6. sınıf İngilizce ekim ayı Maarif Model ders raporu: School Life, Classroom Life teması, 46 öğrenme çıktısı (ENG.6.1.L1–ENG.6.1.W1). Bilgilerinizle dolu Word.
| Öğrenme Alanları ve Temalar | School Life
Classroom Life |
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| İçerik Çerçeveleri | SCHOOL LIFE
Sub-themes: Roles, and responsibilities at school; school routines; national days and celebrations
Nouns: A permission, a leader, a manner, a guide, a celebration, an interview, a celebration, a festival, a school ceremony, an assembly, a speech.
Verbs: To support, to lead, to care, to volunteer, to celebrate.
Adjectives: Helpful, successful, keen.
Adverbs: Carefully, willingly, cheerfully.
Nouns: An instruction, a listener, a term, a follow-up, a ceremony, national anthem, a parade, a flag.
Verbs: To enter, to greet, to pack, to pass, to fail, to try, to follow.
Adjectives: Later, soon.
Adverbs: Before, regularly.
*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.
Articles (a/an/the): (A leader, an instruction, the permission)
Imperatives: (Enter the classroom quietly).
Personal pronouns: (He listens carefully to the teacher’s instructions).
There is/There are: (There is a leader in every group. There are instructions written on the board).
Wh- questions (who-when-what-where): (Who is the leader of the class? Where do we enter the building?)
The Present Simple Tense: (A leader always cares for the team).
Adverbs of frequency: (Students often greet their teachers before entering the class).
Object pronouns: (The teacher supports them in their work).
Use of articles (a/an/the): Expressing non-specific or general items and specific or definite items.
Use of imperatives: Giving commands.
Use of The Present Simple Tense: Expressing routines, habits, general truths, and facts.
Use of adverbs of frequency: Expressing the frequency of actions or events.
Use of personal pronouns: Indicating who is involved in the action, possession, or other relationships in a sentence.
Use of there is/there are: Introducing existence or presence, specifying objects, people, or places in a location.
Use of wh- questions (who-when-what-where): Asking about things, actions, ideas, a time of an event, about people in an action.
Use of object pronouns: Replacing nouns that receive the action in a sentence.
She’s such a team player during all school projects!
You need to work harder to make the grade!
The choir is always in the spotlight during the Republic Day celebrations!
Intonation of positive statements
CLASSROOM LIFE
Sub-themes: Daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50
Nouns: A habit, a research.
Verbs: To brush, to rest, to search, to focus, to review, to recycle, to repeat, to revise, to remember, to practise, to work in pairs, to work in groups, to share.
Adjectives: Regular, after, before.
Adverbs: Firstly, normally.
Nouns: A diary, a level, a sort, learning, a method, teaching, an activity, a task, an exercise, a peer, a pair, a group.
Verbs: To continue, to mark, to count, to read silently, to read aloud.
Adjectives: Creative, effective.
Adverbs: Easily, in turns, one after another, to each other, together.
Vocabulary for cardinal numbers 100-500: From 100 to 500.
Vocabulary for ordinal numbers 1-50: From 1st to 50th.
The Present Progressive Tense: (I am reviewing my notes for the test now).
The Present Progressive Tense vs the Simple Present Tense: (I brush my teeth every morning, but today I am brushing them after breakfast).
Question tags for The Present Progressive Tense and the Simple Present Tense: (She is marking the tests now, isn’t she? They study in the library every day, don’t they?)
Possessive adjectives: (I always keep my diary on the table).
Word order with adverbs: (He normally brushes his teeth after breakfast).
Question: How often: (How often do you review your notes before a test?)
Use of The Present Progressive Tense: Indicating actions happening right now or ongoing activities.
Use of Present Progressive Tense vs Present Simple Tense: Comparing actions happening right now and general truths, habits, routines.
Use of question tags for the Simple Present Tense and Progressive Tense: Confirming general truths, actions or habits and confirming ongoing action.
Use of possessive adjectives: Showing ownership in relation to nouns.
Use of the word order with adverbs: Organizing adverbs correctly to modify verbs, adjectives, or other adverbs.
Use of question: How often: Asking about the frequency of an action.
I got full marks on the English test!
Do we have to discuss the answers in pairs?
I need some help with vocabulary work!
Intonation of negative statements |
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| Öğrenme Çıktıları | ENG.6.1.L1. Students can get ready for the listening/watching-comprehension process for the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” carefully.
ENG.6.1.L2. Students can bring information about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening/watching it.
ENG.6.1.L3. Students can make meaning of/derive meaning from the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” through significant details by listening/watching it carefully.
ENG.6.1.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.
ENG.6.1.P1. Students can select and use the target phonological elements of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
ENG.6.1.R1. Students can get ready for the reading-comprehension process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.
ENG.6.1.R2. Students can bring information about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.6.1.R3. Students can make meaning of / derive meaning from the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” by reading it carefully.
ENG.6.1.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.6.1.V1. Students can select and use the target vocabulary of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.6.1.G1. Students can select and use the target grammatical elements of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.6.1.W1. Students can get ready for the writing-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.
ENG.6.1.W2. Students can understand the model/example for the writing task about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.
ENG.6.1.W3. Students can organise a content for the assigned writing task on the current content “school life with roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.
ENG.6.1.W4. Students can individually construct/form content for the assigned writing task on the current content “school life with roles, and responsibilities at school; school routines; national days and celebrations”.
ENG.6.1.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.
ENG.6.1.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.
ENG.6.1.S1. Students can get ready for speaking-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.
ENG.6.1.S2. Students can use the model/example for producing verbal content about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.
ENG.6.1.S3. Students can organise a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.6.1.S4. Students can construct a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.
ENG.6.1.S5. Students can reorganise (reconstruct) and use information about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.
ENG.6.1.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.
ENG.6.2.L1. Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully.
ENG.6.2.L2. Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening/ watching it.
ENG.6.2.L3. Students can make meaning of/derive meaning from the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through significant details by listening/watching it carefully.
ENG.6.2.L4. Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
ENG.6.2.P1. Students can select and use the target phonological elements of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
ENG.6.2.R1. Students can get ready for the reading-comprehension process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
ENG.6.2.R2. Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
ENG.6.2.R3. Students can make meaning of / derive meaning from the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” by reading it carefully.
ENG.6.2.R4. Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others.
ENG.6.2.V1. Students can select and use the target vocabulary of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100- 500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.6.2.G1. Students can select and use the target grammatical elements of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
ENG.6.2.W1. Students can get ready for the writing-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
ENG.6.2.W2. Students can understand the model/example for the writing task about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
ENG.6.2.W3. Students can organise a content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided.
ENG.6.2.W4. Students can individually construct/form content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
ENG.6.2.W5. Students can reorganise (reconstruct) and use information in the new written tasks about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people.
ENG.6.2.W6. Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others.
ENG.6.2.S1. Students can get ready for speaking-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
ENG.6.2.S2. Students can use the model/example for producing verbal content about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.
ENG.6.2.S3. Students can organise a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically.
ENG.6.2.S4. Students can construct a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically.
ENG.6.2.S5. Students can reorganise (reconstruct) and use information about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people.
ENG.6.2.S6. Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people in relation to themselves or others, both individually and/or with others. |
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| Alan Becerileri | FLFS1. Listening/Watching-Comprehension
FLFS2. Reading-Comprehension
FLFS3. Speaking-Expression
FLFS4. Writing-Expression
FLSS1. Grammaring: Selection and Use
FLSS2. Vocabulary: Selection and Use
FLSS3. Pronunciation: Selection and Use |
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| Eğilimler | D1.1. Curiosity
D1.2. Independence
D1.3. Perseverance and Determination
D1.5. Self-Confidence
D1.6. Selectivity
D2.3. Assertiveness
D2.4. Trust
D2.5. Playfulness
D3.1. Reasoning
D3.2. Focus
D3.3. Creativity
D3.5. Open- Mindedness
D3.6. Analyticalness
D3.7. Being Systematic
D3.8. Questioning
D3.5. Open-Mindedness |
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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 | V1. Justice
V3. Diligence
V4. Friendship
V6. Honesty
V7. Aesthetics
V9. Compassion
V10. Modesty
V12. Patience
V14. Respect
V16. Responsibility
V20. Benevolence |
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| Okuryazarlık Becerileri | LS1. Information Literacy
LS2. Digital Literacy
LS4. Visual Literacy
LS5. Cultural Literacy
LS6. Civic Literacy
LS7. Data Literacy
LS9. Art Literacy |
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| Disiplinler Arası İlişkiler | Turkish, Maths, Social Studies, Physical Education and Sports, Visual Arts, Music, Information Technologies and Software |
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| Beceriler Arası İlişkiler | CS2.1. Conflict Resolution Skill
CS2.2. Observation Skill
CS2.3. Summarising Skill
CS2.4. Analysis Skill
CS2.5. Classification Skill
CS2.6. Information Gathering Skill
CS2.7. Comparison Skill
CS2.8. Inquiry Skill
CS2.9. Generalisation Skill
CS2.10. Inference Skill
CS2.11. Observation-Based Prediction Skill
CS2.12. Data-Based Prediction Skill
CS2.13. Structuring Skill
CS2.14. Interpretation Skill
CS2.15. Reflective Thinking Skill
CS2.16.1. Inductive Reasoning Skill
CS2.16.2. Deductive Reasoning Skill
CS2.16.3. Analogical Reasoning Skill
CS2.17. Evaluation Skill
CS2.19. Logical Auditing Skill
CS2.20. Synthesis Skill
CS3.1. Decision-Making Skill
CS3.3. Critical Thinking Skill |
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| Anahtar Kavramlar | roles, responsibilities, routines, roles and responsibilities at school, routines at school, national days, celebrations., Daily routines, study routines, learning activities, learning activities in the classroom, cardinal numbers: 100- 500; ordinal numbers: 1-50. |
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| Öğrenme Kanıtları | PERFORMANCE ASSIGNMENT: Students will prepare a poster about their daily routines at school. First, they will write sentences describing their daily routines at school. Then, they will write these sentences on a paper and add some details such as photos, pictures, drawings etc. Finally, they will present their posters in the class and display them on the classroom bulletin board. The assignment will be evaluated by using a rubric scheme, a rating scale, and/or a marking scheme. |
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6. sınıf İngilizce dersinde eylül ayında başlanan “School Life” teması üzerindeki çalışmalara ekim ayında devam edildi. Ayın ilerleyen haftalarında “Classroom Life” temasına başlandı. Tema kapsamında “Roles, and responsibilities at school”, “school routines” ve “national days and celebrations” alt temaları üzerinde duruldu. Dinleme/izleme becerisine yönelik çalışmalarda (ENG.6.1.L1–ENG.6.2.L4) öğrenciler dinledikleri ve izledikleri kısa metinlerde ana fikri ve ayrıntıları belirledi. Okuma becerisine yönelik çalışmalarda (ENG.6.1.R1–ENG.6.2.R4) öğrenciler kısa metinlerde aradıkları bilgiye ulaştı ve okuduklarını anlamlandırdı. Konuşma becerisine yönelik çalışmalarda (ENG.6.1.S1–ENG.6.2.S6) öğrenciler eşli ve grup çalışmalarında hedef dili iletişim amaçlı kullandı. Yazma becerisine yönelik çalışmalarda (ENG.6.1.W1–ENG.6.2.W6) öğrenciler yönlendirilmiş yazma çalışmalarıyla temaya ilişkin kısa ürünler oluşturdu. Sesletim becerisine yönelik çalışmalarda (ENG.6.1.P1 ve ENG.6.2.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.6.1.V1 ve ENG.6.2.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.6.1.G1 ve ENG.6.2.G1) öğrenciler hedef dil yapılarını kalıplar hâlinde anlamlı bağlamlarda kullandı. Hedef sözcükler (roles, responsibilities, routines, roles and responsibilities at school, routines at school, national days, Daily routines, study routines, learning activities) bağlam içinde tekrar edilerek pekiştirildi. Ulusal ve dinî günler, bayramlar ve kutlamalarla ilgili dil içerikleri de temaya uygun etkinliklerle ele alındı. Böylece ENG.6.1.L1–ENG.6.2.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevinin ekim ayındaki aşamasında öğrenciler programdaki yönergeye göre çalıştı: “First, they will write sentences describing their daily routines at school.” Görev sürecinde öğrenciler hedef sözcük ve yapıları kullanarak ürünlerini hazırladı ve sınıfla paylaştı. Öğrenciler national days, Daily routines, study routines, learning activities sözcüklerini kullanarak kısa cümleler ve diyaloglar yazdı.
Önceki ayda öğrenilen sözcük ve yapılar ay başında kısa tekrar ve soru-cevap etkinlikleriyle yoklandı; eksik görülen noktalar ay içinde yeniden çalışıldı. Öğrenme kanıtları dereceli puanlama anahtarı, derecelendirme ölçeği ve puanlama yönergesi 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. “Frequency Matters” etkinliği uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu. Bu ay ENG.6.1.L1 öğrenme çıktısında hedefe hızla ulaşan öğrencilere çıktıyı farklı bağlamlarda uygulayabilecekleri ileri düzey görevler verildi. ENG.6.1.L2 öğrenme çıktısı kapsamında bu öğrencilerden özgün bir ürün hazırlayıp sınıfla paylaşmaları istendi.
Desteğe ihtiyaç duyan öğrenciler için hedef sözcükler görsel kartlar ve kısmen doldurulmuş çizelgelerle yeniden çalışıldı; akran desteğiyle öğrenme sürecine katılımları sağlandı. ENG.6.2.S6 öğrenme çıktısında zorlanan öğrenciler için çıktı küçük basamaklara ayrılarak somut örnekler ve akran desteğiyle yeniden çalışıldı.
Ekim ayında 6. sınıf İngilizce dersinde “School Life” ve “Classroom Life” temaları çerçevesinde 46 öğrenme çıktısı (ENG.6.1.L1–ENG.6.2.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. Justice (V1), diligence (V3), friendship (V4), honesty (V6) ve aesthetics (V7) değerleri sınıf içi etkinliklerle ilişkilendirildi. Information literacy (LS1), digital literacy (LS2), visual literacy (LS4) ve cultural literacy (LS5) becerilerinin gelişimi desteklendi. Türkçe, Matematik, Sosyal Bilgiler, Beden Eğitimi ve Spor, Görsel Sanatlar, Müzik, Bilişim Teknolojileri ve Yazılım ile disiplinler arası ilişkiler kurularak konunun farklı boyutları ele alındı. Önceki ayın öğrenme çıktılarıyla bu ayın çıktıları arasında bağlantı kurularak öğrenmelerin kalıcılığı desteklendi. Gelecek ay ENG.6.3.L1, ENG.6.3.L2 ve ENG.6.3.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Genel olarak ekim ayı öğretim süreci programda öngörülen öğrenme çıktıları doğrultusunda tamamlandı.
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