3. sınıf İngilizce eylül ayı Maarif Model ders raporu: School Life teması, 23 öğrenme çıktısı (ENG.3.1.L1–ENG.3.1.W1). Bilgilerinizle dolu Word.
| Öğrenme Alanları ve Temalar | 1. Tema: School 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. |
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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. |
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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 | 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 |
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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. |
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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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Türkiye Yüzyılı Maarif Modeli doğrultusunda 3. sınıf İngilizce dersinde eylül ayında “School Life” teması işlendi. 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.3.1.L2, ENG.3.1.L3 ve ENG.3.1.L4) öğrenciler dinleme/izleme öncesi, sırası ve sonrası etkinliklerle anlamlandırma çalışmaları yaptı. Okuma becerisine yönelik çalışmalarda (ENG.3.1.R1, ENG.3.1.R2, ENG.3.1.R3 ve ENG.3.1.R4) öğrenciler görsellerle desteklenen metinler üzerinde okuma çalışmaları yaptı. Konuşma becerisine yönelik çalışmalarda (ENG.3.1.S1, ENG.3.1.S2, ENG.3.1.S3, ENG.3.1.S4, ENG.3.1.S5 ve ENG.3.1.S6) öğrenciler eşli ve grup çalışmalarında hedef dili iletişim amaçlı kullandı. Yazma becerisine yönelik çalışmalarda (ENG.3.1.W1, ENG.3.1.W2, ENG.3.1.W3, ENG.3.1.W4, ENG.3.1.W5 ve ENG.3.1.W6) öğrenciler yönlendirilmiş yazma çalışmalarıyla temaya ilişkin kısa ürünler oluşturdu. Sesletim becerisine yönelik çalışmalarda (ENG.3.1.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.3.1.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.3.1.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.3.1.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevi olarak programda önerilen çalışma uygulandı: “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.” Görev sürecinde öğrenciler hedef sözcük ve yapıları kullanarak ürünlerini hazırladı ve sınıfla paylaştı. Öğrencilerden Greetings, introductions, people, places, greetings at school 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 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.
Programda belirtilen amaç doğrultusunda çalışıldı: “To talk about the roles at school and places at school in English by using target vocabulary items through interactive activities.” “Pantomime” etkinliği uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu.
Programda belirtilen amaç doğrultusunda çalışıldı: “To talk about the roles and places at school in English by using target vocabulary items through interactive activities.” Desteğe ihtiyaç duyan öğrenciler için hedef sözcükler görsel kartlar ve kısmen doldurulmuş çizelgelerle yeniden çalışıldı; akran desteğiyle öğrenme sürecine katılımları sağlandı.
Eylül ayında 3. sınıf İngilizce dersinde “School Life” teması çerçevesinde 23 öğrenme çıktısı (ENG.3.1.L1–ENG.3.1.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. Ay başında yapılan ön değerlendirme çalışmalarıyla öğrencilerin hazırbulunuşlukları belirlendi ve öğretim süreci buna göre düzenlendi. Gelecek ay ENG.3.2.L1, ENG.3.2.L2 ve ENG.3.2.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Genel olarak eylül ayı öğretim süreci programda öngörülen öğrenme çıktıları doğrultusunda tamamlandı.
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