6. sınıf İngilizce kasım ayı Maarif Model ders raporu: Classroom Life, Personal Life teması, 46 öğrenme çıktısı (ENG.6.2.L1–ENG.6.2.W1). Bilgilerinizle dolu Word.
| Öğrenme Alanları ve Temalar | Classroom Life
Personal Life |
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| İçerik Çerçeveleri | CLASSROOM LIFE
Sub-themes: Daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50
Nouns: A habit, a research.
Verbs: To brush, to rest, to search, to focus, to review, to recycle, to repeat, to revise, to remember, to practise, to work in pairs, to work in groups, to share.
Adjectives: Regular, after, before.
Adverbs: Firstly, normally.
Nouns: A diary, a level, a sort, learning, a method, teaching, an activity, a task, an exercise, a peer, a pair, a group.
Verbs: To continue, to mark, to count, to read silently, to read aloud.
Adjectives: Creative, effective.
Adverbs: Easily, in turns, one after another, to each other, together.
Vocabulary for cardinal numbers 100-500: From 100 to 500.
Vocabulary for ordinal numbers 1-50: From 1st to 50th.
*National and Religious Days, Festivals, and Celebrations: “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.
The Present Progressive Tense: (I am reviewing my notes for the test now).
The Present Progressive Tense vs the Simple Present Tense: (I brush my teeth every morning, but today I am brushing them after breakfast).
Question tags for The Present Progressive Tense and the Simple Present Tense: (She is marking the tests now, isn’t she? They study in the library every day, don’t they?)
Possessive adjectives: (I always keep my diary on the table).
Word order with adverbs: (He normally brushes his teeth after breakfast).
Question: How often: (How often do you review your notes before a test?)
Use of The Present Progressive Tense: Indicating actions happening right now or ongoing activities.
Use of Present Progressive Tense vs Present Simple Tense: Comparing actions happening right now and general truths, habits, routines.
Use of question tags for the Simple Present Tense and Progressive Tense: Confirming general truths, actions or habits and confirming ongoing action.
Use of possessive adjectives: Showing ownership in relation to nouns.
Use of the word order with adverbs: Organizing adverbs correctly to modify verbs, adjectives, or other adverbs.
Use of question: How often: Asking about the frequency of an action.
I got full marks on the English test!
Do we have to discuss the answers in pairs?
I need some help with vocabulary work!
Intonation of negative statements
PERSONAL LIFE
Sub-themes: body parts, physical appearance and clothes; personality and character
Vocabulary for body parts, physical appearance and clothes
Nouns: Image, look, back, a leg, a heart, stomach, an ankle, skin, a swimsuit, tights, trainers, a necklace, a kit, a pocket, jewellery, a wallet, a bracelet, a purse, a chain, a knee.
Verbs: To seem.
Adjectives: Attractive, lovely, physical.
Adverbs: Simply.
Vocabulary for clothes Personality and character: Character, personality, sense.
Verbs: to look.
Adjectives: Brilliant, clever, crazy, lazy, rude, social, weak, polite, caring, patient, serious, independent, organised, lazy, helpful, focused, simple, tidy.
Adverbs: Happily, sadly.
Have/Has got: (She has got a lovely necklace. I have got a new swimsuit for the summer).
Wh questions (whose): (Whose wallet is this?)
Comparative and superlative adjectives (regular and irregular): (She is taller than her sister. She is the tallest person in the room).
Use of have/has got: Expressing possession.
Use of wh- questions (whose): Requesting information about property, belongings, or association.
Use of comparative and superlative adjectives (regular and irregular): Comparing two things or people and comparing three or more things or people.
OK smarty pants, stop showing off!
You’re full of beans this morning!
Don’t panic, just keep your cool!
Intonation of questions and question tags |
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| Öğrenme Çıktıları | ENG.6.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully.
ENG.6.2.L2. Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening/ watching it.
ENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through significant details by listening/watching it carefully.
ENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
ENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
ENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
ENG.6.2.R2. Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” by reading it carefully.
ENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others.
ENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
ENG.6.2.W2. Students can understand the model/example for the writing task about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
ENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided.
ENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
ENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people.
ENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others.
ENG.6.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
ENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
ENG.6.2.S3. Students can organise a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically.
ENG.6.2.S4. Students can construct a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically.
ENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people.
ENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people in relation to themselves or others, both individually and/or with others.
ENG.6.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life with body parts, physical appearance and clothes; personality and character” carefully.
ENG.6.3.L2. Students can bring information about the current content on “personal life with body parts, physical appearance and clothes; personality and character” together through significant details and main components while listening/watching it.
ENG.6.3.L3. Students can make meaning of/derive meaning from the current content on “personal life with body parts, physical appearance and clothes; personality and character” through significant details by listening/watching it carefully.
ENG.6.3.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with body parts, physical appearance and clothes; personality and character”.
ENG.6.3.P1. Students can select and use the target phonological elements of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
ENG.6.3.R1. Students can get ready for the reading-comprehension process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”.
ENG.6.3.R2. Students can bring information about the current content on “personal life with body parts, physical appearance and clothes; personality and character” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.6.3.R3. Students can make meaning of / derive meaning from the current content about “personal life with body parts, physical appearance and clothes; personality and character” by reading it carefully.
ENG.6.3.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” in relation to themselves or others, both individually and/or with others.
ENG.6.3.V1. Students can select and use the target vocabulary of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.6.3.G1. Students can select and use the target grammatical elements of the current content about “personal life with body parts, physical appearance and clothes; personality and character” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.6.3.W1. Students can get ready for the writing-expression process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”.
ENG.6.3.W2. Students can understand the model/example for the writing task about the current content on “personal life with body parts, physical appearance and clothes; personality and character”.
ENG.6.3.W3. Students can organise a content for the assigned writing task on the current content “personal life with body parts, physical appearance and clothes; personality and character” based on the model/example provided.
ENG.6.3.W4. Students can individually construct/form content for the assigned writing task on the current content “personal life with body parts, physical appearance and clothes; personality and character”.
ENG.6.3.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the“personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people.
ENG.6.3.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” in relation to themselves or others, both individually and/or with others.
ENG.6.3.S1. Students can get ready for speaking-expression process about the current content on “personal life with body parts, physical appearance and clothes; personality and character”.
ENG.6.3.S2. Students can use the model/example for producing verbal content about the current content on “personal life with body parts, physical appearance and clothes; personality and character”.
ENG.6.3.S3. Students can organise a new verbal content on “personal life with body parts, physical appearance and clothes; personality and character” by speaking accurately, efficiently, and authentically.
ENG.6.3.S4. Students can construct a new verbal content on “personal life with body parts, physical appearance and clothes; personality and character” by speaking accurately, efficiently, and authentically.
ENG.6.3.S5. Students can reorganise (reconstruct) and use information about the “personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people.
ENG.6.3.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “personal life with body parts, physical appearance and clothes; personality and character” to communicate with other people 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
D3.7. Being Systematic
D3.8. Questioning |
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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
V9. Compassion
V10. Modesty
V12. Patience
V16. Responsibility
V20. Benevolence
V1. Justice
V2. Family Integrity |
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| Okuryazarlık Becerileri | LS1. Information Literacy
LS2. Digital Literacy
LS4. Visual Literacy
LS5. Cultural Literacy
LS6. Civic Literacy
LS9. Art Literacy
LS7. Data Literacy |
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| Disiplinler Arası İlişkiler | Turkish, Maths, Social Studies, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software |
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| Beceriler Arası İlişkiler | CS2.1. Conflict Resolution Skill
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
CS2.16.1. Inductive Reasoning Skill
CS2.16.2. Deductive Reasoning Skill
CS2.16.3. Analogical Reasoning Skill
CS2.17. Evaluation Skill
CS2.19. Logical Auditing Skill
CS2.20. Synthesis Skill
CS3.1. Decision-Making Skill
CS3.3. Critical Thinking Skill |
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| Anahtar Kavramlar | Daily routines, study routines, learning activities, learning activities in the classroom, cardinal numbers: 100- 500; ordinal numbers: 1-50., body parts, physical appearance, clothes; personality, character |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students will prepare a game about numbers focusing on using cardinal numbers (100-500) and ordinal numbers (1-50). They will design a game, such as a board game, card game, or quiz, where players solve problems or answer questions about these numbers. They will also place questions about school routines and learning activities to be answered in an order with given numbers. They will write simple rules for their games and create challenges related to classroom life, such as arranging items in order or counting objects. They will present their games to classmates, explain how to play, and let others try them. The project should include colourful designs, creative questions, and clear instructions. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. |
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6. sınıf İngilizce dersinde ekim ayında başlanan “Classroom Life” teması üzerindeki çalışmalara kasım ayında devam edildi. Ayın ilerleyen haftalarında “Personal Life” temasına başlandı. Tema kapsamında “Daily and study routines”, “learning activities in the classroom”, “cardinal numbers 100-500” ve “ordinal numbers 1-50” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.6.2.L1–ENG.6.3.L4) öğrenciler dinleme/izleme öncesi, sırası ve sonrası etkinliklerle anlamlandırma çalışmaları yaptı. Okuma becerisine yönelik çalışmalarda (ENG.6.2.R1–ENG.6.3.R4) öğrenciler görsellerle desteklenen metinler üzerinde okuma çalışmaları yaptı. Konuşma becerisine yönelik çalışmalarda (ENG.6.2.S1–ENG.6.3.S6) öğrenciler eşli ve grup çalışmalarında hedef dili iletişim amaçlı kullandı. Yazma becerisine yönelik çalışmalarda (ENG.6.2.W1–ENG.6.3.W6) öğrenciler hedef sözcük ve yapılarla kısa cümleler ve metinler yazdı. Sesletim becerisine yönelik çalışmalarda (ENG.6.2.P1 ve ENG.6.3.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.6.2.V1 ve ENG.6.3.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.6.2.G1 ve ENG.6.3.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (Daily routines, study routines, learning activities, body parts, physical appearance, character) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.6.2.L1–ENG.6.3.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin kasım ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “They will also place questions about school routines and learning activities to be answered in an order with given numbers.” Görev sürecinde öğrenciler hedef sözcük ve yapıları kullanarak ürünlerini hazırladı ve sınıfla paylaştı. Öğrenciler physical appearance, character sözcüklerini kullanarak kısa cümleler ve diyaloglar yazdı.
Önceki ayda öğrenilen sözcük ve yapılar ay başında kısa tekrar ve soru-cevap etkinlikleriyle yoklandı; eksik görülen noktalar ay içinde yeniden çalışıldı. Kasım ayında ENG.6.2.L1–ENG.6.3.S6 öğrenme çıktılarına ulaşma düzeyi kısa yazılı çalışmalar, sözlü sunumlar ve gözlemlerle izlendi. Öğrenme kanıtları dereceli puanlama anahtarı, derecelendirme ölçeği, puanlama yönergesi ve kısa sınav 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.
Kasım ayında temanın sonraki etkinliklerine geçildi. “Scene Creators” etkinliği uygulandı. Bu öğrenciler hazırladıkları ürünleri İngilizce sunarak akranlarına model oldu. Bu ay ENG.6.2.L1 öğrenme çıktısında hedefe hızla ulaşan öğrencilere çıktıyı farklı bağlamlarda uygulayabilecekleri ileri düzey görevler verildi. ENG.6.2.L2 öğrenme çıktısı kapsamında bu öğrencilerden özgün bir ürün hazırlayıp sınıfla paylaşmaları istendi.
Zorlanan öğrencilerle hedef yapılar kısa ve tekrarlı kalıplar hâlinde, görsel ipuçları ve eşli çalışmalarla yeniden ele alındı. ENG.6.3.S6 öğrenme çıktısında zorlanan öğrenciler için çıktı küçük basamaklara ayrılarak somut örnekler ve akran desteğiyle yeniden çalışıldı.
Kasım ayında 6. sınıf İngilizce dersinde “Classroom Life” ve “Personal Life” temaları çerçevesinde 46 öğrenme çıktısı (ENG.6.2.L1–ENG.6.3.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 compassion (V9) değerleri ön plana çıkarıldı. Information literacy (LS1), digital literacy (LS2), visual literacy (LS4) ve cultural literacy (LS5) becerilerinin gelişimi desteklendi. Türkçe, Matematik, Sosyal Bilgiler, Beden Eğitimi ve Spor, Görsel Sanatlar, Müzik, Bilişim Teknolojileri ve Yazılım ile disiplinler arası ilişkiler kurularak konunun farklı boyutları ele alındı. Önceki ayın öğrenme çıktılarıyla bu ayın çıktıları arasında bağlantı kurularak öğrenmelerin kalıcılığı desteklendi. 16-20 Kasım birinci dönem ara tatili nedeniyle ay üç ders haftasından oluştu; tatil öncesi ve sonrasında öğrenmeler kısa tekrarlarla pekiştirildi. Gelecek ay ENG.6.4.L1, ENG.6.4.L2 ve ENG.6.4.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Sonuç olarak kasım ayında planlanan öğrenme yaşantıları Türkiye Yüzyılı Maarif Modeli’nin ilke ve hedeflerine uygun şekilde gerçekleştirildi.
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