4. sınıf İngilizce ekim ayı Maarif Model ders raporu: School Life, Classroom Life teması, 46 öğrenme çıktısı (ENG.4.1.L1–ENG.4.1.W1). Bilgilerinizle dolu Word.
| Öğrenme Alanları ve Temalar | 1. Tema: School Life
2. Tema: Classroom Life |
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| İçerik Çerçeveleri | Sub-themes: people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations
Vocabulary for People at school: A man, men, people, a woman, women, a child, children, a parent, parents, a school counsellor.
Vocabulary for school activities: To arrive at (school), to have (an assembly (homeroom-AmE.)), to attend (lessons), to have (a break (recess-AmE.)), to have breakfast/lunch, to leave (school), to meet, to do sports, to prepare, to participate in (drama performances, talent shows).
Other vocabulary: A club meeting, a school play, a sports day, a talent show, a parent-teacher meeting, a field trip, a main hall.
Days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
Months of the year: January, February, March, April, May, June, July, August, September, October, November, December.
How are you? I’m doing well, thanks!
How is it going? It’s going well, thank you!
Not bad, thanks!
*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.
Language Chunks: (Who is Mrs Clark? She’s/is our new school headmistress. Where’s/is she now? She’s/is in her office now. What’s/is your favourite school activity? My favourite school activity is the drama show. What’s your favourite month? My favourite month is January.)
Functions: Telling who people are, where people and things are, telling what month it is; expressing preferences for favourite months.
Language Chunks: (What do you do at school in the mornings/every day/on Mondays etc.
We have a school assembly every morning).
Functions: Describing daily routines and activities at school.
Language Chunks: (What are you doing at school now? We’re having lunch at school now).
Functions: Describing activities at school at present time.
Personal Pronouns: I, we, he, she, it, we, you, they.
Functions: Referring to the speaker as the subject.
(I always read books in the morning but I am listening to music today)
Functions: Contrasting habitual actions with temporary or current actions.
(Maths was the hardest subject for her last year. This is the smartest student group in the school).
Function: Comparing more than two people, things, or places and expressing the highest or lowest degree of a quality.
Prepositions: in, on, at, during, between.
Functions: Indicating time, place, or position in relation to other objects or events.
Wh- question words: what, where, who, why, when, which, what kind of.
Functions: Asking for specific information about things, people, reasons, places, times, or choices.
Demonstrative pronouns: this, that
Functions: This: Referring to something specific that is close to the speaker in space, time, or context; modifying a noun, indicating something nearby or immediately relevant.
That: Referring to something specific that is farther away in space, time, or context from the speaker.
Demonstrative pronouns: these, those
These: Expressing the physical or metaphorical closeness of the referent.
Those: Referring things or people away from the speaker.
Linking words: Because
See you next week!
It sounds great!
Come on!
What’s going on?
What’s up?
Thanks a lot!
Let’s not be late!
I can’t wait!
I hope so.
Vowel: a
Consonant: b
Vowel a: (/ae/, /aeı/, /ə/, /a:/, /eɪ/, /a:/, /a/, /ɔː/, /eə/)
Consonant: b: (/b/, silent /b/)
*No pronunciation symbols will be included in any material written for the pupils, (only) the sounds will be practised through pronunciation activities in the theme.
Sub-themes: School subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons
Classroom objects: A folder, a board marker, a calculator, a highlighter, a stapler, a folder, a poster, a chart, a worksheet, an activity book.
Classroom devices: A projector, a calculator, speakers, a printer, a headphone.
Time: o’clock, time, a.m., p.m., in the morning, in the afternoon, in the evening, on Monday.
School subjects: a lesson (class-AmE.) Turkish, Maths, Social Sciences, Sisual Arts, Music, Physical Education and Games, English
Verbs: To study, to write, to read, to listen, to talk, to speak.
Seasons: Summer, Autumn, Winter, Spring
Cardinal Numbers: 50-100
Ordinal numbers: 1-30
The alphabet song
Time expressions: Today, now, at present.
Verbs for preferences: To like, to love, to want, to dislike, to hate.
Possessive adjectives: My, her, his, its, our, your, their. Object pronouns: Me, her, him, it, you, us, them.
Demonstrative pronouns: These, those.
Work quietly, please!
Look at the screen, please!
Listen carefully, please!
Turn to your peer, please!
Talk with your peers, please!
Pair up with your peer /friend, please!
Let’s return to our seats, please.
Write this down, please!
Read this, please!
Check your answers, please!
Choose the correct answer, please!
Spell the words, please!
Finish the exercise, please!
Pack your things, please!
Let me start the lesson!
It’s time to finish the lesson!
I’m sorry for the mistake!
Time to line up!
What page are we on?
Time’s ticking!
Do you get it?
I get/got it!
You’re punctual/late!
Excellent!
Language Chunks: “To be” in the past (was, were): (What was your favourite lesson last year? My favourite lesson was Maths last year. What was there at school yesterday? There was a talent show at school yesterday. What was there on the desk yesterday? There was a map on the desk yesterday).
was/were: Describing past states or conditions of things or people.
There was/ There were: Expressing the existence or presence of things or people in the past.
Asking and answering about past states, events, and existence of things or people.
Language chunks: (What do you like doing in English lessons? I like learning new words.
Do you like doing sports in PE lessons? Yes, I do. No, I don’t).
Functions: Expressing preference or enjoyment.
(What’s/is the time now? What time is it now? It’s/is ten past five.
(What time/when is the science lesson? The science lesson is at half past nine. It’s on Tuesday. It’s at half past nine on Tuesday).
What’s/is the season now? It’s Winter. What’s/is your favourite? Which season is your favourite? My favourite season is Winter.
What lesson is it now? It’s/is Maths. What is your favourite school subject? My favourite school subject is Maths.
Functions: Telling what things are, telling if there are or there are not any (existence of) lessons, telling number of things and people, telling how the weather is, telling the time, telling the preferences about favourite school subjects/lessons.
(What are you doing in the classroom now? I’m studying English now).
Functions: Describing actions happening in the classroom now.
(What do you do in PE lesson? We do sports in PE lesson. What lesson/school subject is your favourite? What’s/is your favourite school subject? English is my favourite school subject/lesson).
(What season do you like? I like winter).
Function: Describing general preferences about lessons and school subjects.
(There are five folders on the desk. There’s some glue on the paper).
Functions: Differentiating between nouns that can be counted (countable) and those that cannot (uncountable), often in reference to quantity.
(Is there a Science lesson on Monday? Yes, there’s/is a Science lesson on Monday. Yes, there is. How many lessons are there today? There are five lessons today).
Functions: Expressing the existence of things and people.
Language Chunks: (Whose pens are they? They are my pens).
Functions: Describing ownership by modifying a noun to show ownership.
Time expressions: yesterday, ago, last.
Function: Indicating when an action took place, specifically in the past.
Time: half past, quarter to, quarter past, (ten) past (five), (three) to (nine).
Function: Telling time in various forms.
Good to see you!
Take care!
It’s raining cats and dogs!
Let’s break the ice!
That’s one in a million!
I’m sorry to hear that!
What does that mean?
Make sure.
Vowel: e
Consonants: c, d,
Vowel: e: (/e/, /i:/, /ə/)
Consonants: c: (/si/, /k/, /tʃ/, /z/); d: (/d/) |
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| Öğrenme Çıktıları | ENG.4.1.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations”.
ENG.4.1.L2. Pupils can bring information about the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” together with key details and main components while listening/watching it.
ENG.4.1.L3. Pupils can make meaning of/derive meaning from the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” through details by listening/ watching it carefully.
ENG.4.1.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 people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” in a very simple way.
ENG.4.1.P1. Pupils can select and use the target phonological elements of the current content about “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; 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.4.1.R1. Pupils can get ready for the reading-comprehension process about the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations”.
ENG.4.1.R2. Pupils can bring information about the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” through skimming (looking quickly at) the audiovisual elements and reading the content very quickly.
ENG.4.1.R3. Pupils can make meaning of/derive meaning from the current content about “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” by reading it carefully.
ENG.4.1.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” for reflection in relation to themselves or others, both individually and/or with others.
ENG.4.1.V1. Pupils can select and use the target vocabulary of the current content about “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.4.1.G1. Pupils can select and use the language including target grammatical elements of the current content about “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.4.1.W1. Pupils can get ready for the writing-expression process about the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” in an age- and level-appropriate way.
ENG.4.1.W2. Pupils can copy the model/example on the writing task about the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” based on the model/example provided to practise for further writing activities.
ENG.4.1.W3. Pupils can organise and form a content for the assigned writing task on the current content “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” based on the model/ example provided.
ENG.4.1.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations”.
ENG.4.1.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” to communicate with other people.
ENG.4.1.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writingexpression process about the current content, “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.4.1.S1. Pupils can get ready for speaking-expression process about the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” with the help of supplementary audio-visual materials.
ENG.4.1.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations”.
ENG.4.1.S3. Pupils can organise simple new verbal content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.4.1.S4. Pupils can form a simple new verbal content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” through reconstruction by speaking accurately, efficiently, and authentically.
ENG.4.1.S5. Pupils can reorganise and use information about the current theme on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” by reconstructing it to communicate with other people.
ENG.4.1.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.4.2.L1. Pupils can get ready for the listening/watching-comprehension process for the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons”.
ENG.4.2.L2. Pupils can bring information about the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” together with key details and main components while listening/watching it.
ENG.4.2.L3. Pupils can make meaning of/derive meaning from the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” through details by listening/ watching it carefully.
ENG.4.2.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 school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” in a very simple way.
ENG.4.2.P1. Pupils can select and use the target phonological elements of the current content about “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.
ENG.4.2.R1. Pupils can get ready for the reading-comprehension process about the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons”.
ENG.4.2.R2. Pupils can bring information about the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.4.2.R3. Pupils can make meaning of/derive meaning from the current content about “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” by reading it carefully.
ENG.4.2.R4. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the readingcomprehension process about the current content, “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” for reflection in relation to themselves or others, both individually and/or with others.
ENG.4.2.V1. Pupils can select and use the target vocabulary of the current content about “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.4.2.G1. Pupils can select and use the language including target grammatical elements of the current content about “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.4.2.W1. Pupils can get ready for the writing-expression process about the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” in an age- and level-appropriate way.
ENG.4.2.W2. Pupils can copy the model/example on the writing task about the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” based on the model/example provided to practise for further writing activities.
ENG.4.2.W3. Pupils can organise and form a content for the assigned writing task on the current content “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” based on the model/example provided.
ENG.4.2.W4. Pupils can practise writing by constructing content for the assigned writing task on the current content “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons”.
ENG.4.2.W5. Pupils can reorganise and use information by reconstructing it in the new written tasks about the “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” to communicate with other people.
ENG.4.2.W6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” very simply for reflection in relation to themselves or others, both individually and/or with others.
ENG.4.2.S1. Pupils can get ready for speaking-expression process about the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” with the help of supplementary audio-visual materials.
ENG.4.2.S2. Pupils can imitate the model/example for producing verbal content about the current theme on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons”.
ENG.4.2.S3. Pupils can organise simple new verbal content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” by speaking accurately, efficiently, and authentically.
ENG.4.2.S4. Pupils can form a simple new verbal content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” through reconstruction by speaking accurately, efficiently, and authentically.
ENG.4.2.S5. Pupils can reorganise and use information about the current theme on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” by reconstructing it to communicate with other people.
ENG.4.2.S6. Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” 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
V11. Independence
V12. Patience
V14. Respect
V15. Love and Affection
V16. Responsibility
V18. Cleanliness
V20. Benevolence
V5. Sensitivity
V10. Modesty |
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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, Social Sciences, 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 | Routines, daily routines, activities, people, routines at school, activities at school, daily routines and activities at school, activities at present, favourites, favourite activities, months, favourite months, national days, celebrations, national days and celebrations., Activities, subjects, classroom, school, school subjects, classroom activities, favourite school subjects, favourite classroom activities, now, past, time, classroom activities now, classroom activities in the past, seasons, favourite seasons, weather, weather conditions, favourite weather, weather conditions now, weather conditions in the past. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Pupils will create a School Life Diary to describe their typical day, favourite activities, and special celebrations. They will write about their daily routines, like what they do when they arrive at school, during assemblies, and their lunch or breaks. Pupils will also share their favourite activities such as sports or drama performances. Next, they will write about national holidays like the “Republic Day”, explaining how these are celebrated at school. Finally, pupils will describe what they are doing at present, by using phrases like, “We’re having lunch” and they will ask each other questions about school routines and share their answers. After completing their diaries, they will present them to the class. The class will rate the presentations through the rating scales or checklists given by the teacher. |
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Eylül ayında başlanan “School Life” teması ekim ayında da sürdürüldü. Ayın ilerleyen haftalarında “Classroom Life” temasına başlandı. Tema kapsamında “people at school”, “daily routines and activities at school”, “activities at present, favourite activities”, “favourite months” ve “national days and celebrations” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.4.1.L1–ENG.4.2.L4) öğrenciler dinledikleri ve izledikleri kısa metinlerde ana fikri ve ayrıntıları belirledi. Okuma becerisine yönelik çalışmalarda (ENG.4.1.R1–ENG.4.2.R4) öğrenciler kısa metinlerde aradıkları bilgiye ulaştı ve okuduklarını anlamlandırdı. Konuşma becerisine yönelik çalışmalarda (ENG.4.1.S1–ENG.4.2.S6) öğrenciler eşli ve grup çalışmalarında hedef dili iletişim amaçlı kullandı. Yazma becerisine yönelik çalışmalarda (ENG.4.1.W1–ENG.4.2.W6) öğrenciler yönlendirilmiş yazma çalışmalarıyla temaya ilişkin kısa ürünler oluşturdu. Sesletim becerisine yönelik çalışmalarda (ENG.4.1.P1 ve ENG.4.2.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.4.1.V1 ve ENG.4.2.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.4.1.G1 ve ENG.4.2.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (Routines, daily routines, activities, people, routines at school, activities at school, daily routines and activities at school, activities at present, favourites, favourite activities) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.4.1.L1–ENG.4.2.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin ekim ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “They will write about their daily routines, like what they do when they arrive at school, during assemblies, and their lunch or breaks.” Öğrenciler hazırladıkları ürünleri sınıfta İngilizce olarak sundu ve arkadaşlarından geri bildirim aldı. Öğrencilerden activities at school, daily routines and activities at school, activities at present, favourites, favourite activities 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 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.
Ekim ayında temanın sonraki etkinliklerine geçildi. “Tap and Match Pupils work in groups” etkinliği uygulandı. Bu öğrenciler hazırladıkları ürünleri İngilizce sunarak akranlarına model oldu. Bu ay ENG.4.1.L1 öğrenme çıktısında hedefe hızla ulaşan öğrencilere çıktıyı farklı bağlamlarda uygulayabilecekleri ileri düzey görevler verildi. ENG.4.1.L2 öğrenme çıktısı kapsamında bu öğrencilerden özgün bir ürün hazırlayıp sınıfla paylaşmaları istendi.
“Tap and Match “Tap and Match” is” etkinliği uygulandı. Zorlanan öğrencilerle hedef yapılar kısa ve tekrarlı kalıplar hâlinde, görsel ipuçları ve eşli çalışmalarla yeniden ele alındı. ENG.4.2.S6 öğrenme çıktısında zorlanan öğrenciler için çıktı küçük basamaklara ayrılarak somut örnekler ve akran desteğiyle yeniden çalışıldı.
Ekim ayında 4. sınıf İngilizce dersinde “School Life” ve “Classroom Life” temaları çerçevesinde 46 öğrenme çıktısı (ENG.4.1.L1–ENG.4.2.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. Diligence (V3), friendship (V4), honesty (V6), aesthetics (V7) ve independence (V11) değerleri sınıf içi etkinliklerle ilişkilendirildi. Information literacy (LS1), digital literacy (LS2), visual literacy (LS4) ve cultural literacy (LS5) becerilerinin gelişimi desteklendi. Türkçe, Matematik, Social Sciences, 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.4.3.L1, ENG.4.3.L2 ve ENG.4.3.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Bu ay yürütülen çalışmalar, öğrencilerin bütüncül gelişimini destekleyen nitelikte tamamlandı.
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