4. sınıf İngilizce eylül ayı Maarif Model ders raporu: School Life teması, 23 öğrenme çıktısı (ENG.4.1.L1–ENG.4.1.W1). Bilgilerinizle dolu Word.
| Öğrenme Alanları ve Temalar | 1. Tema: School Life |
|---|
| 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. |
|---|
| 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. |
|---|
| 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 |
|---|
| 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 |
|---|
| 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 |
|---|
| 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 |
|---|
| Okuryazarlık Becerileri | LS1. Information Literacy
LS2. Digital Literacy
LS4. Visual Literacy
LS5. Cultural Literacy
LS6. Civic Literacy |
|---|
| Disiplinler Arası İlişkiler | Turkish, Maths, Social Sciences, Visual Arts, Music, Physical Education and Games |
|---|
| 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 |
|---|
| 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. |
|---|
| 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. |
|---|
Eylül ayında 4. sınıf İngilizce dersinde, Türkiye Yüzyılı Maarif Modeli ilkeleri doğrultusunda “School Life” teması üzerinde çalışıldı. 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.4.1.L2, ENG.4.1.L3 ve ENG.4.1.L4) öğrenciler dinleme/izleme öncesi, sırası ve sonrası etkinliklerle anlamlandırma çalışmaları yaptı. Okuma becerisine yönelik çalışmalarda (ENG.4.1.R1, ENG.4.1.R2, ENG.4.1.R3 ve ENG.4.1.R4) öğrenciler görsellerle desteklenen metinler üzerinde okuma çalışmaları yaptı. Konuşma becerisine yönelik çalışmalarda (ENG.4.1.S1, ENG.4.1.S2, ENG.4.1.S3, ENG.4.1.S4, ENG.4.1.S5 ve ENG.4.1.S6) öğrenciler eşli ve grup çalışmalarında hedef dili iletişim amaçlı kullandı. Yazma becerisine yönelik çalışmalarda (ENG.4.1.W1, ENG.4.1.W2, ENG.4.1.W3, ENG.4.1.W4, ENG.4.1.W5 ve ENG.4.1.W6) öğrenciler hedef sözcük ve yapılarla kısa cümleler ve metinler yazdı. Sesletim becerisine yönelik çalışmalarda (ENG.4.1.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.4.1.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.4.1.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.4.1.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevi olarak programda önerilen çalışma uygulandı: “Pupils will create a School Life Diary to describe their typical day, favourite activities, and special celebrations.” Görev sürecinde öğrenciler hedef sözcük ve yapıları kullanarak ürünlerini hazırladı ve sınıfla paylaştı. Öğrencilerden Routines, daily routines, activities, people, routines 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 curiosity (D1.1), independence (D1.2) ve perseverance and determination (D1.3) eğilimleri ile self-awareness skill (SELS1.1), self-regulation skill (SELS1.2) ve self- reflection skill (SELS1.3) becerileri gözlemlendi. Değerlendirme sonuçlarına göre öğrencilere zamanında ve yapıcı geri bildirim verildi.
Programda belirtilen amaç doğrultusunda çalışıldı: “To ask and answer about people at school; daily routines and activities at school; favourite activities at school, in English, by using the target vocabulary and target chunks.” “Tap and Match Pupils work in groups” etkinliği uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu.
Programda belirtilen amaç doğrultusunda çalışıldı: “To identify people at school; daily routines and activities at school; favourite activities at school, in English, by using target vocabulary.” “Tap and Match “Tap and Match” is” etkinliği uygulandı. Desteğe ihtiyaç duyan öğrenciler için hedef sözcükler görsel kartlar ve kısmen doldurulmuş çizelgelerle yeniden çalışıldı; akran desteğiyle öğrenme sürecine katılımları sağlandı.
Eylül ayında 4. sınıf İngilizce dersinde “School Life” teması çerçevesinde 23 öğrenme çıktısı (ENG.4.1.L1–ENG.4.1.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 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. Ay başında yapılan ön değerlendirme çalışmalarıyla öğrencilerin hazırbulunuşlukları belirlendi ve öğretim süreci buna göre düzenlendi. Gelecek ay ENG.4.2.L1, ENG.4.2.L2 ve ENG.4.2.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Sonuç olarak eylül ayında planlanan öğrenme yaşantıları Türkiye Yüzyılı Maarif Modeli’nin ilke ve hedeflerine uygun şekilde gerçekleştirildi.
evrakburada