
B2

I can understand extended speech and presentations on topics that are of personal interest or relevant to my field, provided they are spoken clearly. I can understand most of the content in news broadcasts and programs related to current events. I can understand most films in standard language.
C1

I can understand long speeches even when they are not clearly structured and when relationships are only implied and not explicitly stated. I can understand most television programs and films related to current events with little difficulty.
C2

I can understand any spoken language, whether live or broadcast. I may need some time to get used to the accent only if the speech is at a normal native speaker pace.

READING

A1

I can understand familiar names, words, and very basic sentences in written texts such as catalogs, announcements, or posters.
A2

I can read short and simple texts. I can understand general information in texts such as advertisements, user manuals, menus, and schedules and can understand short personal letters.
B1

I can understand texts that include the most frequently used words related to the profession or everyday language. I can understand events, emotions, and wishes mentioned in personal letters.
B2

I can read articles and reports on current issues where authors adopt specific attitudes or views. I can understand contemporary literary prose.
C1

I can read long and complex texts, including abstract, structural, and grammatically complex texts, and can understand technical information in various fields, even if they are not directly related to my area of expertise.
C2

I can easily read and understand almost all types of texts, such as user manuals, articles related to specific fields, and literary works, regardless of their abstract, structural, and grammatical complexity.

CONVERSATIONAL INTERACTION

A1

I can communicate in a basic way when the other person speaks slowly and repeats what they say, and when they help me formulate what I want to say. I can ask and answer simple questions on very familiar topics or in areas where I know some basic phrases.
A2

I can communicate in simple and routine tasks requiring a simple, direct exchange of information on familiar topics and activities. I can participate in short conversations, although I may not understand enough to keep the conversation going.
B1

I can deal with many situations that may arise while traveling in a country where the language is spoken. I can join conversations without prior preparation on topics related to familiar, personally interesting, or everyday life areas (e.g., family, hobbies, work, travel, and current events).
B2

I can communicate with native speakers of the language I have learned fluently and naturally. I can play an active role in discussions on familiar topics and can express my opinions clearly and support them.
C1

I can express myself fluently and naturally, using the language flexibly and effectively for social and professional purposes. I can express my thoughts and ideas clearly and relate them to the speech of others.
C2

I can participate in any conversation or discussion with ease, and I can understand idioms and expressions in the spoken language. I can express myself fluently, and if I encounter a problem, I can rephrase my expressions skillfully to avoid drawing attention to it.

ORAL EXPRESSION

A1

I can use simple phrases and sentences to describe where I live and the people I know.
A2

I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background, and my last job.
B1

I can connect phrases in a simple way to describe experiences, dreams, hopes, and ambitions and briefly give reasons and explanations for my plans. I can tell a story, describe a book or film's plot, and express my impressions.
B2

I can provide detailed information on various topics of interest and support a point of view by listing advantages and disadvantages of various options.
C1

I can describe complex topics, integrate sub-themes, and describe long and complex subjects in a clear and detailed manner. I can conclude my speech with a developed and appropriate conclusion.
C2

I can structure my speech effectively and logically, and I can express myself fluently in a way that helps the listener distinguish important points and remember them. If I encounter a problem, I can skillfully restructure my expressions without drawing attention to it.

WRITTEN EXPRESSION

A1

- I can write postcards with short and simple sentences. For example, sending greetings with a holiday postcard. I can fill out forms containing personal information. For example: writing name, nationality, and address on a hotel registration form.
A2

- I can write short, simple notes and messages. I can write very short personal letters, such as thank-you notes.
B1

- I can write a text related to familiar or personally interesting topics. I can write personal letters describing experiences and impressions.
B2

- I can write clear and detailed texts on a wide range of topics of interest. I can write a composition or report that presents information, supports a specific point of view, and provides reasons. I can write letters that emphasize the importance of events and experiences for me.
C1

- I can express my opinions in a detailed, clear, and well-structured manner in written texts. I can write a letter, composition, or report. I can write on complex topics, highlighting issues I consider important. I can choose a style appropriate for the target audience I have defined.
C2

- I can write clear, fluent texts with an appropriate style. I can structure my writing effectively and logically, presenting a situation with effective, logical organization that helps the reader distinguish important points and remember them. If I encounter a problem, I can skillfully restructure my expressions without drawing attention to it.

Additional Language Education