MISSION

IELEV High School English Department aims for the students to be able to learn English by using critical thinking, reading, writing, listening ang speaking skills. The main target of English language teaching at IELEV High School is to cultivate a youth that is able to use English fluently in both written and oral forms, able to read a variety of classical and contemporary texts, creative and able to exhibit critical thinking skills.

ENGLISH AT IELEV HIGH SCHOOL

OBJECTIVES

  • enabling the students to express themselves fluently and accurately by concentrating on their reading, writing, speaking and listening skills
  • creating a free and safe learning environment in which all students feel comfortable and safe
  • enabling the students to be more aware and respectful of and towards themselves and others as well as towards other cultures
  • encouraging the students to be continuously inquiring and questioning individuals
  • keeping student-interest high through the use of technological tools and gadgets in classes
  • helping students develop into skilled individuals in critical and creative thinking
  • supporting the students’ personal and cultural development through the use of various written and visual resources
  • engraining the students in reading and helping them develop this habit into a lifelong activity by internalising
  • creating environments wherein the students can exhibit their creativity
  • enabling the students to read and analyse various written texts
  • encouraging and guiding the students in taking international exams such as PET, FCE and TOEFL, and assisting them in their preparation for these exams

FUNDAMENTAL PRINCIPLES:

     Our school bases its foreign language curriculum on the COMMON EUROPEAN FRAMEWORK FOR LANGUAGE LEARNING (C.E.F.). While emphasising grammatical knowledge in acquiring a foreign language, the fundamental principle is for the student to be aware of where and how they can utilise this information through practical learning. The student perceives language training as a whole, and extracts the rules from within. The tools and materials prepared for use in the language training classrooms are prepared with oral, audio and tactile intelligence in original or near-original formats (such as TV, radio programs, magazines, newspapers). Social situations are realised through applications and activities in the classroom where the students can use their foreign language skills. The teacher’s main role is to prepare and guide their students for such real situations and preparing the materials. Students find the opportunity to utilise their foreign language skills as tools under different circumstances, and express their feelings and thoughts. The students are encouraged to make mistakes when using the language in order to further develop their writing and speaking productivity. 

Technology is used both within and without of the classroom. Through their i-pads, students are expected to follow up their homework and share their comments in Google classroom, to be in contact with their teachers if need be, to do research and oral presentations, and to complete the activites with the applications downloaded. All students present and share their work in the blog pages they have created.

To support the language progress and sociability of our students many prestigious activities such as ESU Debate Academy, The Duke of Edinburgh’s International Program and MUN conferences are attended annually. 

OUR AIMS FOR FOREIGN LANGUAGE TEACHING 

Every student completing Grade 12 at our school, having carried out all the tasks assigned by the curriculum, is expected to be able to participate in the following.
Listening Comprehension: Understand long conversations where there is unclear contsruction or undefined relations, but where meaning is implied; understand TV programs and films with little difficulty.
Reading Comprehension: Read substantial texts in any genre, and regard differences in style; understand substantial technical information, even if it is not a matter of interest.
Interactive conversation: express themselves naturally without much need to pause for words.
Students are also expected to use language in a flexible and effective manner for social and professional goals. Able to express thoughts and ideas in a clear and concise manner which corresponds to others’ dialogues. 
Oral presentation: Express complex topics in a clear and detailed way by developing certain ideas in relation to the result by incorporating subthemes
Written presentation: Express their own ideas through clearly- constructed text. They are expected to produce a letter, a written statement, a report or an essay on complex topics where issues important to him/her can be stressed. They can decide on the most suitable format for the target-reader.

PREP CLASS:

MAIN COURSE / SKILLS:
The high school prep. program consists of 19 hours a week of English classes. Four of these hours these are programmed skills lessons where the students focus on a holistic program of listening, speaking, reading and writing; 15 hours of the weekly programme is considered to be the main course hours, intensely working on grammar, oral expression, writing, and academic reading. On both of the programs our aim is to ultimately have the students complete B1 level of the Common European Framework by the end of the year. As of the beginning of the second semester, our work is to be mainly based on PET. The idea is to prepare the students to be ready to take classes through the medium of English for Grade 9 in Maths, Physics, Chemistry, and Biology. The program is fast and interactive.

GRADE 9: 

F.C./ SKILLS:
Grade 9 English lessons comprise 3 hours of “SKILLS” and 3 hours of “Main Course/FCE” based classes, where the student is able to advance their level through reading, writing, listening and speaking practices. In both of these lessons students develop their skills which they acquired in their prep classes. Students start to learn about English literature and they work throughout the year to further enhance their critical thinking and reading abilities. They are expected to develop their own writing styles by analyzing texts produced by the writers they read, and to interpret and understand the literary work they read in class. Students at this level continue to develop their grammar skills and do work on reading comprehension and compositions, analysis, and concentration on developing their research and critical thinking skills, increasing their vocabulary as well as their organization of thoughts. Towards the end of the second term students are expected to have reached a level approaching a pass-level at FCE

Cambridge International Exams
Learning a foreign language enriches the points of view of children who can internalize his/her own and other cultures. Making the learning process more enjoyable and efficient is possible with modern techniques and approaches. We also need to use the international methods to assess the learners to be objective. Cambridge University exams have been used in more than 130 countries since 1850. These exams are taken by more than four million learners every year. Cambridge exams assess the four skills (reading, writing, listening, speaking) through high quality questions that are consistent with daily life.

We assume that our prep students are at zero beginners’ level at the beginning of the year and assess their success through Cambridge International exams to get an objective feedback about the students’ skills that need to be improved.  Before they graduate students take KET, PET, FCE and TOEFL exams successively.

The Duke Of Edinburgh’s International Award
The Duke of Edinburgh’s International Award is a self-development program for any young person between the ages of 14-24. The aim of the program is to enable the participants to have the life-skills to make a positive difference in their own lives, their community and in the world. Over eight million people from 140 countries have participated in this program since Prince Philip inaugurated it in 1956.
The Award Program is implemented in three categories in which responsibility increases gradually with each duration:

  • BRONZE,  6 months
  • SILVER,  12 months
  • GOLD,  18months

This program has been implemented at IELEV High School by Gaye Koçer, the Award Coordinator. Prep. class participants of the program in the 2014-2015 academic year received their certificates of success on 4th December 2015. The program is continuing with the involvement of both grade 9 and prep. students this year.

Esu Debate Academy

ESU Debate Academy offers top quality coaching in debating and giving speeches to all volunteering ability levels. ESU Debate Academy – Turkey is an organisation that prestigious schools attend with their high school students for five days.

In these workshops students do not only have a chance to listen to the best coaches’  speeches and advice on debating, but also to work with them in their teams. They have the opportunity to get feedback as well.

ESU Debate Academy offers the chance for students from a wide range of schools to meet each other, socialise and make friends from around the country and the world.

İELEV High school students will participate in the organisation which will take place at MEF University, between 20-24 January, 2016 with their English teacher Gaye Koçer.

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  • Türkiye Özel Okullar Birliği
  • MEB - Okul Sağlığı
  • Erasmus +
  • University of Cambridge ESOL Examinations
  • Weltverband Deutscher Auslandsschulen
  • Das Deut­sche Sprach­di­plom der Kul­tus­mi­nis­ter­kon­fe­renz
  • Schulen: Partner der Zukunft
  • Die Zen­tral­stel­le für das Aus­lands­schul­we­sen
  • The International Baccalaureate®