6. sınıf İngilizce eylül ayı Maarif Model ders raporu: School Life teması, 23 öğrenme çıktısı (ENG.6.1.L1–ENG.6.1.W1). Bilgilerinizle dolu Word.
| Öğrenme Alanları ve Temalar | School 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 |
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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. |
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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 |
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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. |
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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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Eylül ayında 6. sınıf İngilizce dersinde, Türkiye Yüzyılı Maarif Modeli ilkeleri doğrultusunda “School Life” teması üzerinde çalışıldı. 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.6.1.L2, ENG.6.1.L3 ve ENG.6.1.L4) öğrenciler dinleme/izleme öncesi, sırası ve sonrası etkinliklerle anlamlandırma çalışmaları yaptı. Okuma becerisine yönelik çalışmalarda (ENG.6.1.R1, ENG.6.1.R2, ENG.6.1.R3 ve ENG.6.1.R4) öğrenciler kısa metinlerde aradıkları bilgiye ulaştı ve okuduklarını anlamlandırdı. Konuşma becerisine yönelik çalışmalarda (ENG.6.1.S1, ENG.6.1.S2, ENG.6.1.S3, ENG.6.1.S4, ENG.6.1.S5 ve ENG.6.1.S6) öğrenciler eşli ve grup çalışmalarında hedef dili iletişim amaçlı kullandı. Yazma becerisine yönelik çalışmalarda (ENG.6.1.W1, ENG.6.1.W2, ENG.6.1.W3, ENG.6.1.W4, ENG.6.1.W5 ve ENG.6.1.W6) öğrenciler yönlendirilmiş yazma çalışmalarıyla temaya ilişkin kısa ürünler oluşturdu. Sesletim becerisine yönelik çalışmalarda (ENG.6.1.P1) öğrenciler hedef sözcüklerin doğru telaffuzu üzerinde tekrar çalışmaları yaptı. Sözcük bilgisi becerisine yönelik çalışmalarda (ENG.6.1.V1) öğrenciler hedef sözcükleri anlamlı bağlamlar içinde kullandı. Dil bilgisi becerisine yönelik çalışmalarda (ENG.6.1.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) 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.6.1.S6 öğrenme çıktılarına yönelik süreç tamamlandı.
Performans görevi olarak programda önerilen çalışma uygulandı: “Students will prepare a poster about their daily routines at school.” Görev sürecinde öğrenciler hedef sözcük ve yapıları kullanarak ürünlerini hazırladı ve sınıfla paylaştı. Öğrencilerden roles, responsibilities, routines, roles and responsibilities at school, 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 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.
Programda belirtilen amaç doğrultusunda çalışıldı: “To practise daily routines and habits in English by encouraging students to use the target grammar chunks and vocabulary.” “Frequency Matters” etkinliği uygulandı. Öğrenciler çalışmalarını sınıfla paylaşarak hedef dili iletişim amaçlı kullanma fırsatı buldu.
Desteğe ihtiyaç duyan öğrenciler için hedef sözcükler görsel kartlar ve kısmen doldurulmuş çizelgelerle yeniden çalışıldı; akran desteğiyle öğrenme sürecine katılımları sağlandı.
Eylül ayı boyunca 6. sınıf İngilizce dersinde “School Life” teması kapsamında 23 öğrenme çıktısı (ENG.6.1.L1–ENG.6.1.S6) üzerinde çalışıldı. 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. Etkinliklerde justice (V1), diligence (V3), friendship (V4), honesty (V6) ve aesthetics (V7) değerleri ön plana çıkarıldı. 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. Ay başında yapılan ön değerlendirme çalışmalarıyla öğrencilerin hazırbulunuşlukları belirlendi ve öğretim süreci buna göre düzenlendi. Gelecek ay ENG.6.2.L1, ENG.6.2.L2 ve ENG.6.2.L3 öğrenme çıktılarıyla sürecin devam etmesi planlandı. Bu ay yürütülen çalışmalar, öğrencilerin bütüncül gelişimini destekleyen nitelikte tamamlandı.
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