3. sınıf İngilizce ekim ayı Maarif Model ders raporu: School Life, Classroom Life teması, 46 öğrenme çıktısı (ENG.3.1.L1–ENG.3.1.W1). Bilgilerinizle dolu Word.
| Öğrenme Alanları ve Temalar | 1. Tema: School Life
2. Tema: Classroom Life |
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| İçerik Çerçeveleri | SCHOOL LIFE
Sub-themes: greetings and introductions at school; people and places at school; months of the year; ages and birthday celebrations; national days and celebrations
How are you? I’m good, thanks!
Good evening!
Good afternoon!
Good night!
Whose birthday is in October?
Do you need help?
Why not?
What’s the matter?
Be careful!
Who wants to tell me…?
Maybe!
I have an idea!
Let’s talk about…..
It sounds great!
You must be quiet!
People at school: A classmate, a librarian, a school nurse, a headteacher, a caretaker.
Places at school: An art room, a music room, a meeting room, an office, a sports field, a corridor, a gym.
Birthday celebrations: Birthday, a birthday party, a candle, a cake, a balloon, a gift, summer holiday, a surprise. Months of the year: January, February, March, April, May, June, July, August, September, October, November, December.
Verbs: To prepare, to decorate, to bring, to play the guitar, write a song, to ask, to find, to run, to help.
*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.
(“To be-present”) (am, is, are): (+), (-), (?)
Who’s/is this/she/he? This is Mr. Blue.
Where is Daphne? She’s/is in the library.
What month is it now? It’s/is September.
How old are you? I’m 8 years old.
When’s/is your birthday? It’s/is in July.
Function: Telling who people are, where people and things are, what month it is.
There is / There are (+), (-), (?)(Only countable nouns with numbers will be used).
Is there a nurse at school? Yes, there is a nurse at school.
How many caretakers (are there at school)? (There are) two caretakers (at school).
Function: Describing the presence and quantity of countable nouns.
Must/ mustn’t (for obligation): (+), (-), (?)
You must follow the rules at school. You mustn’t run in the corridor/at school.
Function: Expressing obligations and prohibitions clearly.
Personal Pronouns: I, you, we, they, he, she, it
Function: Referring to the speaker as the subject.
Prepositions: in, on, at
Function: Describing locations, time, and positions.
WH-question words: what, where, who, when
Function: Asking what a thing is, where a place is, who a person is, when a time is.
Question words: how Function: Asking how a thing is.
Demonstrative pronouns: this, that
Function: “this”: Referring to something specific that is close to the speaker in space, time, or context; and “that”: referring to something specific that is farther away in space, time, or context from the speaker.
See you later!
Have a nice/good day!
Have a nice/good weekend!
It’s great/nice/good to see you. Take care!
Cool!
Happy Birthday!
a, b
Vowel a: a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/)
Consonant: b b: (/b/)
*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.
CLASSROOM LIFE
Sub-themes: Classroom instructions and language; classroom furniture, objects, and devices; school subjects; seasons of the year
Classroom instructions and classroom language (Not to teach as target language chunks with structural rules but to be used constantly by the teacher as meta-language)
Open/ Close your book, please!
Open page.…in your books, please!
Take your seat, please!
Say it again, please!
Listen and repeat, please!
Repeat after me, please!
Watch the video, please!
May/Can I come in?
Colour it, please!
Circle it, please!
Work in pairs, please!
Match the words, please!
Try again, please!
Answer the question, please!
Speak louder, please!
Spell the word, please!
Let’s start the lesson!
That’s correct!
Have you finished?
Last five minutes!
Nice/great job!
Thank you!
You’re welcome!
Time’s over!
It’s on time!
Perfect!
Look outside!
Turn on the lights!
Answer the question!
Try again!
Classroom furniture: A teacher’s desk, a student’s desk, a bookshelf, a teacher’s chair, a locker, a basket
Classroom features: lights.
Classroom objects: A pen, a ruler, a coursebook, a workbook, an exercise book (notebook-AmE.), a map, a school bag, a paintbrush, a bin (trash can-AmE.), a white-blackboard, a duster, a flashcard, a card.
Classroom devices: A keyboard, a mouse, a microphone.
School subjects: A lesson (class-AmE.), Life Study, Maths, Turkish, English, Music, Sports, PE.
Nouns: A word, a letter, a point, a winner, a prize
Colours: Dark, light: (red, white, black, pink, grey, blue, purple, yellow, brown, green)
Weather: Sunny, (it’s) raining (rainy-AmE.), (it’s) snowing (snowy-AmE.), warm, windy.
Cardinal Numbers: 20-50
The alphabet (song)
*Local Cultural, Social and Moral Considerations of the Theme
What time is it? It’s five o’clock.
What lesson is it now? It’s/is Maths.
How’s/is the weather today/now? It’s/is raining today .(It’s rainy (AmE.) today).
Function: Telling what things are, what colour things are, existence of lessons, number of things and people, what people are wearing, how the weather is.
Countable nouns: a ruler- rulers
What are they? They are rulers.
Function: Describing countable nouns builds understanding of singular and plural forms.
There is/there are: (only for countable nouns)
Is there a Maths lesson on Monday?
(Yes, there’s/is a Maths lesson on Monday). Yes, there is.
Function: Expressing the existence of things and people.
How many rulers are there on the table?
There are two rulers on the table. There are two rulers. Two rulers.
Function: Counting and describing quantities.
Have got/has got: (+) (?) (only with countable nouns and with numbers)
How many pencils have you got? I’ve/have got two pencils.
Function: Describing possession of objects.
Possessive adjectives: my, his, her,its, our, your, their
Function: Describing ownership by modifying a noun to show ownership
Question words: what time, how many
Function: Asking time and quantity.
Time expressions: today, now
Function: Describing the present.
You look great!
What nice weather!
It’s freezing!
Everything is all right!
That’s right!
Consonants: c, d,
Consonants: c: (/si/, /k/); d: (/d/) |
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| Öğrenme Çıktıları | ENG.3.1.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations”.
ENG.3.1.L2. Pupils can bring information about the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” together with key details and main components while listening/watching it.
ENG.3.1.L3. Pupils can make meaning of/derive meaning from the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” through details by listening/ watching it carefully.
ENG.3.1.L4. Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” in a very simple way.
ENG.3.1.P1. Pupils can select and use the target phonological elements of the current content about “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
ENG.3.1.R1. Pupils can get ready for the reading-comprehension process about the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations”.
ENG.3.1.R2. Pupils can bring information about the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.3.1.R3. Pupils can make meaning of/derive meaning from the current content about “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” by reading it carefully.
ENG.3.1.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” for reflection in relation to themselves or others, both individually and/or with others.
ENG.3.1.V1. Pupils can select and use the target vocabulary of the current content about “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.1.G1. Pupils can select and use the language including target grammatical elements of the current content about “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.1.W1. Pupils can get ready for the writing-expression process about the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” in an age- and level-appropriate way.
ENG.3.1.W2. Pupils can copy the model/example on the writing task about the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” based on the model/ example provided to practise for further writing activities.
ENG.3.1.W3. Pupils can organise and form a content for the assigned writing task on the current content “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” based on the model/example provided.
ENG.3.1.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations”.
ENG.3.1.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” to communicate with other people.
ENG.3.1.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.3.1.S1. Pupils can get ready for speaking-expression process about the current content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” with the help of supplementary audio-visual materials.
ENG.3.1.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations”.
ENG.3.1.S3. Pupils can organise simple new verbal content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.3.1.S4. Pupils can form a simple new verbal content on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” through reconstruction by speaking accurately, efficiently, and authentically.
ENG.3.1.S5. Pupils can reorganise and use information about the current theme on “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” by reconstructing it to communicate with other people.
ENG.3.1.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year”.
ENG.3.2.L2. Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” together with key details and main components while listening/watching it.
ENG.3.2.L3. Pupils can make meaning of/derive meaning from the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” through details by listening/watching it carefully.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year” in a very simple way.
ENG.3.2.P1. Pupils can select and use the target phonological elements of the current content about “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
ENG.3.2.R1. Pupils can get ready for the reading-comprehension process about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year”.
ENG.3.2.R2. Pupils can bring information about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.3.2.R3. Pupils can make meaning of/derive meaning from the current content about “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” by reading it carefully.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year” for reflection in relation to themselves or others, both individually and/ or with others.
ENG.3.2.V1. Pupils can select and use the target vocabulary of the current content about “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.3.2.W1. Pupils can get ready for the writing-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” in an age- and level-appropriate way.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year” based on the model/example provided to practise for further writing activities.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year” based on the model/example provided.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year”.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year” to communicate with other people.
ENG.3.2.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.3.2.S1. Pupils can get ready for speaking-expression process about the current content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” with the help of supplementary audio-visual materials.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year”.
ENG.3.2.S3. Pupils can organise simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” by speaking accurately, efficiently, and authentically.
ENG.3.2.S4. Pupils can form a simple new verbal content on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” through reconstruction by speaking accurately, efficiently, and authentically.
ENG.3.2.S5. Pupils can reorganise and use information about the current theme on “classroom life with classroom instructions and language; classroom furniture, objects, and devices, school subjects, seasons of the year” by reconstructing it to communicate with other people.
ENG.3.2.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, objects, and devices, school subjects, seasons of the year” 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
FLSS1. Grammaring: Selection and Use
LSS2. Vocabulary: Selection and Use |
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| Eğilimler | S
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 |
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| Sosyal-Duygusal Öğrenme Becerileri | SELS1.1. Self-Awareness Skill
SELS1.2. Self-Regulation Skill
SELS1.3. SelfReflection 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
V14. Respect
V15. Love and Affection
V18. Cleanliness
V19. Patriotism
V20. Benevolence
V5. Sensitivity |
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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
CS2.16.1. Inductive Reasoning 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 | Greetings, introductions, people, places, greetings at school, introductions at school, people at school, places at school, months, year, months of the year, ages, birthdays, ages and birthdays, national days, celebrations, national days and celebrations., Instructions, language, objects, devices, furniture, classroom, classroom instructions, classroom language, classroom objects, classroom devices, classroom furniture, school, school subjects, seasons, seasons of the year. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Pupils write and design “a diary page” writing about people they meet, places they go and routines they have at school by using photos they take and pictures they draw. They will present it to the class and ask the other pupils to guess who the people and places they will present in their diary/journal page. The class will make guesses about them and their guesses will be checked after the presentations. The class will rate the presentations through the rating scales or checklists given by the teacher. |
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3. sınıf İngilizce dersinde eylül ayında başlanan “School Life” teması üzerindeki çalışmalara ekim ayında devam edildi. Ayın ilerleyen haftalarında “Classroom Life” temasına başlandı. Tema kapsamında “greetings and introductions at school”, “people and places at school”, “months of the year”, “ages and birthday celebrations” ve “national days and celebrations -Greetings: How are you? I’m good, thanks! Good evening! Good afternoon! Good night! Whose birthday is in October? Do you need help? Why not? What’s the matter? Be careful! Who wants to tell me…? Maybe! I have an idea! Let’s talk about…” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.3.1.L1–ENG.3.2.L4) öğrenciler dinledikleri ve izledikleri kısa metinlerde ana fikri ve ayrıntıları belirledi. Okuma becerisine yönelik çalışmalarda (ENG.3.1.R1–ENG.3.2.R4) öğrenciler kısa metinlerde aradıkları bilgiye ulaştı ve okuduklarını anlamlandırdı. Konuşma becerisine yönelik çalışmalarda (ENG.3.1.S1–ENG.3.2.S6) öğrenciler hedef ifadeleri kullanarak kısa diyaloglar kurdu ve sınıf önünde kendini ifade etti. Yazma becerisine yönelik çalışmalarda (ENG.3.1.W1–ENG.3.2.W6) öğrenciler hedef sözcük ve yapılarla kısa cümleler ve metinler yazdı. Sesletim becerisine yönelik çalışmalarda (ENG.3.1.P1 ve ENG.3.2.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.3.1.V1 ve ENG.3.2.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.3.1.G1 ve ENG.3.2.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (Greetings, introductions, people, places, greetings at school, introductions at school, people at school, places at school, months, year) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.3.1.L1–ENG.3.2.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin ekim ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “They will present it to the class and ask the other pupils to guess who the people and places they will present in their diary/journal page.” Görev sürecinde öğrenciler hedef sözcük ve yapıları kullanarak ürünlerini hazırladı ve sınıfla paylaştı. Öğrencilerden introductions at school, people at school, places at school, months, year sözcüklerini içeren kısa bir sözcük defteri veya görsel sözlük hazırlamaları istendi.
Önceki ayda öğrenilen sözcük ve yapılar ay başında kısa tekrar ve soru-cevap etkinlikleriyle yoklandı; eksik görülen noktalar ay içinde yeniden çalışıldı. Öğrenme kanıtları derecelendirme ölçeği ve kontrol listesi ile değerlendirildi. Süreç boyunca öğrencilerin S, curiosity (D1.1) ve independence (D1.2) eğilimleri ile self-awareness skill (SELS1.1), self-regulation skill (SELS1.2) ve selfreflection skill (SELS1.3) becerileri gözlemlendi. Değerlendirme sonuçlarına göre öğrencilere zamanında ve yapıcı geri bildirim verildi.
Ekim ayında temanın sonraki etkinliklerine geçildi. “Pantomime” etkinliği uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu. Bu ay ENG.3.1.L1 öğrenme çıktısında hedefe hızla ulaşan öğrencilere çıktıyı farklı bağlamlarda uygulayabilecekleri ileri düzey görevler verildi. ENG.3.1.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.3.2.S6 öğrenme çıktısında zorlanan öğrenciler için çıktı küçük basamaklara ayrılarak somut örnekler ve akran desteğiyle yeniden çalışıldı.
Ekim ayında 3. sınıf İngilizce dersinde “School Life” ve “Classroom Life” temaları çerçevesinde 46 öğrenme çıktısı (ENG.3.1.L1–ENG.3.2.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 S, curiosity (D1.1), independence (D1.2) ve perseverance and determination (D1.3) eğilimlerini destekleyen öğrenme ortamları oluşturuldu.
Programlar arası bileşenler kapsamında self-awareness skill (SELS1.1), self-regulation skill (SELS1.2), selfreflection 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. Eylül ayında edinilen öğrenmeler bu ayın etkinlikleri için ön bilgi olarak kullanıldı ve süreç kesintisiz biçimde sürdürüldü. Gelecek ay ENG.3.3.L1, ENG.3.3.L2 ve ENG.3.3.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Sonuç olarak ekim ayında planlanan öğrenme yaşantıları Türkiye Yüzyılı Maarif Modeli’nin ilke ve hedeflerine uygun şekilde gerçekleştirildi.
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