2. sınıf İngilizce kasım ayı Maarif Model ders raporu: Classroom Life teması, 23 öğrenme çıktısı (ENG.2.2.L1–ENG.2.2.W1). Bilgilerinizle dolu Word.
| Öğrenme Alanları ve Temalar | 2. Tema: Classroom Life |
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| İçerik Çerçeveleri | Sub-themes: Classroom instructions and language; classroom furniture, devices and objects; colours.
Come here, please! Look at me! Look here!
Open/Close your book!
Open the door, please! Close the door, please!
Stand up, please! Sit down, please!
Listen! Be quiet, please!
Repeat, please!
Point to…, please!
Pass the pencil/rubber etc. please!
Put your pencils/rubbers etc. in the box/bag, please!
Colour it, please!
Draw it, please!
Say… please!
Look at the board, please!
Raise your hand, please!
Come to the board, please!
Show your picture, please!
Good job!
Are you ready?
Good!
Well done!
(Can I go to the bathroom/toilet?) Yes, you can!
Here you are!
Thanks!
Hurry up!
It’s break time now!
Time’s up!
Do you need help?
Not yet!
Can I come in?
Can you pass the blue crayon, please?
I’m sorry, I’m late.
Classroom furniture: A desk, a table, a Smart Board, a blackboard/whiteboard, a chair, a bookcase, a clock (classroom features: a door, a window, a wall).
Classroom objects: A pencil, a coloured pencil, a rubber (an eraser-AmE.), a notebook, a book, a crayon, a pencil case, a sharpener, a (piece of) chalk, a glue, scissors.
Classroom devices: A computer, a tablet, Smart Board.
Basic colours: Red, white, black, pink, blue, purple, yellow, brown, green, orange.
Numbers: 1-20
*National and religious days, festivals, and celeberations: “29 October Republic Day”, “23 April National Sovereignty and Children’s Day”, “19 May Commemoration of Atatürk, Youth and Sports Day”, “15 July Democracy and National Unity Day”, “30 August Victory Day”, “Eid al-Fitr (Eid-al-Ramadan)”, “Festival of Sacrifice (Eid-al-Adha)”.
*(Relevant language content and (communicative) activities related to these national and religious days, festivals, and celebrations will be developed and integrated across all themes and in all appropriate sections wherever and whenever possible.)
*Local Cultural, Social, and Moral Considerations of the Theme
In this theme, specific examples, cases, situations, events, and practices reflecting Turkish social, cultural, and moral customs, traditions, and heritage will be included across all sub-themes. This consideration will be age-and-level appropriate and selected with the Turkish learners’ social and cultural context in mind. A table for this section is provided in the introduction to the whole English Language Curriculum.
“To be-present”: (What’s/is it? It’s/is a chair).
Function: Telling names, what things are, what colour things are.
“To be-present”: (What colour is it? It’s/is blue. What colour is the chair? The chair is blue. It’s blue).
Function: Telling the colours of things and objects.
“To be-present”: (How many chairs? Five chairs).
Function: Asking the number of things, objects, and people very simply.
Possessive adjectives: My, his, her, its, our, your, their.
Function: Modifying a noun to show ownership and describing the object. Can for permission: (Can I go outside? Can I go to the bathroom, please? Yes, you can).
Function: Asking for and giving permission.
What’s next? Good luck! Of course! You’re right! It’s her/my/his turn! I see!
Consonants: c, d
c: (/si/, /k/); d: (/d/)
*No pronunciation symbols will be provided in any material written for the pupils, only the sounds in the words including them will be practised through pronunciation activities in the theme. |
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| Öğrenme Çıktıları | ENG.2.2.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”.
ENG.2.2.L2. Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” together with key details and main components while listening/watching it.
ENG.2.2.L3. Pupils can make meaning of/derive meaning from the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” through details by listening/watching it carefully.
ENG.2.2.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” in a very simple way.
ENG.2.2.P1. Pupils can select and use the target phonological elements of the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
ENG.2.2.R1. Pupils can get ready for the reading-comprehension process about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”.
ENG.2.2.R2. Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.2.2.R3. Pupils can make meaning of/derive meaning from the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” by reading it carefully.
ENG.2.2.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” for reflection in relation to themselves or others, both individually and/or with others.
ENG.2.2.V1. Pupils can select and use the target vocabulary of the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.2.G1. Pupils can select and use the language including target grammatical elements of the current content about “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.2.2.W1. Pupils can get ready for the writing-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” in an age- and level-appropriate way.
ENG.2.2.W2. Pupils can copy the model/example on the writing task about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” based on the model/example provided to practise for further writing activities.
ENG.2.2.W3. Pupils can organise and form a content for the assigned writing task on the current content “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” based on the model/example provided.
ENG.2.2.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”.
ENG.2.2.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” to communicate with other people.
ENG.2.2.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.2.2.S1. Pupils can get ready for speaking-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” with the help of supplementary audio-visual materials.
ENG.2.2.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours”.
ENG.2.2.S3. Pupils can organise simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” by speaking accurately, efficiently, and authentically.
ENG.2.2.S4. Pupils can form a simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” through reconstruction by speaking accurately, efficiently, and authentically.
ENG.2.2.S5. Pupils can reorganise and use information about the current theme on “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” by reconstructing it to communicate with other people.
ENG.2.2.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “classroom life with classroom instructions and language; classroom furniture, devices and objects; colours” very simply for reflection in relation to themselves or others, both individually and/or with others. |
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| Alan Becerileri | FLFS1. Listening/Watching-Comprehension
FLFS2. Reading-Comprehension
FLFS3. Speaking-Expression
FLFS4. Writing-Expression
FLSS1. Grammaring: Selection and Use
FLSS2. Vocabulary: Selection and Use
FLSS3. Pronunciation: Selection and Use |
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| Eğilimler | D1.1. Curiosity
D1.2. Independence
D1.3. Perseverance and Determination
D1.5. Self-Confidence
D1.6. Selectivity
D2.3. Assertiveness
D2.4. Trust
D2.5. Playfulness
D3.1. Reasoning
D3.2. Focus
D3.3. Creativity
D3.5. Open- Mindedness
D3.6. Analyticalness |
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| Sosyal-Duygusal Öğrenme Becerileri | SELS1.1. Self-Awareness Skill
SELS1.2. Self-Regulation Skill
SELS1.3. Self- Reflection Skill
SELS2.1. Communication Skill
SELS2.2. Cooperation Skill
SELS2.3. Social Awareness Skill
SELS3.1. Adaptability Skill
SELS3.2. Flexibility Skill
SELS3.3. Responsible Decision-Making Skill |
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| Değerler | V3. Diligence
V4. Friendship
V6. Honesty
V7. Aesthetics
V10. Modesty
V11. Independence
V12. Patience
V13. Healthy Living
V14. Respect
V15. Love and Affection
V18. Cleanliness
V20. Benevolence |
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| Okuryazarlık Becerileri | LS1. Information Literacy
LS2. Digital Literacy
LS4. Visual Literacy
LS5. Cultural Literacy
LS6. Civic Literacy |
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| Disiplinler Arası İlişkiler | Turkish, Maths, Life Study/ Science of Life, Visual Arts, Music, Physical Education and Games |
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| Beceriler Arası İlişkiler | CS2.2. Observation Skill
CS2.3. Summarising Skill
CS2.4. Analysis Skill
CS2.5. Classification Skill
CS2.6. Information Gathering Skill
CS2.7. Comparison Skill
CS2.8. Inquiry Skill
CS2.9. Generalisation Skill
CS2.10. Inference Skill
CS2.11. Observation-Based Prediction Skill
CS2.12. Data-Based Prediction Skill
CS2.13. Structuring Skill
CS2.14. Interpretation Skill
CS2.15. Reflective Thinking Skill
CS2.16.2. Deductive Reasoning Skill
CS2.16.3. Analogical Reasoning Skill
CS2.17. Evaluation Skill
CS2.20. Synthesis Skill
CS3.1. Decision-Making Skill
CS3.3. Critical Thinking Skill |
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| Anahtar Kavramlar | Instructions, language, classroom, classroom instructions, classroom language, objects, devices, furniture, classroom objects, classroom devices, classroom furniture, conditions, colours. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Pupils draw a classroom picture or make a cardboard model or a 3D digital model and stick pictures of models of some furniture and objects in it. They copy the words that go with the pictures and do a show-and-tell to introduce them to the class. This performance will be evaluated using rubrics. |
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2. sınıf İngilizce dersinde kasım ayı boyunca Türkiye Yüzyılı Maarif Modeli’nin öğrenci merkezli yaklaşımıyla “Classroom Life” teması ele alındı. Tema kapsamında “Classroom instructions and language”, “classroom furniture, devices and objects” ve “colours” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.2.2.L1, ENG.2.2.L2, ENG.2.2.L3 ve ENG.2.2.L4) öğrenciler dinleme/izleme öncesi, sırası ve sonrası etkinliklerle anlamlandırma çalışmaları yaptı. Okuma becerisine yönelik çalışmalarda (ENG.2.2.R1, ENG.2.2.R2, ENG.2.2.R3 ve ENG.2.2.R4) öğrenciler görsellerle desteklenen metinler üzerinde okuma çalışmaları yaptı. Konuşma becerisine yönelik çalışmalarda (ENG.2.2.S1, ENG.2.2.S2, ENG.2.2.S3, ENG.2.2.S4, ENG.2.2.S5 ve ENG.2.2.S6) öğrenciler hedef ifadeleri kullanarak kısa diyaloglar kurdu ve sınıf önünde kendini ifade etti. Yazma becerisine yönelik çalışmalarda (ENG.2.2.W1, ENG.2.2.W2, ENG.2.2.W3, ENG.2.2.W4, ENG.2.2.W5 ve ENG.2.2.W6) öğrenciler hedef sözcük ve yapılarla kısa cümleler ve metinler yazdı. Sesletim becerisine yönelik çalışmalarda (ENG.2.2.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.2.2.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.2.2.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (Instructions, language, classroom, classroom instructions, classroom language, objects, devices, furniture, classroom objects, classroom devices) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.2.2.L1–ENG.2.2.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevi olarak programda önerilen çalışma uygulandı: “Pupils draw a classroom picture or make a cardboard model or a 3D digital model and stick pictures of models of some furniture and objects in it.” Görev sürecinde öğrenciler hedef sözcük ve yapıları kullanarak ürünlerini hazırladı ve sınıfla paylaştı. Öğrencilerden classroom furniture, conditions sözcüklerini içeren kısa bir sözcük defteri veya görsel sözlük hazırlamaları istendi.
Ön değerlendirmede öğrencilerin önceki yıllarda öğrendikleri sözcük ve yapıları hatırlama düzeyleri kısa soru-cevap ve görsel eşleştirme etkinlikleriyle belirlendi. Öğrenme kanıtları dereceli puanlama anahtarı ile değerlendirildi. Süreç boyunca öğrencilerin curiosity (D1.1), independence (D1.2) ve perseverance and determination (D1.3) eğilimleri ile self-awareness skill (SELS1.1), self-regulation skill (SELS1.2) ve self- reflection skill (SELS1.3) becerileri gözlemlendi. Değerlendirme sonuçlarına göre öğrencilere zamanında ve yapıcı geri bildirim verildi.
Programda belirtilen amaç doğrultusunda çalışıldı: “To practise and improve knowledge and skills for talking about classroom, classroom furniture, objects and instructions in English.” “Interactive vocabulary game One set of cards”, “Bingo Bingo cards are made with pictures” ve “Hop and say A number line is” etkinlikleri uygulandı. Bu öğrenciler hazırladıkları ürünleri İngilizce sunarak akranlarına model oldu.
Desteğe ihtiyaç duyan öğrenciler için hedef sözcükler görsel kartlar ve kısmen doldurulmuş çizelgelerle yeniden çalışıldı; akran desteğiyle öğrenme sürecine katılımları sağlandı. ENG.2.2.S6 öğrenme çıktısında zorlanan öğrenciler için çıktı küçük basamaklara ayrılarak somut örnekler ve akran desteğiyle yeniden çalışıldı.
Kasım ayında 2. sınıf İngilizce dersinde “Classroom Life” teması çerçevesinde 23 öğrenme çıktısı (ENG.2.2.L1–ENG.2.2.S6) ele alındı. Öğrenme sürecinde listening/watching-comprehension (FLFS1), reading-comprehension (FLFS2), speaking-expression (FLFS3) ve writing-expression (FLFS4) alan becerileri ön plana çıkarıldı. Öğrencilerin curiosity (D1.1), independence (D1.2), perseverance and determination (D1.3) ve self-confidence (D1.5) eğilimlerini destekleyen öğrenme ortamları oluşturuldu.
Programlar arası bileşenler kapsamında self-awareness skill (SELS1.1), self-regulation skill (SELS1.2), self- reflection skill (SELS1.3) ve communication skill (SELS2.1) becerileri geliştirildi. Etkinliklerde diligence (V3), friendship (V4), honesty (V6), aesthetics (V7) ve modesty (V10) değerleri ön plana çıkarıldı. Information literacy (LS1), digital literacy (LS2), visual literacy (LS4) ve cultural literacy (LS5) becerilerinin gelişimi desteklendi. Türkçe, Matematik, Life Study/ Fen Bilimleri of Life, Görsel Sanatlar, Müzik, Physical Education and Games ile disiplinler arası ilişkiler kurularak konunun farklı boyutları ele alındı. Ön değerlendirme sonuçları dikkate alınarak etkinlikler öğrencilerin hazırbulunuşluk düzeylerine göre farklılaştırıldı. 16-20 Kasım birinci dönem ara tatili nedeniyle ay üç ders haftasından oluştu; tatil öncesi ve sonrasında öğrenmeler kısa tekrarlarla pekiştirildi. Gelecek ay ENG.2.3.L1, ENG.2.3.L2 ve ENG.2.3.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Bu ay yürütülen çalışmalar, öğrencilerin bütüncül gelişimini destekleyen nitelikte tamamlandı.
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