kraftrecipes

Transkript

kraftrecipes

T.C.
MİLLÎ EĞİTİM BAKANLIĞI
Talim ve Terbiye Kurulu Başkanlığı
İLKÖĞRETİM KURUMLARI
(İLKOKULLAR ve ORTAOKULLAR)
İNGİLİZCE DERSİ
(2, 3, 4, 5, 6, 7 ve 8. SINIFLAR)
ÖĞRETİM PROGRAMI
ANKARA 2013
CONTENTS
LEARNING MODEL for ENGLISH .............................................................................................................................. II
The NEED for DEVELOPING COMMUNICATIVE COMPETENCE in ENGLISH ............................................ II
ORGANIZATION of the CURRICULUM ................................................................................................................. III
A FINAL WORD ............................................................................................................................................................. IV
MODEL ENGLISH LANGUAGE CURRICULUM ...................................................................................................... V
İNGİLİZCE MODELİ ...................................................................................................................................................... VI
2nd and 3rd GRADE ENGLISH PROGRAM .............................................................................................................. IX
2. ve 3. SINIF İNGİLİZCE ÖĞRETİM PROGRAMI …............................................................................................... X
SUGGESTED MATERIAL TYPES SPECIFIC to STAGES ........................................................................................ XI
AŞAMALARA GÖRE ÖNERİLEN METİN ÇEŞİTLERİ ............................................................................................ XII
COMMUNICATIVE FUNCTIONS and SAMPLE USES of LANGUAGE for STAGES 1 and 2 ................. XIII
COMMUNICATIVE FUNCTIONS and SAMPLE USES of LANGUAGE for STAGE 3 ................................ XIV
ASSESSMENT TYPES .................................................................................................................................................. XV
REFERENCES ............................................................................................................................................................... XVI
2. SINIF İNGİLİZCE ÖĞRETİM PROGRAMI ............................................................................................................. 1
3. SINIF İNGİLİZCE ÖĞRETİM PROGRAMI ........................................................................................................... 12
6. SINIF İNGİLİZCE ÖĞRETİM PROGRAMI .......................................................................................................... 45
Learning Model for English
2nd-8th Grades
Introduction
The teaching program for English has been prepared in accordance with the general goals of Turkish National Education as defined in the Basic Law of the National Education No. 1739, along with the Main Principles
of Turkish National Education.
In order to continue to provide a high-quality public education for Turkey’s elementary and secondary students, periodic revision of course syllabi in all subject areas is necessary to maintain an up-to-date and effective curriculum that is in line with contemporary educational research and international standards for learning.
Furthermore, the recent changes to the Turkish educational system, which entail a transition from the 8+4 educational model to the new 4+4+4 system, have led to an immediate need for the redesign of current teaching
programs. With respect to English language education, in particular, this new system mandates that English instruction be implemented from the 2nd grade onward, rather than the 4th grade; therefore, a new curriculum which
accommodates the 2nd and 3rd grades is necessary. As the newly-designed 2nd and 3rd grade syllabi will serve as
the foundation for English language learning, the syllabi for the 4th through the 8th grades must also be revised in
order to maintain continuity. In addition, while the existing curriculum was designed for learners who are beginning foreign language learning at approximately 8-8.5 years of age, children will now receive instruction in English
starting at around 6-6.5 years old; thus, the new program must take the needs of younger learners into account.
In designing the new English language teaching program, the principles and descriptors of the Common
European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) were closely followed. The CEFR particularly stresses the need for students to put their learning into real-life practice in order to
support fluency, proficiency and language retention (CoE, 2001); accordingly, the new curricular model emphasizes language use in an authentic communicative environment. As no single language teaching methodology
was seen as flexible enough to meet the needs of learners at various stages and to address a wide range of
learning styles, an eclectic mix of instructional techniques has been adopted, drawing on an action-oriented approach in order to allow learners to experience English as a means of communication, rather than focusing on
the language as a topic of study. Therefore, use of English is emphasized in classroom interactions of all types,
supporting learners in becoming language users, rather than students of the language, as they work toward
communicative competence (CoE, 2001).
As the CEFR considers language learning to be a lifelong undertaking, developing a positive attitude toward English from the earliest stages is essential; therefore, the new curriculum strives to foster an enjoyable
and motivating learning environment where young learners/users of English feel comfortable and supported
throughout the learning process. Authentic materials, drama and role play, and hands-on activities are implemented to stress the communicative nature of English. At the 2nd and 3rd grade levels, speaking and listening are
emphasized; while reading and writing are incorporated in higher grades as students become more advanced.
Throughout each stage, developmentally appropriate learning tasks provide a continued focus on building the
learner autonomy and problem-solving skills that are the basis for communicative competence.
The Need for Developing Communicative Competence in English
There is no question that the key to economic, political and social progress in today’s society depends on
the ability of Turkey’s citizens to communicate effectively on an international level, and competence in English
is a key factor in this process. On the other hand, despite continual efforts at improving the effectiveness of
language education in Turkey, a significant percentage of students leave school without the ability to interact
successfully in an English-language medium. While it is understood that there are many variables at work in this
ongoing problem, it is believed that one of the main reasons for the failure of such a large number of Turkey’s
students to master competence in English lies in the fact that the language is presented to them as a subject to
be learned in school – an academic requirement to be met – rather than as a means for communication. However, in order for meaningful learning to take place, in English as in any other subject area, the material must
have relevance in students’ daily lives. Therefore, scholars such as Hymes (1972) and Widdowson (1978) have
argued that language learning must be carried out in context; that is, it must be used in the course of everyday
interactions, for true communicative purposes, rather than practiced as an abstract exercise.
II
Accordingly, in order to impress on students the role of English as a means of relaying needs and wants, voicing opinions and beliefs, building relationships, and so on, the new curricular model is focused on language learning
as communication. The communicative approach entails use of the target language not only as an object of study,
but as a means of interacting with others; the focus is not necessarily on grammatical structures and linguistic
functions, but on authentic use of the language in an interactive context in order to generate real meaning (LarsenFreeman & Anderson, 2011; Richards, 2006). In other words, learners/users engage in activities which require
actual communication between peers or between students and their teacher, such as creating a game as a group
and then playing it with classmates, rather than rehearsing prepared material (e.g., taking turns reading a printed
dialog from a textbook or reciting memorized lists of verb forms). Classroom materials and teaching tools are drawn
from authentic sources as much as possible in order to demonstrate English as it is used in real life. Furthermore, as
motivation is essential to learner success, the curriculum aims to make learning English interesting, engaging and
fun, taking into account the diverse needs of students at different developmental levels (Cameron, 2001).
Organization of the Curriculum
In framing the new curricular model for English, no single teaching methodology has been designated. Instead, an action-oriented approach grounded in current educational research and international teaching standards has been adopted, taking into account the three descriptors of the CEFR comprising learner autonomy,
self-assessment, and appreciation for cultural diversity (CoE, 2001). In doing so, it is expected that learners will
become confident and proficient users of English, developing appreciation for their own unique culture while
learning to understand and value a broad spectrum of international languages and cultures in accordance with
the CEFR’s emphasis on plurilingualism and pluriculturalism.
Instructional design. The curricular model is divided into 3 learning stages with respect to the language
uses, functions and learning materials that are introduced. At the earliest levels, comprising grades 2 through 4,
the main emphasis is on listening and speaking. Reading, writing, and grammatical structures are not a focus
at this stage, in line with research indicating that younger children learn languages best through songs, games,
and hands-on activities (Cameron, 2001). Thus, reading and writing tasks at the lower grade levels are limited.
At the earliest stages, learners are introduced to English through cognates; these are believed to provide a
bridge between languages, helping learners to transition from the known to the unknown using terms that are
easily recognizable (Rodriguez, 2001). This concept is supported by Krashen’s (1988) argument that language
input must be interesting, relevant and comprehensible to stimulate comprehension.
In the 5th and 6th grades, as students continue to develop their language skills, exposure to short texts is
introduced. At the same time, these learners may participate in controlled writing activities such as filling out a
club membership registration card with their name, date of birth, address, and other concrete, factual information. In the 7th and 8th grades, older students who have formed the necessary foundation for an understanding
of literacy issues will then be exposed to reading and writing as an integral aspect of language learning, such as
reading simple texts or writing short, simple stories about their friends (Bayyurt & Alptekin, 2000). This approach
follows Cummins’ (1984) model, which advocates a progression from cognitively undemanding, context-embedded activities to cognitively demanding, context-embedded tasks, moving from familiar to unfamiliar concepts in
building language and literacy skills.
Accordingly, the learning materials and language functions to be taught have been selected to reflect the
types of activities appropriate to each learning phase. At stages 1 and 2, comprising the 2nd - 4th and the 5th - 6th
grades, similar materials types and language functions are given; these are expected to be adapted to suit the
activities specified for each level. At stage 3, additional materials and functions are used along with those applied at stages 1 and 2. This design will permit classroom teachers to choose from the learning applications they
feel are best suited to the specific needs of their students.
As noted by Larsen-Freeman and Anderson (2011), attention to the formal aspects of language is an essential element in the construction of meaning; therefore, it is necessary to consider these in the context of
communicative language learning. However, in accordance with Cameron’s (2001) contention that children’s
III
grammatical knowledge of a language emerges naturally through “the space between words and discourse”
(p. 18), the structural features of English are handled implicitly as learners/users develop communicative skills,
rather than addressed as a separate issue.
Instructional materials. For each grade level, a series of 10 sample units is provided, structured around
interrelated themes. The use of thematic units is supported by Hale and Cunningham (2011), who point out that
this approach allows educators to present new information in a manner that is both relevant and interesting to
learners, encouraging them to build on existing knowledge while at the same time revisiting earlier material in as
a means of supporting retention. In order to create a link between language learning and daily life, the themes
for each unit have been chosen to reflect ideas and issues that are familiar to young students; therefore, themes
such as family, friends, animals, holidays, leisure activities and so on are highlighted. In consideration of the
CEFR’s emphasis on developing intercultural competence and appreciation for cultural diversity (CoE, 2001),
cultural issues are also addressed. Elements of both the target culture and international cultures are presented
in a positive and non-threatening manner (Elyıldırım & Ashton-Hayes, 2006) in keeping with the themes of each
unit, at the same time stressing the value of home culture in order to avoid the formation of negative attitudes.
Learners/users are exposed to simple phrases in world languages that include greetings, counting and so on as
they learn about aspects of other cultures that are similar to or different from their own.
Materials developers are encouraged to follow this model in the design of integrated resources that can be
tailored to meet the needs of students in a diverse range of contexts with respect to school type, sociocultural
outlook and economic status, thus allowing classroom teachers greater discretion in the selection of appropriate
activities and learning materials (Trujillo, Torrecillas, & Salvadores, 2004). On the other hand, although previous
English language curricula have been designed according to the principles of communicative language teaching,
conventional textbooks have often allowed for too much flexibility in classroom application. As a result, there has
been a tendency among some teachers to repurpose the tasks that are presented, frequently de-emphasizing
their communicative aspect. For instance, instead of teaching an interactive question-and-answer song, a teacher might adapt it as a listen-and-fill-the-blanks activity. To address this issue, teacher resource packs, which may
consist of lesson plans, printed handouts, flashcards, audio-visual materials and so on, will be considered in
place of textbooks, particularly at the 2nd, 3rd and 4th grade levels. These packages may be adapted according to
a particular teaching context, thus supporting classroom instructors in meeting the needs of their students while
at the same time maintaining compliance with the objectives of the newly established curricular model.
Assessment. The final element of the curriculum to be considered involves evaluation and assessment
of learner progress. As suggested by the CEFR, self-assessment is emphasized, as learners/users are encouraged to monitor their own progress and achievement in the development of communicative competence (CoE,
2001). Each unit will include a list of achievements to be met by the students; this will be converted to selfassessment checklists which ask learners/users to assess their own learning from an action-based perspective.
In other words, children will be prompted to answer questions such as “What did you learn?”, “How much do you
think you learned?” and “What do you think you can do in real life, based on what you learned in class?”. Students will also keep a dossier of their language learning achievement which is modeled on the European Language Portfolio (CoE, 2001; Mirici, 2008); in this manner, they will be able to track their progress independently
of quantitative scoring and grades. In addition to self-assessment, formal evaluation will be carried out through
the application of written and oral exams, quizzes, homework assignments and projects in order to provide an
objective record of students’ success.
A Final Word
It is often the case that, in spite of careful planning, a curricular model differs in many respects from the
one that is put into practice; numerous external factors may affect its application, including school administrators, facilities, classroom resources and materials, teachers, class size, parents, and the students themselves.
Therefore, the ultimate success of this program requires the external support, careful planning and committed
partnership of all involved.
IV
Model English Language Curriculum
(2nd-8th Grades)
Levels [CEFR*]
(Hours / Week)
Grades (Age)
2 (6-6.5)
1
[A1]
(2)
3 (7-7.5)
4 (8-8.5)
Main activities/
strategies
Skill focus
Listening and Speaking
Very Limited Reading and Writing°
TPR/Arts and crafts/Drama
Very Limited Reading and Writing°
2
5 (9-9.5)
Very Limited Writing°
[A1]
(4)
Limited Reading°
6 (10-10.5)
Drama/Role-play
Limited Reading°
Very Limited Writing°
3
7 (11-11.5)
[A2]
(4)
8 (12-12.5)
Primary: Listening and Speaking
Secondary: Reading and Writing
Primary: Listening and Speaking
Theme-based ∞
Secondary: Reading and Writing
* CEFR = The Common European Framework of Reference for Languages
° Any skill marked as very limited is used in instruction for less than 10 words at a time for the grade level
indicated. For instance, in the 2nd through the 4th grades, the focus is primarily on developing listening and
speaking skills, as supported by Cameron’s (2001) assertion that “for young learners, spoken language is the
medium through which the new language is encountered, understood, practiced and learnt” (p. 18). Therefore,
activities involving reading and writing are limited to the word level (e.g., learners see a picture of a cat and write
the word “cat” underneath). On the other hand, skills marked as limited are used for no more than 25 words at
a time for the grade level indicated; accordingly, at the 5th and 6th grade levels, as students continue to develop
their language skills, exposure to reading is upgraded to the sentence level. In the 7th and 8th grades, older students who have formed the necessary foundation for an understanding of literacy issues will then be exposed
to reading and writing as an integral aspect of language learning.
∞ Theme-based or content-based instruction is characterized by the following: a highly contextualized
language learning environment; language usage and lexis centered around the topic; and skills and activities
integrated by the theme selected, with the topic of instruction (e.g., scientists, geography, responsibilities at
home, etc.) serving as a connecting thread and targeting meaningful, situation-based learning.
V
İngilizce Modeli
(2-8. Sınıflar)
Seviyeler
[ADOÇEP*]
Sınıf (Yaş)
Geliştirilmesi Hedeflenen Beceriler
2 (6 – 6,5)
Dinleme ve Konuşma
Temel aktiviteler/
stratejiler
(Saat / Hafta)
1
[A1]
(2)
3 (7 – 7,5)
4 (8 – 8,5)
Dinleme ve Konuşma
Çok Sınırlı Okuma ve Yazma°
Dinleme ve Konuşma
Tüm Fiziksel Tepki (TFT)/
El işleri/Drama
Çok Sınırlı Okuma ve Yazma°
Dinleme ve Konuşma
2
5 (9 – 9,5)
Çok Sınırlı Yazma°
[A1]
(4)
Sınırlı Okuma°
Drama/Rol yapma
Dinleme ve Konuşma
6 (10 – 10,5)
Sınırlı Okuma°
Çok Sınırlı Yazma°
3
7 (11 – 11,5)
[A2]
(4)
8 (12 – 12,5)
Temel: Dinleme ve Konuşma
Yan: Okuma ve Yazma
Temel: Dinleme ve Konuşma
Tematik (Konusal) ∞
Yan: Okuma ve Yazma
* ADOÇEP = Avrupa Dilleri Öğretimi Ortak Çerçeve Programı
° Bu işaretin olduğu kutularda yer almayan beceriler bir ders saatinde en fazla 10 sözcüğü geçmeyecek
şekilde kullanılabilir. Örneğin 2-4. sınıflarda ana hedef dinleme ve konuşmanın geliştirilmesidir. Cameron’un
(2001) dediği gibi çocuklar için konuşma dili çocuğun ilk karşılaştığı, anladığı, pratik yaptığı ve öğrendiği dildir
(s. 18). Dolayısıyla, okuma ve yazma becerilerini geliştirmeye yönelik etkinlikler sözcük düzeyini geçmemelidir
(Örnek: Çocuklar kedi resminin altına “cat” yazarlar). Buna ek olarak, sınırlı olarak belirtilmiş becerilerde 25
sözcüğe kadar okuma ve yazma etkinlikleri yapılabilir ki 5. ve 6. sınıflarda okuma etkinlikleri cümle düzeyine çıkmakta, 7 ve 8. sınıflardaki yaşca büyük öğrenciler okuma- yazma etkinliklerine ait temel bilgileri edindiklerinden
okuma ve yazmayı dil öğreniminin önemli bir parçası olarak kullanabilirler.
∞ Tematik/Konusal öğretimin temel özellikleri şunlardır: içerik temellilik (İngilizce, Fen Bilgisi, Matematik,
Teknoloji gibi), yüksek düzeyde bağlamlandırılmış dil öğretimi, bir konu çerçevesinde ele alınan sözcük ve
dilbilgisi yapıları, konu/tema ile ilişkilendirilmiş beceri geliştirme etkinlikleri ve anlamlı öğrenmeyi hedefleyen
etkinliklerin tümünün tema/konu etrafında bir araya getirilmesi/çerçevelenmesi.
VI
Our language learning environment is characterized by the following
communicative features:
• Communication is carried out in English as much as possible.
• Communication is focused on the creation of real meaning.
• Students listen and speak just as they would in a target language community.
• Students use their developing English skills in every aspect of learning.
• Students are continuously exposed to English through audio and visual materials.
• Enjoyment of language learning is fostered through activities such as arts and crafts, TPR, and drama.
• Students are taught to value their mother tongue and feel validated in using it as needed while they
move forward on their journey in English.
• L1 usage is not prohibited or discouraged, but it should be employed only as necessary (i.e., for giving
complex instructions or explaining difficult concepts).
• Students are supported and guided by smiling teachers who “understand” what they are saying.
• Teachers are present in the classroom mainly for communicating in English (and, if necessary, in Turkish).
• The focus of learning is on deepening communication, rather than on completing curricular items within
a given period of time.
• Errors are not addressed during communication, so as not to disrupt the flow; problem areas are noted
by the teacher and addressed at a later time through practice and reinforcement.
• Students frequently encounter materials that have previously been covered in order to reinforce what
they already know.
• Students develop high motivation for learning by completing challenging, yet achievable activities.
• Students produce materials to share with the rest of the school and the outside world.
• Parents are encouraged to be part of the process and are kept up-to-date on their child’s learning
through parent-child meetings.
• Students develop communicative skills in English by “doing things with the language” rather than by
“learning about the language.”
VII
Sınıftaki öğrenme ortamımız aşağıdaki iletişimsel özelliklere
dayandırılmaktadır:
• İletişim mümkün olduğunca İngilizce yürütülür.
• İletişim gerçek anlam oluşturmaya odaklıdır.
• Öğrenciler gerçek yaşamda o dili konuşan ülkelerdeki insanlar gibi dinleme ve konuşma eylemlerinde
bulunurlar.
• Öğrenciler gelişen İngilizce becerilerini öğrenmenin her alanında kullanırlar.
• Öğrenciler görsel ve işitsel araçlar yardımıyla hedef dilde kullanılan yapı ve sözcüklerle sürekli olarak
karşılaşırlar.
• Öğrenciler dili, el işleri, tüm bedensel tepki ve drama etkinlikleriyle eğlenceli bir şekilde kullanırlar.
• Öğrenciler İngilizce öğrenirken kendi ana dillerine de saygı duyar ve dil gelişimlerinin önemli bir parçası
olarak görürler.
• Ana dil kullanımı yasaklanmaz veya engellenmez fakat gerektiğinde kullanılır (Örn. karmaşık yönergeler
verirken, zor yapıları açıklarken).
• Öğrenciler kendilerini gülümseyerek “anlayan” öğretmenler tarafından desteklenir ve yönlendirilirler.
• Öğretmenlerin sınıfta bulunma nedeni İngilizce (ve gerekirse Türkçe) iletişim kurmalarıdır.
• Öğrenmenin amacı belirli bir zaman aralığında ders programındaki konuları işleyip bitirebilmek yerine
kurulan iletişimi derinleştirmeye çalışmaktır.
• Öğrenciler iletişim kurarken hata yapmaları halinde uyarılmaz ve düzeltilmez; iletişimin devamlılığına
odaklanarak hatalarını daha sonra düzeltirler.
• Öğrenciler daha önceki derslerde karşılaştıkları işlev ve bilgileri tekrar tekrar kullanırlar ve bilgi ve becerilerini taze tutarlar.
• Öğrenciler kendilerini zorlayan ama yapılabilir etkinliklerin üstesinden başarıyla gelerek motivasyonlarını artırırlar.
• Öğrenciler okullarındakilerle ve okul dışındakilerle paylaşacak ürünler ortaya koyarlar.
• Veliler sürecin bir parçası olmaları için cesaretlendirilirler ve veli toplantıları aracılığıyla çocuklarının
öğrenme sürecinden haberdar olurlar.
• Öğrenciler “Bir dil hakkında bir şeyler öğrenmek” yerine “o dille bir şeyler” yaparak İngilizce iletişim becerilerini geliştirirler.
VIII
2nd and 3rd Grade English Program
Suggestions for Practice
• Go from the familiar to the unfamiliar. Use cognates as a starting point (e.g., doctor, zebra, gorilla). Use
media, cultural artifacts and people as much as possible to contextualize the lessons and to keep students’ interest alive.
• Do not correct students’ errors on the spot. Note down the language issues that cause confusion, and
then practice them as much as possible.
• The curriculum should be viewed and practiced as a spiral entity. Remember students’ earlier learning
and use previous activities, songs or crafts in students’ free time to support retention.
• Talk to parents and suggest that they learn what their children learn at school. They should sing together
for fun or use the expressions they learn at school during their time at home.
• Use “headlines” when you speak, especially at lower grade levels. A headline is using the most expressive word in a chunk (especially with a rising or falling intonation) to get the message across. Examples:
• Are you thirsty?
• Take out your crayons.
“Water?” / Are you having fun
“Fun?”
“Your crayons!” / It’s easy, isn’t it?
“Easy, huh?”
• Students should not have notebooks at the 2nd and 3rd grade levels, as the focus is on listening and
speaking only. Do not give them the lyrics of the songs you are singing as reading material. They should
pick the words up from the song and from you.
• Reading aloud is an interesting activity for this age group. Use drama and gestures as you read. Change
your voice as appropriate, especially to voice a different character.
• Units are not discrete. You can always move between and among the units. Integrate bits and pieces as
much as you like so as to make the communication run smoothly.
• Note the importance of differences between home and target culture, and be pedagogically correct. For
instance, do not create negative models for students, as is the case with the teaching of elements such
as food items in many materials. Refrain from giving examples such as children looking at fruits and
vegetables and saying “yuck!” (E.g., Bööğğkkk, ıyyyy, öööğğğğ).
IX
2. ve 3. Sınıf İngilizce Öğretim Programı
Uygulama Önerileri
• Bilinenden bilinmeyene doğru gidiniz. Özellikle Türkçe ve İngilizcede ortak olan sözcüklerden yararlanarak derse başlayınız (Örn. doctor, zebra, gorilla). Çocukların sevdiği ve bildiği medya ve kültür ögelerine
de öncelik veriniz.
• Çocuklara İngilizcenin kolay ve çok zevkli olduğunu elden geldiğince çok kere hatırlatınız.
• Çocukların yaptıkları hataları anında düzeltmeyiniz. Ancak bu hataları not ederek ve sık sık kendiniz
doğru kullanarak sınıfa hatırlatınız.
• 2. Sınıf ders programında gerek sözcük gerekse yapı çeşitleri en az seviyede tutulmuştur. Bunun iki
temel nedeni vardır. Birincisi öğrencilere yaptırılan etkinliklerle İngilizceyi sevdirerek motivasyonlarını
ve dile olan ilgilerini artırmak. İkincisi ise içerikten çok iletişime ağırlık vermek. Dolayısıyla derslerde
etkinlikler eğlenceli ve öğretici geçiyorken öğrencilerle bol bol doğal ortamda soru yanıt ve tekrar tekrar
kullanım yoluyla iletişim kurmaya gayret ediniz.
• Ders programı sarmal olarak düşünülmeli ve öyle uygulanılmalıdır. Önceki konuları ve etkinlikleri sık
sık hatırlatarak öğrencilerin bilgilerini canlı tutunuz. Örneğin, 6. Modül işlenirken arta kalan zamanda 2.
Modülde yer alan şarkıyı ve içeriği öğrencilere hatırlatınız, şarkıyı hep beraber söyleyip eğleniniz.
• Öğrencilere sık sık evlerinde ailelerine öğrendikleri şarkıları söylemelerini öneriniz. Velilerle görüşerek
öğrencileri yüreklendirmelerini ve onları takdir etmelerini hatırlatınız.
• İngilizce konuşurken “headlines” kullanmaya özen gösteriniz (bir fikri ya da mesajı iletmek için yalnızca
birkaç içerik sözcüğünü kullanmak ki çoğunlukla nesnelerin vurgu ve tonlama ile zenginleştirilerek isimlendirilmesi yoluyla olur). Örnek:
Are you thirsty?
Take out your crayons.
“Water?” / Are you having fun
“Fun?”
“Your crayons!” / It’s easy, isn’t it?
“Easy, huh?”
• 2. ve 3. sınıf ders programlarında 4 temel beceriden Okuma ve Yazma öğretimi geliştirilmesi gereken
hedefler arasında değildir. Öğrencilerin İngilizce defterleri olmamalıdır. Öğrenciler şarkı sözlerini dinleyerek ve tekrar ederek öğrenmelidir. Şarkı sözlerini ya da sözcükleri öğretmek için okuma ve yazma yolu
seçilmemelidir.
• Öğretmenin sesli okuması bu düzey öğrenciler için ilgi çekicidir. Onlara şarkı sözlerini dahi dramatizasyon ve mimik-jest kullanarak, tonlayarak, taklit ederek ve vurgulamalara dikkat ederek okuyunuz.
• Üniteler arasında geçiş akıcı olmalıdır. Her ne kadar sırayla gidilecek olsa da bir sonraki ünite önceki
ünitede öğrenilenlerle ilişkilendirilmeli ve böylece birbirlerine entegre edilmelidir.
• Kültürel farkındalıklara dikkat ediniz. Bunu yaparken eğitimsel ve kültürel olarak çocuklarda yanlış davranış ve alışkanlıklar oluşturabilecek etkinlik ve hareketlerden uzak durunuz (gıdalara böööğğğ, yuk!
öööö demek gibi).
X
Suggested material types specific to stages
Genres
Narrative
Materials
Stages 1 and 2
Stage 3*
Material Types
Material Types
Cartoons
Chants and Songs
Biographical Texts
Fables
Humorous encounters
Fairy Tales
Jokes
Poems
Personal Narratives
Rhymes
Plays
Stories
Tongue Twisters
Diaries/Journal Entries
Advertisements
Brochures
Captions
Catalogues
Charts
Children’s Encyclopedias
Coupons
Dictionaries
Instructions
Maps
Lists
Informative Materials
News reports
Menus
Questionnaires and Surveys
Notices
Recipes
Picture Dictionaries
Weather Reports
Posters
Products (Labels, Boxes, Adverts)
Signs
Radio Recordings
Podcasts
Tables
Cards
E-mails
Conversations
Interactive Materials
TV Programs/News
Formal Letters
Illustrations
Personal Letters
Notes, Memos, and Messages
Phone Conversations
Postcards
* Materials for Stages 1 and 2 can also be utilized for Stage 3.
XI
Aşamalara göre önerilen metin çeşitleri
Türleri
Anlatılar
1. ve 2. Basamak
3. Basamak*
Metin Çeşitleri
Metin Çeşitleri
Çizgi filmler
Biyografik Metinler
Şarkılar
Günlükler
Fabller
Nükteli Anlatılar
Masallar
Espriler
Şiirler
Bireysel Anlatılar
Kafiyeli dizgeler
Oyunlar
Öyküler
Tekerlemeler
Reklamlar
Broşürler
Başlıklar
Kataloglar
Grafik ve Şekiller
Çocuk Ansiklopedileri
Kuponlar
Sözlükler
Yönergeler
Haritalar
Listeler
Bilgi Metinleri
Haberler
Menüler
Sormacalar ve Anketler
Uyarı Levhaları
Tarifler
Resimli Sözlükler
Hava Raporları
Posterler
Ürünler (Etiketler, Kutular, İlanlar)
İşaretler
Radyo Kayıtları
Podcastlar
Tablolar
Kartlar
E-postalar
Sohbetler
İnteraktif Metinler
TV Programları/Haberler
Resmi Yazışmalar/Mektuplar
Çizgi Anlatılar
Bireysel Yazışmalar/Mektuplar
Notlar, Bildiriler ve Mesajlar
Telefon Konuşmaları
Posta Kartları
* 1. ve 2. Basamakta kullanılan metinler 3. basamakta da kullanılabilir.
XII
Communicative Functions and Sample Uses of Language for Stages 1 and 2
Communicative Functions
Sample Usage
Apologizing
I am sorry.
Asking for permission
Can (May) I open the window?
Asking someone’s name
What’s your name?
Describing characters/people
SpongeBob is yellow. I am 6.
Describing places
My city is big. / It is beautiful.
Describing sizes and shapes
It is big and round.
Describing the weather
It is sunny.
Describing what people are doing now
She is playing now.
Describing what people do regularly
I brush my teeth every morning. / I play with my friends
everyday.
Expressing ability and inability
I can run, but I can’t fly.
Expressing and responding to thanks
Thank you very much. / You’re welcome.
Expressing basic needs
I want some water. / I need some water.
Expressing feelings
I am happy.
Expressing likes and dislikes
I like ice cream. / I don’t like coffee.
Expressing obligation
I must help my mom.
Expressing quantity
There are three birds.
Giving and responding to simple instructions
Open the box and take the puppet out.
Greeting and meeting people
Hello!
Identifying countries and nationalities
I am Turkish. / Ankara is in Turkey. / China is in Asia.
Making simple inquiries
Do you get up early?
Making simple requests
Would you close the door, please?
Making simple suggestions
Let’s play!
Naming colors
The car is yellow. / It is yellow.
Naming common objects
It is a book.
Naming the seasons of the year
It is spring. / It is summer.
Stating personal opinions
I think it is nice.
Talking about locations of things
The bed is near the window.
Talking about past events
I watched TV yesterday.
Talking about personal possessions
It is my bag. My coat is red.
London is a big city in England.
Talking about culture
I like Italian food best.
Telling someone what to do
Look! Sit down!
Telling the time, days and dates
Today is Monday. It is 3 o’clock.
Telling people what we know
I know English. / I know my father’s job.
XIII
Communicative Functions and Sample Uses of Language for Stage 3
Communicative Functions*
Sample Usage
Accepting and refusing
Yes, please. / No, thank you.
Describing simple processes
First, put the hot water in a cup. Then add the coffee. Mix well.
Now, you can drink it.
Describing the frequency of actions
I tidy my room every day.
We have dinner at 8 o’clock.
Expressing concern and sympathy
I am sorry to hear that.
Expressing ideas
I think we should have a party.
Expressing plans
We will go to Trabzon tomorrow.
Expressing preferences
I prefer reading to cooking.
Giving explanations/reasons
I went to Ankara to see my grandparents.
May I talk to Ayşe, please?
Handling phone conversations
Is Alex there?
I will talk to you soon.
Making offers
Making predictions about the future
Would you like some juice?
He is driving fast. He is going to crash his car.
I think our teacher will read us a story today.
Making simple comparisons
SpongeBob is smaller than us.
Offering excuses
I couldn’t come to the party because I was ill.
*Communicative functions for Stages 1 and 2 can also be utilized for Stage 3.
XIV
Assessment Types
Project and portfolio evaluation
Pen and paper tests
(Student-teacher cooperation)
(Including listening and speaking skills)
Suggested
Assessment Types for All Stages
Self-and peer evaluation
Teacher observation and evaluation
Proje ve Portfolyo değerlendirmeleri
Kalem-kağıt sınavları
(Öğrenci ve öğretmen ortak değerlendirme)
(Dinleme ve Konuşma becerilerini de ölçen)
Önerilen
Değerlendirme Etkinlikleri
Öğretmen gözlemleri ve değerlendirmeleri
Öz ve Akran Değerlendirmesi
XV
References
Bayyurt, Y., & Alptekin, C. (2000). EFL syllabus design for Turkish young learners in bilingual school contexts. J. Moon & M. Nikolov (Eds.), Research into teaching English to young learners (pp. 312-322).
Pécs, Hungary: Pécs University Press.
Cameron, L. (2001). Teaching languages to young learners. Cambridge, England: Cambridge University
Press.
Council of Europe (CoE). (2001). Common European framework of reference for languages: Learning,
teaching, assessment. Cambridge, England: Cambridge University Press.
Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Clevedon,
England: Multilingual Matters.
Elyıldırım, S., & Ashton-Hay, S. (2006). Creating positive attitudes towards English as a foreign language.
English Teaching Forum, 44(4). Retrieved from http://eprints.qut.edu.au/12256/
Hale, S. L., & Cunningham, S. A. (2011). Evidence based practice using a thematic based unit for language
development. Paper presented at the Texas Hearing Speech Language Association (TSHA) Annual
Convention, Houston, TX.
Hymes, D. H. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics:
Selected readings (Part 2, pp. 269-293). Harmondsworth, England: Penguin.
Krashen, S. (1988). Second language acquisition and second language learning. New York, NY: Prentice
Hall.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.).
London, England: Oxford University Press.
Mirici, İ. H. (2008). Development and validation process of a European language portfolio model for young
learners. Turkish Online Journal of Distance Education, 9(2). Retrieved from http://tojde.anadolu.edu.
tr/tojde30/index.htm
Richards, J. C. (2006). Communicative language teaching today. New York, NY: Cambridge University
Press.
Rodriguez, T. A. (2001). From the known to the unknown: Using cognates to teach English to Spanishspeaking literates. Reading Teacher, 54(8), 744-746.
Trujillo, F., Torrecillas, J., & Salvadores, C. (2004). Materials and resources for ELT. In D. Madrid & N.
McLaren (Eds.), TEFL in primary education. Granada, Spain: Editorial Universidad de Granada. Retrieved from http://fernandotrujillo.es/wp-content/uploads/2010/05/resources.pdf
Widdowson, H. G. (1978). Teaching language as communication. Oxford, England: Oxford University
Press.
XVI
1
Sıradan ve gündelik deyişlerle somut gereksinimleri karşılamayı hedefleyen son derece yalın ifadeleri anlayabilir ve kullanabilir. Kendini veya bir başkasını tanıtabilir
ve bir kişiye, kendisiyle ilgili sorular – Örneğin oturduğu yer, ilişkileri, sahip olduğu şeyler, vb. üzerine – aynı türden sorulara yanıt verebilir. Eğer kendisiyle konuşan
kişi yavaş ve tane tane kendisine yardımcı olacak biçimde konuşuyorsa, basit bir biçimde iletişim kurabilir.
Giriş ya da Keşif Düzeyi (A1) Ortak Yeti Açıklamaları
Temel Düzey Kullanıcı
İngilizce öğrenmeye yeni başlayan çocukların yabancı dil öğrenmeyi sevmeleri ve bir yabancı dili öğrenirken kendilerine güvenerek, dil öğreniminin zevkli bir süreç
olduğunu benimsemeleri önemlidir. İkinci sınıf İngilizce öğretim programı işte bu gereksinim üzerine kurulmuş olup esas hedefi dili öğrenen/kullananlarda yabancı dil
öğrenme sevgisini oluşturmaktır. İkinci sınıfın kazanımları renkler, sayılar, sınıfta kullandığımız eşyalar, hayvanlar, meyveler, bedenimizdeki organlar ve evimizdeki
oda ve eşyalarla ilgili temel sözcükleri İngilizcenin ses bilgisiyle ilişki kurarak öğrenmiş olmak ve selamlaşma, kendini tanıtma, eşyaları betimleme gibi temel günlük dil
işlevleriyle öğrenilen sözcükleri kullanarak yabancı dili severek öğrenmektir. Bunu yaparken de, dili öğrenen/kullananların eğlenceli görsel, işitsel ve görsel-işitsel araçlarla zenginleştirilmiş oyun temelli etkinlikler aracılığıyla öğrenmeleri planlanmıştır. Bağlam olarak öğrencilerin/dil kullanıcılarının yakın çevrelerini oluşturan sınıf, oyunlar,
lunapark, kır, piknik ve geziler, evimiz ve okul bahçesi gibi ortam ve mekânlar seçilmiştir. Dili öğrenen/kullananların dinleme ve konuşma becerilerinin ağırlıklı olarak
kullanıldığı iletişimsel bir öğrenme ve öğretme yöntemi resimli sözlükler, şarkılar, masal ve çizgi film kahramanları, boyama ve kesme-yapıştırma gibi sanat ve oyun temelli
etkinlikleri temel almıştır. Ayrıca on sözcüğü geçmeyen okuma ve yazma etkinlikleri ders dışı etkinliklerde (ev ödevi, proje ve portfolyo çalışmaları gibi) kullanılmaktadır.
Bu sınıfta, dili öğrenen/kullananların http://adp.meb.gov.tr adresinde bulunan portfolyo değerlendirme çalışmalarına bireysel olarak katılması özendirilmelidir. Dosyaların
içerikleri dili öğrenen/kullananların bireysel portfolyosuna konulmalı ve öğrencinin gelişimi takip edilmelidir.
2. SINIF İNGİLİZCE ÖĞRETİM PROGRAMI
Unit / Theme
1
Words
Communicative Functions and Skills
Listening
• Students will be able to identify words that are
common to both Turkish and English.
• Students will be able to match written letters with
the sounds produced.
Speaking
• Students will be able to use the correct word to
identify certain objects, people or animals.
2. SINIF / 2nd GRADE
electric (e-mail)
doctor (dance)
cake (café/camp)
balloon
ambulance (artist/aspirin)
Posters
Illustrations
Cartoons
Advertisements
Texts
Dossier
• Students prepare a
visual dictionary to show
the words they know in
English.
Project
Assessment
football (film)
Products
Suggested Text and Activity Types
gorilla (garage)
Songs
• Students start filling in
the European Language
Portfolio.
Suggested Lexis/Language Use
hamburger (hotel)
Tables
Story-telling
Reordering
Matching
Listening
Labeling
Games
Flashcards
Drawing and Coloring
Drama/Miming
Cognates
Chants and Songs
Arts and Crafts
Activities
Internet
judo
kangaroo (kilo)
lemon (laptop)
microphone (market)
note
orchestra (office)
picnic (passport/plastic)
quiz
radio (restaurant)
sport (stop/stadium)
television (train)
university
vanilla (video)
wagon
x-ray (extra)
yo-yo (yoghurt/yoga)
zebra
... ambulance/balloon/cake, etc.
That’s a/an ...
2
Friends
2
Unit/Theme
• Students will be able to greet people others in other
languages in addition to Turkish and English.
Intercultural Awareness
• Students will be able to introduce themselves.
• Students will be able to ask questions to learn someone’s name and find out how he or she is doing.
• Students will be able to use everyday expressions for
greeting and meeting someone.
Speaking
• Students will be able to understand when someone
introduces him or herself.
• Students will be able to understand simple expressions
used when greeting and meeting someone.
Communicative Tasks
Games
Labeling
Listening
Matching
Questions and Answers
Reordering
Good morning!
Good afternoon!
Good evening!
Good night!
Good bye!
Bye!
3
TPR
Flashcards
Hi!
Salut! Salaam! Hallo! Bon jour!
Hola! Guten Tag! Ciao! Ahlan we
Sahlan! Hej! Ni Hao!
Hello!
Drama/Miming
Chants and Songs
— Great, thanks.
Arts and Crafts
Activities
— I’m okay, thank you. How are
you?
— I’m fine. You?
How are you?
Songs
Rhymes
— Moody.
Listening
Illustrations
— I’m Moody.
poster to show how
speakers of other
languages greet each
other.
• Students prepare
masks to represent imaginary characters and
then meet others and
introduce themselves.
• Students record their
voices while greeting
each other.
Conversations
— My name is ...
Projects
Assessment
Texts
What’s your name?
Asking someone’s name
Unit/Theme
3
In the
Classroom
Texts
Project
Assessment
Illustrations
Can you repeat?
Excuse me?
Instructions
Apologizing
I’m sorry.
... the window.
Flashcards
Drama/Miming
Chants and Songs
Arts and Crafts
Activities
Songs
Signs
... the door.
Please.
Say ...
Games
Labeling
Listening
Color ...
Reordering
Real-life Tasks
Matching
Cut ...
TPR
... right.
... left.
... a/the mask (it).
Draw ...
Thanks.
Thank you.
Stand up.
Sit down.
... hello/hi.
Open/Close/Shut ...
Excuse me.
• Students play a simple version of “Simon
Says,” performing
the actions called out
by the teacher: “Sit
down;” “Stand up;”
“Turn right;” “Turn
left;” etc.
Listening
• Students will be able to understand instructions
and follow short, simple directions.
Speaking
• Students will be able to respond to instructions
both verbally and by acting accordingly.
• Students will be able to tell others to do things
around the classroom.
Compensation Strategy
• Students will be able to ask for clarification by
asking the speaker to repeat what has been said.
Glue ...
Paint ...
Put ...
Stick ...
Turn ...
4
Numbers
4
Unit/Theme
board, -s
book, -s
crayon, -s
desk, -s
Expressing quantity
Naming numbers
• Students will be able to express numbers and quantities of things.
• Students will be able to understand and say the correct
name of a thing in a particular situation.
Speaking
... five (bags).
... seven (books).
— I am 7.
5
How old are you?
Matching
... four (pencils).
TPR
Reordering
Listening
Labeling
Games
Flashcards
How many ... are there?
Numbers 1-10
count
table, -s
Drama/Miming
Chants and Songs
scissors
• Students will be able to identify and understand the
names of some classroom objects.
• Students will be able to identify the numbers 1
through 10.
Arts and Crafts
pencil, -s
Activities
Songs
• In pairs, students
prepare a puzzle
about numbers
visual dictionary.
Illustrations
Lists
Projects
Assessment
Texts
Listening
paper
bag, -s
Unit/Theme
5
Colors
brown
blue
black
Illustrations
Cartoons
Texts
Projects
Quiz or Exam
Who are you?
Labeling
Games
Assessment
green
Songs
Activities
orange
purple
Arts and Crafts
Naming colors
red
Chants and Songs
color scale by cutting
and pasting colored
papers and then
present it orally.
white
Communicative Tasks
Naming numbers
yellow
Drama/Miming
— Hi, I’m Superhero.
Listening
like
I’m yellow.
Matching
Flashcards
I’m black and white.
Puppets
Reordering
a visual dictionary
by describing their
possessions (a blue
bag, a red book, a
purple flower, a pink
balloon, etc.)
pink
Listening
• Students will be able to understand the names for
colors of things.
Speaking
• Students will be able to introduce themselves by referring to the colors they like.
• Students will be able to name the colors of things.
• Students will be able to express numbers and quantities of things.
I like red and blue.
What color is it?
TPR
— Green.
— It’s red.
How many red crayons are there?
— Three.
6
At the
Playground
6
Unit/Theme
• Students will be able to invite someone to do things
along with them.
Communicative Tasks
Drama/Miming
— No, I don’t.
— Sometimes.
7
Chants and Songs
— Yes!
TPR
Real-life Tasks
Puppets
Matching
Listening
Labeling
Games
Flashcards
Arts and Crafts
— Yes, I do.
Songs
Activities
... walk.
Posters
Poems
Instructions
Illustrations
• Students point to
pictures and say the
activities they do. “I
sing.” “I dance.” etc.
a visual dictionary
to show the actions
they have learned.
Cartoons
Conversations
Projects
Assessment
Texts
Do you dance?
... swing.
... slide.
... sing.
Speaking
... run.
• Students will be able to understand instructions and
follow short, simple directions.
... play (hide and seek).
... jump/skip (rope).
Listening
... dance.
Let’s ...
Unit/Theme
7
Body Parts
mouth, -s
knee, -s
head, -s
hand, -s
finger, -s
eye, -s
ear, -s
Tables
Songs
Products
Posters
Illustrations
Conversations
Texts
• Students bring
a photo or draw a
picture to show/
write the names of
their body parts.
Projects
• Students will be able to understand the names of their
body parts.
Speaking
• Students will be able to show and tell the names of their
body parts.
Look at my nose.
Drama/Miming
Assessment
Talking about possessions
nose, -s
Activities
What is this?
Arts and Crafts
Listening
— This is my finger.
Chants and Songs
Point to your head.
Flashcards
Communicative Tasks
Raise your hand(s).
Games
• Students play
the game “Head,
shoulders, knees
and toes”: The
teacher chants out
“head, shoulders,
knees and toes,
eyes and ears and
mouth and nose,
head, shoulders,
knees and toes.”
The sequence is
repeated several
times, going faster
each time.
— It’s my hand.
• Students will be able to tell someone to do things.
• Students will be able to follow short, simple, spoken
instructions, especially if they include pictures, by pointing and saying the names of their body parts.
Show me your knee.
Labeling
TPR
Real-life Tasks
Matching
Listening
Touch your toes.
8
Pets
8
Unit/Theme
• Students will be able to follow short, simple, spoken,
instructions, especially if they include pictures, by
pointing and saying the names and locations of animals.
• Students will be able to describe pets by using their
previous knowledge and lexis.
... on the car.
... (over) here/ (over) there.
... (right) here/ (right) there.
9
Stories
... in the tree.
TPR
Puppets
Matching
Listening
Labeling
Games
Flashcards
Drama/Miming
Communicative Tasks
Chants and Songs
Arts and Crafts
Activities
Songs
— There are birds ...
Poems
— The birds are ...
• Students will be able to say where the animals are by
pointing and speaking.
Where are the birds?
• Students will be able to say the names of certain pet
animals.
turtle, -s
Illustrations
Fables
rabbit, -s
• Students will be able to identify certain pet animals.
Speaking
Conversations
fish, -es
Listening
big posters by drawing the animals they
learned and writing
their names underneath. They should
also hang them
around the classroom/school.
b) two cats, three
rabbits, five dogs,
etc.
a) a blue fish, a
green dog, an orange
cat, etc.
Captions
dog, -s
Cartoons
colorful visual dictionary to show and
write the names of
pet animals.
Advertisements
bird, -s
cat, -s
Assessment
Projects
Texts
Unit/Theme
9
Fruits
apple,-s
Advertisements
Texts
Projects
Assessment
banana, -s
fruit, -s
• Students draw a
fruit garden to show
and tell the fruits
they see.
Fairy tales
Coupons
Conversations
grapefruit, -s
Activities
Games
their own supermarket brochures
by cutting, sticking,
drawing and writing
with the help of supermarket brochures
or catalogues they
bring to class.
Illustrations
melon, -s
Lists
grape, -s
Listening
orange,-s
Menus
Instructions
• Students will be able to recognize the names of fruits.
peach, -es
Poems
Products
Songs
Do you eat/like apples?
Arts and Crafts
Tables
— Yes, I do.
Chants and Songs
eat
watermelon, -s
lemon, -s
pointing and saying the names of fruits.
Speaking
• Students will be able to ask about and say the names
of the fruits they like.
• Students will be able to tell others to do things with
fruits by pointing and speaking.
Drama/Miming
Communicative Tasks
Cognates
— No, I don’t.
Show me the apples.
Give me the bananas!
Labeling
Flashcards
Color the lemons!
Listening
Eat the grapes!
Cut the peaches.
TPR
Real-life Tasks
Matching
Smell them.
10
Animals
10
Unit/Theme
duck, -s
Chants and Songs
Flashcards
Games
— No, I can’t.
— I can jump, but I can’t fly.
11
I don’t like snakes.
I like monkeys.
I am a horse. I can run.
I am a duck. I can swim.
— Yes, I can.
TPR
Real-life Tasks
Puppets
Matching
Listening
Labeling
Drama/Miming
Can you jump?
Communicative Tasks
Arts and Crafts
They can’t swim.
Activities
Tables
Stories
Songs
Posters
Poems
Illustrations
Fables
Chickens can walk.
Elephants can’t jump.
• Students will be able to say which animals they like/
don’t like.
• Students will be able to say what they or some animals are able to do.
Monkeys can jump.
snake, -s
monkey, -s
lion, -s
horse, -s
goat, -s
Speaking
• Students will be able to understand common expressions dealing with simple and concrete everyday abilities.
• Students will be able to recognize the names of certain
animals.
• Students complete
and hand in the
European Language
Portfolio. Keep the
portfolio at school or
instruct students to
bring it the following
year.
Dossier
• The teacher calls
out the name of an
animal and learners
act it out: e.g., the
teacher says “I am
a cow” and students
pretend to be cows.
b) four snakes, six
goats, eight chickens, etc.
a) a purple cow, a
white horse, a red
monkey, etc.
Cartoons
Conversations
write the names of
Captions
donkey, -s
elephant, -s
Projects
Advertisements
Listening
Quiz or Exam
Texts
cow, -s
Assessment
chicken, -s
İkinci sınıf ders programının özellikle İngilizce öğrenmeye yeni başlayan çocukların yabancı dil öğrenmeyi sevmeleri ve bir yabancı dili öğrenirken kendilerine güvenerek, dil öğreniminin zevkli bir süreç olduğunu benimsemeleri üzerine kurulmuştu. Üçüncü sınıf İngilizce öğretim programı da ikinci sınıfta hedeflenen kazanımların
üzerine kurulmuş olup esas hedefi ikinci sınıf programında yer alan konuların genişletilerek dili öğrenenlere/kullananlara sınıf ortamından daha da uzakta bulunan toplumsal ve coğrafi konu ve durumlarda dili kullandırarak yabancı dil öğrenme sevgisini oluşturmaya devam etmektir. Üçüncü sınıfın kazanımları aile ve akrabalık ilişkileri,
insanları betimlerken kullanılabilecek temel sıfatlar, şehrimizde bulunan bina ve yaşam alanları, hava durumu, karşılıklı konuşmalarımız içinde geçen temel eylemler (fiiller), hayvanlar, taşıtlar, duygularımız, oyuncaklarımız ve evimizde yer alan odalar ve kullandığımız eşyalar gibi günlük yaşamımızda önemli olan nesne, yer ve canlılarla
ilgili temel sözcükleri İngilizcenin ses bilgisiyle ilişki kurarak öğrenmiş olmak ve soru sorma, kişileri tanıtma, yer ve hava durumunu sorma, hayvanlar, yerler ve şekiller
gibi konuları kullanarak basit ancak gerekli bilgileri öğrenme gibi günlük dil işlevlerini kullanarak eğlenceli bir şekilde yabancı dili severek öğrenmektir. Bunu yaparken de,
dili öğrenen/kullananların eğlenceli görsel, işitsel ve görsel-işitsel araçlarla zenginleştirilmiş oyun temelli etkinlikler aracılığıyla öğrenmeleri planlanmıştır. Bağlam olarak
dili öğrenen/kullananların yakın çevrelerini oluşturan sınıf, oyunlar, lunapark, kır, piknik ve hayvanat bahçesi gezileri, evimiz ve okul bahçesi gibi ortam ve mekânlar seçilmiştir. Dili öğrenen/kullananların dinleme ve konuşma becerilerinin ağırlıklı olarak kullandığı iletişimsel bir öğrenme ve öğretme yöntemi Tüm Bedensel Tepki etkinlikleri,
resimli sözlükleri kullanma, şarkı söyleme, masal ve çizgi film kahramanları hakkında konuşma, boyama ve kesme-yapıştırma gibi sanat ve oyun temelli etkinlikleri temel
alınmıştır. Ayrıca dili öğrenen/kullananlar hazırladıkları projelerle öğrendikleri dili üretim odaklı olarak kullanmaya da özendirilirler. On sözcüğü geçmeyen okuma ve yazma etkinlikleri ders dışı etkinliklerde (ev ödevi, proje ve portfolyo çalışmaları gibi) kullanılmaktadır. Bu sınıfta, dili öğrenen/kullananların http://adp.meb.gov.tr adresinde
bulunan portfolyo değerlendirme çalışmalarına bireysel olarak katılması özendirilmelidir. Dosyaların içerikleri dili öğrenen/kullananların bireysel portfolyosuna konulmalı
ve öğrencinin gelişimi takip edilmelidir.
12
Wheel of
Fortune
1
Unit/Theme
Listening
Real-life Tasks
Can I say it?
Can I answer?
It’s ...
• Students will be able to ask for clarification by asking
the speaker to repeat what has been said.
Games
Spin the wheel.
TPR
Say it again.
13
Synonyms and Antonyms
Say that again, please.
Reordering
Flashcards
• Students will be able to tell someone what to do during a game.
Drama/Miming
Communicative Tasks
Cognates
Chants and Songs
Arts and Crafts
Activities
— Yes, I am.
Are you ready?
Numbers 11-20
win
wheel, -s
Songs
Signs
Illustrations
• Students will be able to ask and answer questions using their previous knowledge and lexis.
• Students will be able to say the numbers 11 through 20.
Speaking
• Students will be able to understand instructions and
follow short, simple directions to complete a game.
• Students will be able to recognize the numbers 11-20.
wait
stop
• Students will be able to recognize verbs related to
playing a game.
spin
start
Rhymes
spell
Listening
Instructions
look
Naming numbers
Conversations
letter
• Students start filling in the European
Language Portfolio.
Ask students to bring
in their portfolios
from last year.
Dossier
a wheel of fortune
as an arts and crafts
activity and play the
game with friends.
Captions
ask
Project
Assessment
Texts
answer
3. SINIF / 3rd GRADE
Unit/Theme
2
My family
father, -s
family
cousin, -s
brother, -s
aunt, -s
Posters
Illustrations
Charts
Cartoons
Advertisements
Texts
• Students bring in
family photos or
draw pictures and
introduce their families by preparing a
small poster.
Projects
• Students will be able to recognize kinship terms
(names for family members).
Assessment
grandfather, -s
grandmother, -s
Products
Listening
mother, -s
Drama/Miming
• Students record
their voices while
talking about their
families.
family tree.
Songs
Arts and Crafts
uncle, -s
Who is s/he?
Chants and Songs
Who is this?
Reordering
Real-life Tasks
Matching
Listening
Labeling
Games
Flashcards
— This is my ...
Cognates
— S/he’s my ...
Activities
sister, -s
pointing and stating the relationships of their family
members.
Speaking
• Students will be able to ask about and state the relationships of their family members.
• Students will be able to introduce their family members by pointing to them in a photograph or drawing.
14
People
I love
3
Unit/Theme
• Students will be able to ask and answer questions
about what people can and cannot do.
about personal and physical qualities of individuals.
Speaking
Drama/Miming
— No, he can’t.
15
Communicative Tasks
— Yes, he can.
TPR
Reordering
Real-life Tasks
Matching
Listening
Labeling
Games
Flashcards
Chants and Songs
Arts and Crafts
Activities
Tables
Songs
Posters
Can she run fast?
— No, he isn’t.
— Yes, he is.
Is he strong?
tall/short
• Students will be able to recognize the personal and
physical qualities of individuals.
• Students will be able to follow short, simple spoken
pointing and explaining the personal and physical qualities of individuals.
strong/weak
Lists
old/young
Listening
Conversations
heavy/thin
poster to show/ write
what super heroes,
animals or family
members can and/or
cannot do.
• Students use their
family photo or tree
to report to their
friends what their
family members can
and cannot do.
Cartoons
fast/slow
Project
Assessment
Texts
big/small
Unit/Theme
4
Feelings
Advertisements
Texts
Projects
... dancing.
... crying.
... cooking.
Chants and Songs
Arts and Crafts
Activities
Drama/Miming
Assessment
angry
energetic/tired
Signs
Posters
Poems
Notices
Illustrations
Fables
Conversations
Cartoons
Captions
Expressing feelings
good/bad
surprised
sad
okay
happy/unhappy
Listening
• Students will be able to recognize the names of emotions/feelings.
I am happy.
I feel good.
Songs
... eating.
Stories
... playing.
Flashcards
Games
Labeling
Listening
Matching
Puppets
Real-life Tasks
TPR
• Students bring
in photographs of
themselves or newspaper/advertisement
cut-outs and describe
what they are doing: “This is me. I’m
swimming” or “This
is my brother. He’s
studying.”
a colorful poster to
show and write about
what people are doing in the school yard
or around the city:
Ali is dancing, Yeşim
is singing, Gülten is
eating, etc.
pointing and describing what people are doing at the
moment.
What is Stella doing?
... singing.
— She is ...
... studying.
Speaking
about personal details such as how someone feels.
... swimming.
Communicative Tasks
about what someone is doing at the moment.
16
Toys and
Games
5
Unit/Theme
• Students will be able to tell the kinds and quantity of
the toys they have.
about the quantity of things.
about the shapes of things.
Speaking
pointing and naming the shapes of things.
• Students will be able to recognize the names of toys.
• Students will be able to recognize the names of
shapes.
Listening
Naming colors
Expressing quantity
17
I have two kites and three balls.
Do you have a doll?
— Yes, I do.
— No, I don’t.
How many kites are there?
— Three.
— There are three balls.
It’s yellow and round.
It’s square.
My ball is green.
It’s a yellow kite.
Is it round?
— Yes, it is.
— No. It’s square.
round
square
ball, -s
block, -s
board game, -s
button, -s
playing card, -s
doll, -s
kite, -s
teddy bear, -s
toy, -s
Activities
Arts and Crafts
Chants and Songs
Cognates
Communicative Tasks
Drama/Miming
Flashcards
Games
Labeling
Listening
Matching
Real-life Tasks
TPR
Texts
Advertisements
Charts
Conversations
Coupons
Fairy tales
Illustrations
Instructions
Lists
Poems
Posters
Products
Songs
Tables
• Students bring
their favorite toys to
class and show them
to their friends.
b) a round kite, a
square card, etc.
a) a black ball, a red
kite, a brown teddy
bear, etc.
write the words for:
Projects
Quiz or Exam
Assessment
Unit/Theme
6
My House
garage
bedroom
bathroom
Illustrations
Conversations
Advertisements
Texts
a model house and
describe it to their
friends.
Projects
cup, -s
Arts and Crafts
Activities
Games
Assessment
home
Posters
kitchen
Products
Listening
living room
Songs
computer game, -s
Chants and Songs
Tables
kettle, -s
Communicative Tasks
Is it big or small?
Labeling
Where is ...?
Real-life Tasks
• Students bring in
advertisement cutouts and describe
the rooms shown in
them.
playroom
• Students will be able to recognize the names of the
rooms in a flat/house.
bed, -s
shampoo
Drama/Miming
chair, -s
soap
pointing and saying the names of the rooms in an apartment/house.
• Students will be able to ask about and tell the names
of the rooms in an apartment/house.
sofa, -s
Speaking
• Students will be able to ask about and tell the location
of things in the rooms in an apartment/house.
— It’s big (small).
Listening
Flashcards
— It’s a big (small) room.
— It’s in the bathroom.
TPR
Matching
— It’s on the bed.
— It’s under the table.
18
In My City
7
Unit/Theme
campus
carnival
hospital
Describing places
• Students will be able to say when they don’t know the
answer to a question.
• Students will be able to tell where people are at the
moment.
• Students will be able to ask about and tell where buildings and other places are in a city by pointing to a map.
Speaking
pointing and saying the names of buildings and parts of
a city.
school
• Students will be able to recognize the names of buildings and parts of a city.
a model town or
draw a map of their
city and describe it
by pointing to some
major buildings and
places.
19
I don’t know that.
I’m really sorry.
— I’m sorry. I don’t know.
— Over there.
Where is the zoo/park?
— At the park.
Where is Poko?
Communicative Tasks
She’s in İzmir
TPR
Role-Play
Real-life Tasks
Matching
Listening
Labeling
Games
Flashcards
Drama/Miming
Cognates
Chants and Songs
Arts and Crafts
Activities
Tables
Songs
Signs
Posters
Notices
Notes and Messages
Lists
Illustrations
Project
Advertisements
Assessment
Texts
Where is Stella now?
— In the classroom.
— At the museum.
Where are you now?
zoo
shopping center
park
Listening
museum
bank
Apologizing
Unit/Theme
8
Transportation
boat, -s
bike, -s
bus, -es
train, -s
ship,-s
plane, -s
motorcycle, -s
helicopter, -s
car, -s
Listening
• Students will be able to recognize the names of vehicles.
pointing and saying the names of some vehicles.
city
Where is the boat?
— (It’s) on the sea.
— It’s here/there.
How can I get to Istanbul?
— You (can) ...
... take a/the
Activities
Arts and Crafts
Chants and Songs
Cognates
Communicative Tasks
Drama/Miming
Flashcards
Games
Labeling
Listening
Matching
Puppets
Real-life Tasks
Reordering
Role-Play
TPR
Texts
Advertisements
Captions
Cartoons
Conversations
Illustrations
Instructions
Maps
Poems
Signs
Songs
Stories
Tables
• Students will be able to follow directions that lead
them to a certain place.
Speaking
about where vehicles are right now.
about how one can get to a certain place by taking certain vehicles.
... plane/train/boat/bus.
... plane/train/boat/bus.
... go by
20
Assessment
Projects
a model country or
draw a map and report how one can get
from one place (city)
to another.
advertisement cutouts: name and
describe the vehicles
they see by using
their prior knowledge.
Weather
9
Unit/Theme
nice
rain (rainy/raining)
snow (snowy/snowing)
about what people are doing at the moment.
about the weather conditions specific to a geographic
area.
Speaking
• Students will be able to understand what people are
doing at the moment.
• Students will be able to identify various weather conditions.
Listening
hot
Drama/Miming
— Ankara/It is cold/sunny, etc.
— It’s cold in Ankara.
Labeling
Listening
— He is walking.
— He is swimming.
21
— No, it’s hot and sunny.
“Is it rainy in the desert?”
Reordering
— It’s rainy/snowy.
TPR
How is the weather?
Matching
Games
What is Poko doing there?
Flashcards
Communicative Tasks
Chants and Songs
Arts and Crafts
Activities
Songs
Lists
a visual dictionary
to show the weather
conditions and actions learned.
model city or draw
a map and tell what
people are doing
at the moment by
pointing at them.
Conversations
Illustrations
Projects
Assessment
Texts
How is the weather in Ankara?
Poko is in Ankara.
warm
sunny
cold
Describing places
Unit/Theme
10
Nature
Expressing quantity
Describing places
seahorse,-s
seagull, -s
pigeon, -s
ladybird,-s
frog, -s
dolphin, -s
bee, -s
Songs
Posters
Instructions
Illustrations
Conversations
Cartoons
Texts
• Students record
their voices while
having a dialogue
about the animals
they see.
Projects
Quiz or Exam
Assessment
Naming colors
sharks, -s
Listening
Activities
Arts and Crafts
Chants and Songs
Communicative Tasks
Drama/Miming
Flashcards
Games
Labeling
Listening
Matching
Puppets
Real-life Tasks
Reordering
TPR
and hand in the
European Language
Portfolio. Keep the
portfolio at school
or instruct students
to bring it back the
following year.
Dossier
visual dictionary to
show the names and
pictures/drawings of
the animals learned.
whale, -s
This is a picture of a frog. It’s big
and green.
• Students will be able to recognize the names of animals.
pointing and saying the names of animals and their
quantity and colors.
I like/love dolphins, but I don’t like
sharks.
Are there three dolphins?
Speaking
about the animals they like and don’t like.
— Yes, there are three dolphins.
This whale/It is blue.
— No, there is one dolphin.
about the quantity of the animals they see.
about the colors of animals.
Is the whale red?
— Yes, it is.
— No, it isn’t.
22
23
İlköğretim ilk kademe İngilizce eğitiminin en önemli hedefi çocukların İngilizce öğrenimine karşı olumlu tutum geliştirmeleridir. Bu nedenle, 4. sınıfta yapılması planlanan tüm etkinlikler çocukların ilgi alanlarına, sosyal, fiziksel ve zihinsel gelişimlerine uygun olarak tasarlanmıştır. Başardıkları her etkinliğin, onların kendine güvenlerini,
motivasyonlarını ve İngilizce öğrenmeye karşı olumlu tutumlarını artırması amaçlanmıştır. Dördüncü sınıfın temel kazanımları yiyecekler ve içecekler, renkler, sayılar,
boş zaman etkinlikleri, günlük faaliyetler, meslekler, iş yerleri, giysiler, hava durumu, fiziksel ve kişisel özellikler, ülkeler ve milliyetler ile ilgili temel sözcükleri doğru sesletimleriyle öğrenmiş olmak; izin istemek, rica etmek ve bunlara uygun şekilde cevap vermek, temel ihtiyaçlarını belirtmek, basit komutlar verebilmek, yapabildiklerini
ve yapamadıklarını söylemek, günün değişik bölümlerindeki rutin faaliyetlere ilişkin konuşmak, yapmaktan hoşlandığı ve hoşlanmadığı faaliyetlerden bahsetmek gibi
temel günlük iletişim işlevlerini yerine getirebilmektir. Bu işlevleri gerçekleştirirken daha önceden kazanılmış sözcük ve işlev bilgilerini, hedef sözcükler ve işlevlerle harmanlayarak kullanabilmeleri amaçlanmaktadır. Dördüncü sınıf öğretim programı ağırlıklı olarak konuşma ve dinleme becerilerine odaklı ve etkin dil kullanımına dayalı
bir biçimde tasarlanmış, aynı zamanda hedef yaş grubunun ilgi ve becerilerine uygun faaliyetler ile desenlenmiştir. Hedeflenen kazanımları edindirmek için tasarlanan
etkinlikler özellikle dinleme ve konuşma becerisi odaklı olup, temelde, oyunlar, şarkılar, canlandırmalar, boyama, kesme-yapıştırma ve resim etkinliklerinin kullanıldığı
iletişim ve dil üretimi odaklı çalışmalardır. Dolayısıyla, etkinlik tasarımında görsel, işitsel ve görsel-işitsel materyaller kullanarak zenginleştirilmiş sınıf ortamları sağlanması
planlanmıştır. Ayrıca sınırlı okuma ve yazma etkinlikleri özellikle proje ve portfolyo çalışmalarında kullanılmıştır. Bağlam belirlenirken ise, çocukların dünyasında mevcut
olan ortam, dil ihtiyacı ve nesnelerden yola çıkılmıştır (örn: sınıfım, arkadaşlarım, boş zamanlarım, bir günüm vs.). Dili öğrenen/kullananların, sınıf içinde öğrendiklerini
sınıf dışındaki yaşantılarına aktarabilmelerine olanak sağlayan yapılandırmacı bir yaklaşım hedeflenmiştir. “Benden-evrene” ilkesi, bağlam kurgulamasında öncelikli rol
oynamış, programı oluşturan tema ve işlevler sarmal bir yapı ile tasarlanmıştır. Bu sınıfta, dili öğrenen/kullananların http://adp.meb.gov.tr adresinde bulunan portfolyo
değerlendirme çalışmalarına bireysel olarak katılması özendirilmelidir. Dosyaların içerikleri dili öğrenen/kullananların bireysel portfolyolarına konulmalı ve öğrencinin
gelişimi takip edilmelidir.
Unit/Theme
1
In the
Classroom
4. SINIF / 4th GRADE
eraser,-s
Apologizing
join
pencil case, -s
leave
pencil sharpener, -s
stay
Listening
turn on/off
ruler, -s
• Students will be able to understand short and clear
speech on making requests and asking for permission.
Numbers 21-100
take
• Students will be able to recognize simple classroom
instructions.
May I come in?
— Yes, you may.
— Sure/Of course.
— Sorry, not right now.
Give me the book, please.
— Excuse me?
Activities
Arts and Crafts
Chants and Songs
Communicative Tasks
Drama/Miming
Flashcards
Games
Listening
Matching
Puppets
Real-life Tasks
Reordering
Role-Play and Simulations
Speaking
TPR
Texts
Captions
Cartoons
Charts
Conversations
Illustrations
Instructions
Lists
Notes and Messages
Notices
Posters
Signs
Songs
Tables
• Students will be able to recognize numbers twenty
through one hundred.
Speaking
• Students will be able to interact with their classmates
through asking for and giving permission in short sentences and phrases.
— Here you are.
— Say that again, please.
The pencil, please.
• Students will be able to make requests and tell others
what to do using rehearsed simple phrases and short
sentences.
• Students will be able to give and respond to simple
instructions verbally.
Clean the board, please.
Shukran, Merci, Gracias, Grazie,
Danke, Efharisto, Arigato.
Quiet, please.
Turn around, please.
Please come in.
• Students will be able to count to one hundred.
• Students will be able to say ‘thank you’ in different
languages.
24
Assessment
Projects
simple puppets and
practice how to ask
for permission, make
requests and tell
someone what to do.
poster of classroom
rules with a list of
simple instructions
and visuals.
Dossier
• Students start filling
in the European Language Portfolio.
Children’s
Day
2
Unit/Theme
• Students will be able to identify flags and national
dress of different countries.
about people, their nationalities and home countries if
articulated slowly and clearly.
Speaking
• Students will be able to identify different people’s
personal possessions.
• Students will be able to recognize personal information about other people such as where they are from and
where they live.
Listening
25
— Maybe. / I think so.
Look at the girl with the red kimono.
Is she from Japan?
She lives in Turkey.
— She is from Germany.
Where is she from?
Where are you from?
— It’s in Europe.
Where is Germany?
— I don’t think so.
— I think so.
— No, she isn’t.
— Yes, she is.
Is she Russian?
— No, I’m not.
Are you British?
Europe
Australia
Asia
America
Africa
Countries and nationalities (Turkey/
Turkish, etc.)
Activities
Arts and Crafts
Chants and Songs
Cognates
Communicative tasks
Drama/Miming
Drawing and coloring
Flashcards
Games
Labeling
Listening
Matching
Puppets
Questions and answers
Real-life Tasks
Reordering
Role-play and Simulations
Speaking
Storytelling
TPR
Captions
Cartoons
Charts
Conversations
Illustrations
Instructions
Lists
Maps
Postcards
Posters
Products
Rhymes
Songs
Tables
Texts
a “Children’s Day”
picture illustrating
children around the
world.
finger puppets (of
different nationalities) and practice
short dialogues
about where they are
from and where they
live.
Projects
Assessment
Unit/Theme
3
Free Time
flying a kite
drawing
coloring book, -s
Suggested Lexis/ Language Use
... chess
... with marbles
playing ...
... table tennis
Listening
• Students will be able to understand the gist and key
information in short, recorded passages of people talking about their likes and dislikes.
watching cartoons
riding a bike
reading comics
Speaking
• Students will be able to say what they like doing.
Do you like dancing?
— Yes, I do.
Do you like watching cartoons?
— No, I don’t.
I like reading.
Activities
Arts and Crafts
Chants and Songs
Cognates
Communicative Tasks
Drama/ Miming
Flashcards
Games
Labeling
Listening
Matching
Real-life Tasks
Speaking
TPR
Texts
Captions
Cartoons
Charts
Conversations
Illustrations
Notices
Poems
Posters
Rhymes
Songs
Stories
Tables
• Students will be able to ask people questions about
what they like and answer such questions addressed to
them provided they are articulated slowly and clearly.
• Students will be able to ask others to repeat what they
have said or to talk slowly.
I like swimming.
I don’t like playing chess.
I like singing.
I like learning English.
I like my friends and my teacher.
Repeat, please?
Pardon?
Slowly, please.
26
Assessment
Projects
a questionnaire
(find someone
who ...) on identifying others’
likes and dislikes,
and apply it in
the classroom/at
school.
a chart illustrating
their most popular
free time activities
and hobbies in the
class.
Cartoon
Characters
4
Unit/Theme
climb a tree
• Students will be able to deliver a very brief speech
about their own and other people’s abilities when they
are given time for advance preparation.
• Students will be able to talk about their own and others’ possessions.
Speaking
• Students will be able to recognize what others possess
provided that the speech is clear, short and slow.
• Students will be able to get the main idea when people
describe their own or others’ abilities in clear and short
sentences.
Listening
catch
... the guitar/the piano, etc.
27
Your cartoon character can/can’t ...
My hero can/can’t ...
These are his/her books.
Can you play the piano?
Is this your flute?
This is my guitar, and I can play it.
I can read English books.
He can swim.
He can’t ride a bike, but I can.
— Yes, I can.
Can you speak English?
— Yes, he can/No, he can’t.
Can he jump?
take pictures
ride a horse
play ...
drive
do puzzles
dive
cook
carry
Activities
Arts and Crafts
Chants and Songs
Cognates
Communicative Tasks
Drama/Miming
Flashcards
Games
Listening
Matching
Puppets
Speaking
Storytelling
TPR
Texts
Captions
Cartoons
Charts
Conversations
Illustrations
Notices
Poems
Posters
Products
Rhymes
Songs
Stories
Tables
poster about “amazing animals” and
what they can do.
• Students draw and
present an imaginary
hero with super
powers.
Projects
Assessment
Unit/Theme
5
My Day
Listening
• Students will be able to extract the gist and relevant
specific information in short recorded passages about
predictable everyday routines which are spoken slowly
and clearly.
• Students will be able to recognize the time in short
and clear speech.
Speaking
• Students will be able to give personal information on
the daily routines they do at different times of the day.
• Students will be able to ask and answer and initiate
and respond to simple statements about their daily routines.
• Students will be able to ask and answer about the
time.
Texts
Activities
Arts and Crafts
Chants and Songs
Communicative Tasks
Drama/Miming
Flashcards
Games
Listening
Matching
Puppets
Real-life Tasks
Reordering
Speaking
Storytelling
TPR
Advertisements
Captions
Cartoons
Charts
Conversations
Fables
Fairy tales
Illustrations
Lists
Notes and Messages
Poems
Postcards
Posters
Products
Rhymes
Songs
Stories
Tables
do homework
get dressed
go ...
... shopping
... to the playground
... to bed
have ...
... a shower
... breakfast/lunch/dinner
meet friends
wake up
wash
at noon/night
in the morning/afternoon
I wake up in the morning. I have
breakfast with my mother and
brother.
I meet my friends at school.
I go to the playground in the afternoon.
I go shopping with my mom.
I do my homework.
I go to bed at night.
What do you do at noon?
— I have lunch at school.
What time is it?
— It’s 7 o’clock.
— It’s 4:40.
— It’s 2:25.
28
Assessment
Projects
timetable showing
what they do during
the day and present
their daily routines
to the class.
“daily activities”
cards (collage/
drawing) and play a
TPR and guessing
game by miming the
actions on the cards
they have picked up.
a clock as a craft
activity to practice
time and numbers.
Doing
Experiments
6
Unit/Theme
brush, -es
cover, -s
experiment, -s
Talking about locations
— Behind the box
• Students will be able to ask for an English word that
they do not know.
29
What is .... in English?
What is ...?
— Near that glass.
— It’s in front of the bottle.
Where is the brush?
Water it.
Plant it.
Mix black and white, and you get
gray.
Fold it.
Don’t cut it now!
Cut the paper.
• Students will be able to ask and answer very simple
clarification questions through short expressions or
mimes and actions.
about locations of objects.
• Students will be able to describe locations of people
and things.
• Students will be able to give short, basic instructions.
Speaking
stir
shake
scientist, -s
plant, -s
• Students will be able to understand and follow simple
instructions if addressed to them slowly.
• Students will be able to recognize phrases/descriptions
about locations.
mix
Listening
fold
box, -es
Activities
Arts and Crafts
Chants and Songs
Communicative Tasks
Drama/Miming
Flashcards
Games
Labeling
Listening
Matching
Real-life Tasks
Reordering
Speaking
TPR
Texts
Captions
Cartoons
Charts
Conversations
Illustrations
Instructions
Lists
Poems
Posters
Products
Rhymes
Songs
Tables
a poster illustrating
the steps of an experiment with simple instructions.
Project
Quiz or Exam
Assessment
Unit/Theme
7
Jobs
dancer, -s
chef, -s
businessman, -men
singer, -s
policewoman, -women
policeman, -men
pilot, -s
fireman, -men
farmer, -s
Listening
• Students will be able to identify other people’s jobs,
likes and regular activities when stated in clear and
short sentences.
Speaking
teacher, -s
vet, -s
writer, -s
at the police station
What is your job?
— I’m a doctor. I work at a hospital.
— I’m a farmer. I like animals and I
work on a farm.
Activities
Arts and Crafts
Chants and Songs
Communicative Tasks
Drama/Miming
Flashcards
Games
Labeling
Listening
Matching
Puppets
Reordering
Speaking
Storytelling
TPR
Texts
Advertisements
Captions
Cartoons
Charts
Conversations
Illustrations
Lists
Poems
Posters
Products
Rhymes
Songs
Stories
• Students will be able to talk about other people’s jobs,
regular activities and likes in simple sentences.
• Students will be able to ask and answer questions on
what people do regularly and what they like doing using
short sentences and phrases.
• Students will be able to start and continue a conversation by using simple phrases and sentences, along with
mimics and gestures, to make their meaning clear.
What does she do?
What does she like?
— She’s a teacher, and she likes
teaching children.
Where does she work?
— at a post office.
30
Assessment
Projects
a collage about
people’s jobs and
where they work.
a visual (with photos and drawings)
to be displayed
about their parents
and their jobs.
a poster illustrating
themselves doing
their dream jobs.
My Clothes
8
Unit/Theme
sunglasses
Telling people what to do
• Students will be able to ask people for things and give
people things.
• Students will be able to ask and answer simple questions and initiate and respond to simple statements in
areas of immediate need or on very familiar topics (e.g.,
the weather).
31
— No, sorry, it’s broken.
— Here you are.
May/Can I borrow your umbrella?
— It’s cold and snowy.
What’s the weather like in Ankara
in winter?
— It’s windy. Put on/wear your coat.
— It’s rainy today. I need my umbrella.
• Students will be able to describe the weather.
• Students will be able to name the seasons.
What’s the weather like?
winter
summer
spring
autumn/fall
wear
put on
borrow
Speaking
• Students will be able to recognize the names of the
seasons in short and clear speeches.
• Students will be able to understand the essential information in short recorded passages dealing with predictable, everyday matters (clothes and weather conditions)
which are spoken slowly and clearly and when there is
visual support.
Listening
sock, -s
trousers
skirt, -s
Naming the seasons of the year
shoe, -s
jeans
hat, -s
Activities
Arts and Crafts
Chants and Songs
Communicative Tasks
Drama/Miming
Flashcards
Games
Labeling
Listening
Matching
Real-life Tasks
Reordering
Speaking
Storytelling
TPR
Advertisements
Captions
Cartoons
Charts
Conversations
Fables
Illustrations
Lists
Notes and Messages
Poems
Postcards
Posters
Rhymes
Signs
Songs
Stories
Tables
dress, -es
glove, -s
Texts
boot, -s
a puppet with seasonal clothes and
describe him/her
(video recording is
suggested).
• Students dress
up a card figure
according to one
season and label
the clothes.
a seasonal weather
chart/ table and
classify the clothes
they wear under
the corresponding
seasons.
Projects
Assessment
Unit/Theme
9
My Friends
Listening
• Students will be able to understand the main point in
short, clear, simple messages and announcements (e.g.,
describing people and their features).
Speaking
• Students will be able to describe their friends and
other people (family members, teachers, etc.).
• Students will be able to ask and answer about other
people’s physical characteristics and personality.
Texts
Activities
Arts and Crafts
Chants and Songs
Communicative Tasks
Flashcards
Labeling
Listening
Matching
Puppets
Real-life Tasks
Reordering
Speaking
Storytelling
TPR
Advertisements
Captions
Cartoons
Charts
Conversations
Fables
Fairy tales
Illustrations
Lists
Poems
Postcards
Posters
Products
Rhymes
Songs
Stories
Tables
beard
celebrity
dark
cheerful
energetic
fair
famous
freckles
friendly
funny
nice
polite
rude
short/tall
shy
straight
wavy
What is she like?
She is quiet and hardworking.
What does he look like?
He has curly hair and a moustache.
He has blue eyes.
His legs are very long.
I have brown hair.
She is/isn’t very friendly.
My best friend is cheerful and energetic.
My mother is tall and slim, and she
has a lovely smile.
32
Assessment
Quiz or Exam
Projects
a poster about
a friend or family member using
photos and simple
phrases.
• Students work in
pairs. One student
describes his/her
favorite celebrity
(e.g., Her hair is
curly. / He is tall
and thin.) and the
other draws a picture based on the
description.
Food and
Drinks
10
Unit/Theme
• Students will be able to identify popular food across
cultures.
• Students will be able to express how they feel and
what they want in simple and short sentences and
phrases.
• Students will be able to ask and answer questions, initiate and respond to simple statements about their basic
needs and feelings
Speaking
• Students will be able to identify others’ needs and
feelings if stated in simple and clear speech.
• Students will be able to comprehend offers about their
basic needs.
• Students will be able to recognize simple words and
phrases about food and drinks.
Listening
Expressing feelings
33
Pizza, sushi, kebab, fish and chips,
Turkish delight
Pizza is an Italian food.
Is she thirsty?
— Yes, she is. / No, she isn’t.
I want some milk, please.
What about an apple?
— Not now, thanks.
— No, thanks, maybe later.
Do you want a sandwich?
Want a sandwich?
Would you like a sandwich?
— No, thanks. I’m full.
— Yes, please.
Are you hungry?
— Yes, I am, and I want some ...,
please.
— No, I’m not hungry.
now/later
bread
butter
cheese
cupcake, -s
honey
milk
olive, -s
pasta
soup
tea
Activities
Arts and Crafts
Chants and Songs
Communicative Tasks
Drama/Miming
Flashcards
Games
Labeling
Listening
Matching
Real-life Tasks
Speaking
Storytelling
TPR
Texts
Advertisements
Captions
Cartoons
Conversations
Coupons
Illustrations
Lists
Menus
Posters
Products
Rhymes
Signs
Songs
Stories
Tables
and hand in the
European Language
Portfolio.
Dossier
a menu for an imaginary restaurant by
using drawings and
visuals.
card game of matching pairs of pictures
of food and drinks to
play individually or
in groups.
Projects
Assessment
5. Sınıf öğretim programının temel amacı dili öğrenen/kullananların İngilizce öğrenmeye olan ilgilerini artırmak ve bu dili gerçek yaşamda kullanabilmelerini sağlamaktır.
5. Sınıfın temel kazanımları dili öğrenen/kullananların yaşadıkları şehir, fiziksel rahatsızlıkları, günlük işleri, hobileri, parti gibi sosyal faaliyetleri, duyguları ve spor
gibi ilgi alanları ile ilgili temel sözcükleri iletişimde oldukları kişilerin anlayabileceği şekilde seslendirerek kullanabilmektir. Bunun yanı sıra selamlaşmak, izin istemek,
kişisel düşüncelerini, beğenilerini, ihtiyaçlarını ifade etmek, miktar belirtmek, düzenli olarak yaptıkları işleri ifade etmek, saati söylemek, zorunluluk ifade etmek, o
anda ne yaptıklarını anlatmak, yol tarif etmek gibi temel dil işlevlerini yerine getirebilmeleridir. Tüm bunları gerçekleştirebilmek için görsel, işitsel ve görsel-işitsel
araçlar kullanılması, derslerin dinleme ve konuşma odaklı olması ve öğrencilere dil hakkında bilgi yüklenmesinden ziyade, dili iletişim odaklı etkinlikler yoluyla
kullanarak öğrenmelerinin sağlanması hedeflenmiştir. Ders araç-gereçleri olarak bu yaş grubu dili öğrenen/kullananların ilgisini çekebilecek olan çizgi film, poster,
resim, masal, öykü, harita, resimli sözlük, kartpostal, şarkı, şiir, liste, menü ve tekerleme gibi metinler kullanılması planlanmıştır. Dili öğrenen/kullananların dili oyunlar,
gerçek yaşamla ilgili faaliyetler, çizme-boyama, rol yapma, dinleme-konuşma, anlatma gibi tekniklerle severek öğrenmesi hedeflenmiştir. Yazma etkinlikleri ders dışı
etkinliklerde (ev ödevi, proje ve portfolyo çalışmaları gibi) kullanılmaktadır. Bu sınıfta, dili öğrenen/kullananların http://adp.meb.gov.tr adresinde bulunan portfolyo
değerlendirme çalışmalarına bireysel olarak katılması özendirilmelidir. Dosyaların içerikleri dili öğrenen/kullananların bireysel portfolyosuna konulmalı ve öğrencinin
gelişimi takip edilmelidir.
34
My Daily
Routine
1
Unit/Theme
• Students will be able to make use of visual aids while
listening or reading to aid understanding.
Compensation Strategies
• Students will be able to comprehend short, simple
texts describing daily routines.
Reading
• Students will be able to use simple sentences and
phrases to talk about their and their family member’s/
friends’ daily routines and tell the time with pausing to
search for expressions and less familiar words.
• Students will be able to ask and answer simple questions related to daily routines, but communication is
dependent on repetition, rephrasing and repairs.
Speaking
• Students will be able to understand the time.
• Students will be able to understand the essential information from short, recorded passages dealing with
routines, which are spoken slowly and clearly.
Listening
brush, -es
35
— I brush my teeth in the morning
and at night.
When do you brush your teeth?
— We arrive at school at quarter
past eight.
What time do you arrive at school?
— He goes to bed around quarter to
seven.
What time does your little brother
go to bed?
— I watch TV every evening.
When do you watch TV?
— It’s half past nine.
What time is it?
toothbrush, -es
talk
ride the bus
go online
get out of bed
comb, -s
call
arrive
Activities
Communicative Tasks
Drama/Miming
Flashcards
Games
Labeling
Listening
Real-life Tasks
Reordering
Speaking
Story-telling
TPR
Texts
Advertisements
Captions
Cartoons
Charts
Conversations
Illustrations
Notes and Messages
Poems
Postcards
Posters
Rhymes
Songs
Stories
Tables
Language Portfolio.
Dossier
• If they can, students interview a
foreigner and learn
his/her daily routine.
• Students interview
a neighbor/parent/
teacher at school,
asking about his/her
typical day and reporting to the class.
• Students draw
a picture story of
their daily routines
and report it to their
classmates.
Projects
Assessment
Unit/Theme
2
My town
... the barber
... the mosque
... the library
around ...
Cartoons
Captions
Advertisements
Texts
Projects
... the church
Instructions
Maps
Notes and Messages
Notices
Postcards
Posters
Signs
Tables
Activities
Cognates
Communicative Tasks
Flashcards
Labeling
Listening
Matching
Assessment
... the pharmacy
... the bakery
Conversations
... the shop and the bus stop
between ...
... the book/toy shop
next to ...
... the pool
opposite ...
Excuse me, how can I get to the city
center?
— Go (straight) ahead and turn left
on Ayışığı Street.
— Thanks.
Excuse me, where is the bus station?
— It’s on Papatya Street.
• Teacher prints out
and gives the students maps/satellite
pictures/drawings
of different cities
in Turkey. Students
prepare leaflets giving short directions,
using less than 10
words, to important
places in these cities;
e.g., tourist attractions.
• Students draw a
map of their neighborhood or city and
give directions to
different places.
Listening
• Students will be able to understand simple directions
on how to get from X to Y.
Speaking
• Students will be able to ask people questions about the
locations of places and answer such questions addressed
to them provided they are articulated slowly and clearly.
• Students will be able to give directions provided that
their interlocutor helps them.
Reading
• Students will be able to understand information about
where important places are.
• Students will be able to recognize the use of rising
intonation to ask for clarification.
Real-life Tasks
Speaking
— I am at the library.
TPR
Where are you?
Library?
— Yes, the library.
36
Hello!
3
Unit/Theme
Charts
Conversations
history
language class/course
• Students will develop an awareness of world languages.
• Students will be able to read picture stories, conversations and cartoons about personal information. Students
will be able to read their time table for their lessons.
Reading
• Students will be able to ask for and provide simple
personal information.
• Students will be able to introduce themselves and
other people.
Speaking
• Students will be able to understand simple personal
information.
Listening
Puppets
— Yuka speaks English and Japanese.
37
Nice meeting you.
Nice to meet you.
— We like PE.
— I like maths
What are your favorite classes?
Matching
— Two; I speak English and German.
Speaking
Reordering
Real-life Tasks
Listening
Labeling
Games
Flashcards
Communicative Tasks
Cognates
Activities
Signs
Posters
Notices
How many languages do you
speak?
— I study at Atatürk Elementary
School.
Where do you study?
countries and languages (Greece/
Greek, etc.)
social studies
science
physical education (PE)
Illustrations
Cartoons
geography
math(s)
Captions
primary/elementary/high school
Texts
art
• Students start filling in can-do statements at the end of
each unit.
Dossier
time table showing
their class schedule.
• Students choose
a foreign language
and learn how to say
“How are you” and
“I’m fine” in that
language, using the
Internet or asking a
parent/family friend.
Projects
Assessment
Unit/Theme
4
Games and
Hobbies
Texts
Projects
Assessment
blind man’s buff
Cartoons
Posters
Postcards
Conversations
Charts
camping
checkers
Chinese whispers
collecting stamps
dodge ball
Rhymes
fishing
origami
a poster explaining
a children’s game
played in another
country.
another student/
teacher/neighbor and
learn his hobbies,
recording them in
their portfolios.
poster to show the
hobbies they do/
would like to do.
Listening
sculpting
Stories
Tables
tick
Do you go fishing?
• Students will be able to comprehend conversations on
people’s hobbies, likes, dislikes, and abilities provided
that their interlocutor speaks clearly and slowly.
Speaking
Activities
Chants and Songs
Cognates
— No, I don’t. I play computer
games.
What are your hobbies?
Story-telling
Speaking
Reordering
Real-life Tasks
Matching
Listening
Labeling
Flashcards
Drama/Miming
Communicative Tasks
— No, but I can play chess.
Can you play checkers?
Keiko and Yuka like origami.
Julio lives in Madrid and he likes
playing tick. He calls it ‘tiente’.
Yin lives in Beijing and he likes
playing blind man’s bluff.
— Collecting stamps.
• Students will be able to ask and answer questions in a
simple way regarding hobbies, likes, dislikes, and abilities.
• Students will be able to give information about other
people’s hobbies and abilities using simple phrases and
sentences.
Reading
• Students will be able to follow a simple story provided
that it has visual aids.
• Students will be able to see the commonalities in
terms of children’s games in different countries.
Can your mother play chess?
— Yes, and she can do origami.
38
Health
5
Unit/Theme
fever
have a pain/ache
texts about illnesses and people’s needs and feelings,
especially when they are accompanied by pictures.
Reading
• Students will be able to use simple phrases and sentences to express how they feel, what illness they have,
and what they need.
• Students will be able to ask and answer simple questions to express basic needs and feelings provided the
other person uses gestures when necessary.
Speaking
names of illnesses: cold, flu, etc.
• Students will be able to identify everyday illnesses and
understand some of the suggestions made.
39
He feels cold and tired. He needs his
blanket.
— Get well soon.
— Stay in bed.
— You should stay in bed.
I have a fever.
My stomach hurts.
I have the flu.
I feel cold.
tooth
stomach
sore throat
sneeze
medicine
Listening
Story-telling
Speaking
Reordering
Real-life Tasks
Matching
Listening
Labeling
Games
Flashcards
Drama/Miming
Activities
Tables
Stories
Songs
Rhymes
Posters
Lists
Illustrations
Fables
Conversations
Charts
• Students role play
having an illness,
and their friends
tell them what they
should do to get
better.
Captions
dentist
hurt
a picture story and
tell what they need
when they are sick.
cough
Expressing feelings
Cartoons
Projects
Advertisements
Assessment
Texts
back
Unit/Theme
6
Movies
Describing what people do
evil
beautiful
brave
Cartoons
Advertisements
Texts
Projects
Quiz or Exam
Fairy tales
Illustrations
Posters
Signs
Stories
Tables
Activities
Cognates
Drama/Miming
Flashcards
Games
Labeling
Assessment
Expressing dislikes
film poster as a group
and describe the characters in the movie.
Communicative Functions & Skills
film types: action, animation, cartoon, comedy, horror, etc.
Conversations
frightening
travel
What time is the movie?
— It’s at half past four.
What’s your favorite film?
— Ice Age.
— I like Spirited Away.
Listening
Matching
Puppets
I don’t like/hate horror movies.
Superman is very strong.
Real-life Tasks
• In groups, students
make a survey to find
out the most popular
types of movies in the
class.
• Students watch ageappropriate Englishlanguage movies and
talk about the cultural
aspects that are similar to/different from
their home culture.
• Students draw a fairy
tale/ children’s story
in their portfolios and
tell their friends what
kind of a story it is;
e. g., comedy, horror,
etc., and describe its
characters.
love
honest
Listening
ugly
save
• Students will be able to follow slow and carefully
articulated speech describing movie characters and
movie types.
Speaking
• Students will be able to ask and answer simple questions and people’s likes and dislikes regarding movies
with pauses and help from their interlocutors.
• Students will be able to use simple phrases and sentences to state personal opinions about movies and
movie characters.
Reading
I think Superman is brave.
Speaking
• Students will be able to comprehend phrases and
simple sentences in short texts, on posters and advertisements related to movies.
What is the movie about?
Story-telling
Reordering
It’s about friends, war, love, etc.
• Students will develop an awareness of movies as an
international art form and develop positive attitudes
towards movies from different countries.
40
Party Time
7
Unit/Theme
• Students will be able to understand short texts with
visual aids such as cartoons, posters and birthday
cards.
Reading
• Students will be able to use basic greetings and
leave-taking expressions.
• Students will be able to ask for permission to do
simple, everyday, concrete actions and respond in
simple sentences.
Speaking
• Students will be able to understand simple requests
for permission and their responses delivered at a slow
pace, without background noise.
Listening
41
I must go now.
— OK, see you later!
— See you.
— Take care!
I must buy a gift for her.
What does she like?
She likes books.
This is lovely, thanks. / Thank you
very much.
— You’re welcome.
Welcome!
What do you need for your birthday
party?
— I need a big cake and drinks.
Mom, may I/can I have a birthday
party?
— Sure.
When’s your birthday?
— My birthday is in May.
bake
birthday, -s
clown, -s
throw a party
candle, -s
delicious
exciting
months of the year
present, -s/gift, -s
Activities
Arts and Crafts
Chants and Songs
Cognates
Communicative Tasks
Drama/Miming
Games
Labeling
Listening
Matching
Real-life Tasks
Reordering
Speaking
Story-telling
Texts
Advertisements
Cartoons
Conversations
Coupons
Illustrations
Lists
Menus
Postcards
Posters
Rhymes
Stories
Tables
card/write an e-mail to
invite someone to his
or her birthday party.
calendar in English
marking birthdays of
their family members
and friends in each
month.
birthday card for a
friend.
Projects
Assessment
Unit/Theme
8
Fitness
hiking
fitness
exercise
cycling
Illustrations
Conversations
Captions
Advertisements
Texts
picture book related to
their favorite physical
activity.
Projects
Stories
Communicative Tasks
— OK. / That sounds great.
Let’s go hiking!
Reordering
Real-life Tasks
Matching
Assessment
jogging
Posters
running
What’s your favorite exercise?
Tables
Signs
What fitness activity do you like?
— Cycling.
Activities
Can you ride a bicycle?
— I like jogging.
— Yes, I can.
Flashcards
Arts and Crafts
— No, I can’t, but s/he can.
How about jogging?
Listening
— I can’t now, I must study.
Speaking
Story-telling
— No, I am too tired.
Sorry, could you repeat that, please?
• Students exchange
notes/e-mails inviting
their friends to work
out together at the
weekend.
work out
Listening
• Students will be able to understand simple speech
about physical exercise and invitations.
Speaking
• Students will be able to ask and answer requests for
personal information.
• Students will be able to make suggestions for a limited number of activities and accept or decline such
suggestions with simple, set language patterns.
• Students will be able to give simple personal information.
Reading
• Students will be able to understand stories with
short sentences and phrases about other people’s
favorite sports activities.
• Students will be able to ask other people to repeat
what they have said when they do not understand.
42
The Animal
Shelter
9
Unit/Theme
bark
claw, -s
Flashcards
— The puppies are playing.
• Students will be able to use body language to get their
meaning across when their language fails to do so.
43
— Not right now.
— That’s not a good idea.
— Of course you can.
Can I feed the birds?
TPR
Story-telling
Speaking
Real-life Tasks
Matching
Listening
Drama/Miming
— The vet is examining the rabbit.
Can we adopt/get an animal?
Communicative Tasks
— The boy is feeding the birds.
texts such as cartoons and stories about what people are
doing at the moment.
Cognates
— The cat is climbing the tree.
Labeling
Chants and Songs
Activities
Stories
Posters
Postcards
Notes and Messages
Illustrations
Conversations
Charts
Cartoons
What is/are ...doing?
vet (veterinary)
tail, -s
sleep
puppy, -ies
kitten, -s
posters, in groups, to
help animals.
• Students observe
(and if they can, they
take a picture of) the
animals around them
and write a short
report of what they
are doing.
Advertisements
Captions
Projects
Assessment
Texts
Reading
• Students will be able to use simple phrases and sentences to describe what other people are doing at the
moment related to animals.
• Students will be able to ask for permission using set
phrases.
• Students will be able to ask what people are doing at
the moment and answer such questions addressed to
them provided that the other person speaks slowly and
clearly.
Speaking
help
• Students will be able to comprehend descriptions of
what people are doing at the moment.
donate money
feed
Listening
examine
adopt an animal
Unit/Theme
10
Festivals
Chinese New Year
Children’s Day
Cartoons
Advertisements
Texts
Charts
Christmas
Conversations
Illustrations
Lists
Menus
Notices
Postcards
Posters
Songs
Tables
Chants and Songs
Activities
How does Lalita celebrate Diwali?
Story-telling
Speaking
Real-life Tasks
Puppets
Matching
Listening
Drama/Miming
Cognates
Communicative tasks
Alicia carves a pumpkin for Halloween.
— She lights candles.
numbers 101-1000
trick or treat
Thanksgiving
Ramadan
Independence Day
Halloween
Easter
Diwali
Cinco de Mayo
Naming numbers
Listening
• Students will be able to understand simple texts on
what people do regularly around the world to celebrate
festivals.
Speaking
• Students will be able to describe what people do in a
festival using short sentences with pauses.
Reading
• Students will be able to understand visually supported
short texts.
• Students will develop an awareness of different festivals around the world and different ways of celebrating
festivals.
Children dance and sing on Children’s Day in Turkey.
44
Assessment
Quiz or Exam
Projects
groups to prepare
a poster on one of
these festivals. Then
they present their
poster to their classmates.
• Students draw pictures of traditional
costumes/masks
worn during these
festivals
Dossier
and hand in (or
self-evaluate) their
European Language
Portfolio. Keep the
portfolio at school
following year.
can-do-statements
in their portfolios
and are encouraged
to reflect on their
responses.
45
Çocuklara yabancı dil öğretimi için seçilen konuların o yaş grubundaki bireylerin yaratıcılık ve hayal gücü gibi temel özelliklerini kullanmalarını hedeflemenin yanı
sıra günlük hayatta kullandıkları ve ihtiyaç duydukları dilin, kavram bilgilerinin, dünya bilgilerinin ve ilgi duydukları alanları içeren konuların arasından seçilmesi gerekmektedir. 6. sınıf öğretim programını oluşturan temalar bu noktaları göz önüne alınarak, Avrupa Dilleri Ortak Çerçeve Programının A1 düzeyine göre, bu yaş grubundaki
dil öğrenenlerin/kullananların sosyal, bilişsel, duyuşsal gelişimleri, gelişimsel özellikleri baz alınarak; burada ve şimdi prensibine uygun olarak ve hayal güçlerini kullanmaya teşvik edecek şekilde seçilmiştir. Eylem-odaklı bir öğretim modelinin kullanılmasının hedeflendiği 6. sınıfın kazanımları basit, kullanışlı ve günlük dilde gerekli dil
işlevlerini kullanarak kendini ve düşüncelerini ifade edebilmeyi, geçmiş ve şimdiki zaman hakkında söylemde bulunabilmeyi; meslekler, yiyecekler, kişisel beğenileri, günlük yaşantıları, ilgileri ve hava durumu hakkında konuşabilmektir. Tüm bunlara ek olarak, çevre ve demokrasi temalarıyla hedef dili öğrenenlerin/kullananların yaşadıkları
çevreye ve topluma karşı sorumlu bireyler olarak yetişmeleri amaçlanmıştır. Ayrıca bazı ünitelerin içeriklerinde farklı kültürlere ait unsurlara yer verilmiş, böylece dili
öğrenenlerin/kullananların kültürel farklılıklar hakkında farkındalık geliştirmelerine yardımcı olunmaya çalışılmıştır. Seçilen temalar, etkinlikler ve projeler yardımıyla
amaç, dili öğrenenlere/kullananlara dili sevdirmek, onların hedef dili eğlenerek öğrenmesini sağlamak ve dile karşı olumlu bir tutum geliştirmelerine yardımcı olmak, dili
bir amaç değil araç olarak kullanarak öğretmek, merak uyandırmak, dili öğrenmek ve kullanmak için bir neden vermektir. Öğretim programına hikâyeler, tablolar, kısa
şiirler, tekerlemeler, posterler, diyaloglar, şarkılar, karikatürler, çizgi filmler, kartpostallar, kısa mesaj ve notlar gibi bu yaş grubundaki çocukların günlük hayatta sıklıkla
rastlayabilecekleri metinler konulmuştur. Ayrıca oyun, drama, kukla, benzetim, canlandırma, dinleme-anlama ve el-becerileri içeren farklı etkinlikler kullanılarak çocukların
eğlenerek öğrenebilmeleri hedeflenmiş, sınıf içinin sınıf dışına yansıtılmasını kolaylaştıracak projeler seçilmiştir Bu düzeye uygun iletişimsel işlevler ve kelimeler “A1”
seviyesi dikkate alınarak seçilmiştir. Bu sınıfta, dili öğrenen/kullananların http://adp.meb.gov.tr adresinde bulunan portfolyo değerlendirme çalışmalarına bireysel olarak
katılması özendirilmelidir. Dosyaların içerikleri dili öğrenen/kullananların bireysel portfolyosuna konulmalı ve öğrencinin gelişimi takip edilmelidir.
Unit/Theme
1
After
School
Listening
• Students will be able to recognize phrases, words,
and expressions related to actions people do regularly.
Spoken Interaction
• Students will be able to ask what other people do
regularly and respond to questions about the actions
they do regularly.
Spoken Production
• Students will be able to use a series of phrases and
simple expressions to express their regular actions.
• Students will be able to tell the time and days.
Reading
• Students will be able to read short, simple texts such
as personal narratives about what people do regularly.
• Learners will be able to identify traditional dances
from other countries.
• Students will be able to say when they don’t understand and ask for clarification.
diary, -ies
hang ...
... around
... out
neighborhood
rest
run errands
take ...
... a nap
... care of something
... courses
visit ...
... friends
... my uncle
traditional/folk dance (horon/halay/
zeybek/polka/line dance etc.)
What do you do after school?
— I do my homework.
— I play soccer on Wednesdays.
— I finish all my homework before
9:30.
— I learn horon/polka with my
friends.
— I go to my step dance class.
What does he do after school?
— He helps his mother.
— He rests after school.
— What does “rest” mean?
46
Projects
Assessment
Texts
Charts
Conversations
Illustrations
• Students start filling
in the European Language Portfolio.
Dossier
• Students conduct
a survey about their
classmates’ favorite
after-school activities
and prepare a poster.
poster showing what
their favorite singer/
actor/sports figure does
after work.
Lists
Posters
Songs
Activities
Chants and Songs
Flashcards
Games
Labeling
Listening
Matching
Real Life Tasks
Reordering
Yummy
Breakfast
2
Unit/Theme
• Students will become familiar with breakfast habits
of different cultures.
• Students will become familiar with expressions used
at the beginning or end of meals in different languages.
• Students will be able to indicate that they don’t understand using simple expressions.
Reading
• Students will be able to understand short, simple,
written texts about predictable, everyday matters such
as food and personal opinions.
• Students will be able to read the label of a food product.
Spoken Production
• Students will be able to express their opinions about
the food they like and don’t like.
Spoken Interaction
• Students will be able to ask people about their food
preferences at breakfast.
Listening
• Students will be able to identify the names of different food items when listening to a conversation.
47
Do you want some tea?
— No, thanks. I don’t like tea.
— No, thanks. I don’t want any tea.
Can I have some cheese?
— No, it’s all gone.
Want some cereal?
— Excuse me?
I eat honey and jam in the morning.
Yummy! I love muffins!
I don’t like olives. I like cheese.
It’s my favorite!
Enjoy it!
Bon appétit!
Buon appetito!
Guten Appetit!
nutritious
bagel, -s
bean, -s
blueberry, -ies
cereal
croissant, -s
egg, -s
jam
junk food
muffin, -s
pancake, -s
sausage, -s
Speaking
Puppets
Labeling
Drama/Miming
Arts and Crafts
Activities
Tables
Poems
Menus
Lists
groups and create
an imaginary creature. They decide
the foods that the
creature likes and
doesn’t like. They
will draw a picture
of it and the foods it
eats and label them.
pairs or individually and prepare a
short video or role
play of themselves
talking about the
foods they like and
don’t like.
a poster that shows
and categorizes
different food items
and drinks that they
have at breakfast.
Conversations
Illustrations
Projects
Assessment
Texts
Unit/Theme
3
A Day in
My City
Describing places
crowded
busy
Illustrations
Conversations
Texts
Projects
skyscraper, -s
sell
Drama/Miming
Activities
Listening
Real-life Tasks
Assessment
downtown
Signs
Making comparisons
kiosk, -s
Songs
queue/line
Listening
town, -s
Games
rent
traffic jam
What is s/he doing?
Matching
Labeling
— S/he’s waiting in line.
A skyscraper is taller than a house.
Speaking
Question and Answers
Downtown is busier on Monday.
The street is more crowded than the
park.
Which city is more beautiful?
New York or Istanbul?
poster comparing their
hometown and another
city in their country.
• Students draw/use
a map of the world/
their home country.
They imagine that they
visit three cities on the
map and place their
pictures on these cities.
In speech bubbles, they
write what they are
doing there.
• Students take/draw a
picture of their street/
neighborhood in the
morning and describe
what everyone is doing
(they can use professions as well).
• Students will be able to identify expressions and
phrases related to present events.
• Students will be able to pick up the expressions
used while comparing things in a dialogue.
Spoken Interaction
what they are doing at the moment.
• Students will be able to ask people to compare things.
Spoken Production
• Students will be able to describe people doing different actions.
• Students will be able to make comparisons between
two things.
Reading
What is she doing?
— Feeding?
— She is feeding the street cats.
— Yes, ... (performs action)
• Students will be able to read visually supported,
short, simple, written statements.
• Students will be able to use mimes and gestures to
explain a word.
48
Weather
and
Emotions
4
Unit/Theme
Illustrations
Maps
hailing
lightning
moody
• Students will be able to say when they don’t understand and ask for repetition.
• Students will be able to understand short, simple
written texts about predictable everyday matters such
as emotions and weather.
Reading
• Students will be able to talk about and answer
simple questions, initiate and respond to simple statements about everyday matters (i.e., weather and emotions).
Spoken Production
• Students will be able to ask people about the weather.
49
— I don’t understand. Can you
repeat, please?
— It’s not snowy in the desert. It
is dry.
— It is stormy. I feel scared.
— It’s very cold. It is 2 degrees
Celsius!
— It’s foggy.
What’s the weather like?
Speaking
Listening
Games
Flashcards
Drama/Miming
anxious
sleepy
Activities
windy
• Students will be able to pick up the essential information in short recorded passages about weather
conditions.
Spoken Interaction
Stories
stormy
Listening
Postcards
Conversations
freezing
Expressing feelings
a weather forecast
poster and compare the
weather conditions in
different cities.
• Students create their
own weather forecast
film. They prepare
a map of a weather
forecast for their home
country/the world and
film themselves talking
about it.
weather forecast and
support it with visuals.
Cartoons
fabulous
Projects
Assessment
Texts
cloudy
Describing places
Unit/Theme
5
At the
Fair
Describing places
carrousel, -s
carnival
bumper car, -s
amazing
Posters
Poems
Illustrations
Conversations
Advertisements
Texts
• Students write a
slogan/advertisement
for a ride at a fair.
Projects
Activities
Assessment
Expressing feelings
crazy
Signs
dull
Making comparisons
fantastic
Listening
roller coaster, -s
Chants and Songs
Listening
• Students draw
a picture of their
friends at a fair and
write how they feel.
Songs
terrifying
Flashcards
What do you think about fairs?
Speaking
Matching
— I disagree. I think they are fun.
— I hate bumper cars. They are boring.
— I like the train ride. It is fun.
— I think a ghost train is more frightening!
— I think they are frightening.
— Roller coasters are crazy!
— I agree. I like the roller coaster
very much.
There are many fun things at the fair.
— I think they are exciting places.
Labeling
thrilling
horrible
ghost train, -s
• Students will be able to recognize the words related
to the expression of emotions/feelings.
Spoken Interaction
• Students will be able to ask people and express their
feelings and opinions about places and things.
Spoken Production
simple expressions to express their feelings personal
opinions about places and things.
Reading
• Students will be able to read short information on a
poster about a certain place.
• Students will be able recognize phrases on signs
encountered in everyday life.
• Students will be able to say when they don’t understand.
— I am sorry. I don’t understand.
50
Vacation
6
Unit/Theme
• Students will be able to ask people to repeat when
they don’t understand.
sentences and expressions related to past activities.
Reading
• Students will be able to describe past activities and
personal experiences.
• Students will be able to tell what they and/or somebody else did on holiday.
Spoken Production
• Students will be able to ask and answer about what
they did on their holidays.
Communicative Tasks
Drama/Miming
skiing
tree, -s
51
— We had a good time.
— We came back from Marmaris
yesterday.
— We climbed trees and picked
fruit.
— Say that again, please. I didn’t
understand.
Story-telling
Reordering
Real-life Tasks
Games
— I played with my friends, and I
also learned swimming.
— My brother and I climbed trees
and picked fruit. I enjoyed it.
Flashcards
What did you do last summer?
Arts and Crafts
sightseeing
seaside
Activities
river, -s
Spoken Interaction
Stories
picking
• Students will be able to listen to and identify the
holiday activities they hear.
sailing
Posters
mountain, -s
Listening
• Students imagine
that they visited another planet and prepare a poster showing
what activities they
did there. They present
it in class.
pamphlet showing different places for different holiday activities in their country.
lake, -s
Postcards
postcard and write
about what they did on
their holiday.
Conversations
fruit
flower, -s
Projects:
forest, -s
Advertisements
Assessment
Quiz or Exam
Texts
Unit/Theme
7
Occupations
Naming the days
Listening
• Students will be able to recognize familiar words
and simple phrases concerning people’s occupations
if spoken slowly and clearly.
• Students will be able to recognize the of the week
dates.
Spoken Interaction
• Students will be able to give dates and ask questions
about people’s occupations.
Spoken Production
• Students will be able to use simple phrases and
sentences to describe occupations.
• Students will be able to give the date.
Reading
• Students will be able to understand familiar words
and very simple sentences about occupations.
• Students will be able to use mime and gestures to
explain a word.
architect, -s
cook, -s
engineer, -s
hairdresser, -s
lawyer, -s
manager, -s
mechanic, -s
salesperson, -people
self-employed
waiter, -s/waitress, -es
worker, -s
Dates (1993, 2003, etc.)
Can you build a house?
— No, I can’t!
What can you do?
— I can make dresses. I can cut and
sew fabric.
— I don’t understand. Can you
show me?
What does your uncle do?
— He’s a salesperson, but he also
works at a restaurant on Fridays and
Saturdays.
What do you do?
— I am a nurse.
When did you become a teacher?
— I became a teacher in 1998.
52
Projects
Assessment
Texts
Conversations
Stories
Illustrations
groups, do some Internet research, and find
three “unusual/original/new jobs.” They
prepare posters and
present them in class.
• Students find out the
occupations of their
family members and
draw and write what
they do.
Activities
Arts and Crafts
Drama/Miming
Games
Puppets
TPR
a poster and present
(some of) their relatives’ occupations and
the dates when they
started them.
at Work
Detectives
8
Unit/Theme
• Students will be able to ask for help.
Reading
sentences and expressions about past activities.
Spoken Production
• Students will be able to describe the locations of
people and things.
simple sentences to describe present events.
• Students will be able to recite numbers up to one
million.
Spoken Interaction
• Students will be able to ask people about their location.
• Students will be able to ask people what they are
doing.
Listening
• Students will be able to listen and locate objects.
• Students will be able to get the main idea when people describe what people are doing at the moment.
Students will be able to recognize numbers up to one
million.
Expressing quantity
Cartoons
into
53
— The thief took 800 dollars and
2300 euros from the shop.
— Somebody stole my money.
What happened?
— Look! It is in the drawer.
I have lost the magnifier. I can’t
find it. Can you help me?
— He is looking at us.
What is he doing?
— He is in front of the bank.
Where is he?
TPR
Story-telling
Speaking
Numbers 1000 - 1.000.000
Question and Answer
thief
Listening
prison
steal
Games
Drama/Miming
Activities
Stories
Illustrations
magnifier, -s
investigate
follow
fingerprint, -s
drawer, -s
chase
cash
Conversations
Captions
break
burglar, -s
Texts
behind
• Students become language detectives. They
take photos of English
words they see around
them and prepare a
poster.
• Students find pictures
of people who need
binoculars and/or magnifiers, such as detectives, old people, etc.
They also draw and
report what the people
are loking at.
Projects
Assessment
Unit/Theme
9
Saving the
Planet
Listening
• Students will be able to identify appropriate behavior to save energy and to protect the environment.
• Students will be able understand suggestions related
to the protection of the environment when articulated
in clear, slow, and repeated speech.
Spoken Interaction
what they are doing and tell them what to do.
Spoken Production
• Students will be able to tell people what to do to
protect the environment.
• Students will be able to use simple phrases and
sentences to tell people what to do.
Reading
• Students will be able to recognize familiar words
and very simple phrases on simple notices in the most
common, everyday situations.
• Students will be able to say when they do not understand.
• Students will be able to use mime and gestures to
explain a word or phrase.
cut down
damage
garbage
electrical device, -s
harm
litter
plug (unplug)
pollution
recycle
rubbish
reduce
save
trash
waste
What is s/he doing?
— S/he is picking up garbage/rubbish
and putting it into the waste bin.
What should we do to save our
world?
— We should save energy.
— We can use less water and electricity.
— Turn off the lights.
— Don’t waste water.
— Unplug the TV.
— We should recycle.
— I don’t understand. What does
that mean?
54
Projects
Assessment
Texts
Conversations
Illustrations
Notes and Messages
• Students plant a
seed and observe its
growth. They keep a
journal to narrate its
growth.
slogans/notes/posters
about saving energy at
school and hang them
on the walls.
Posters
Signs
Activities
Drama/Miming
Labeling
Listening
Matching
Puppets
Real-life Tasks
TPR
groups or individually and create a short
video or drama play
titled “How to Save
the World: Do’s &
Don’ts.”
Democracy
10
Unit/Theme
campaign, -s
candidate, -s
election, -s
Talking about what people do regularly
• Students will increase their awareness of the principles of democracy.
Intercultural Awareness:
• Students will be able to ask for repetition when they
don’t understand.
• Students will be able to recognize familiar words and
very simple phrases related to the concept of democracy.
Reading
• Students will be able to talk about and answer simple
questions, initiate and respond to simple statements related to the concept of democracy (i.e., class elections).
• Students will be able to give short descriptions of
past and present events.
Spoken Production
• Students will be able to talk about what to do when
selecting their classroom president.
Spoken Interaction
make/give a speech
• Students will be able to recognize some key features
related to the concept of democracy.
... vote now.
... respect others.
55
— I don’t understand. Say again
please?
— Our class president always asks
about our opinions.
— We elected our class president.
— We had an election in our school.
— Put it into the ballot box.
— Fold the paper.
— Write your candidate’s name on
a paper.
— Ahmet is my candidate.
— Ahmet.
Who is your candidate?
... choose your candidate.
You should ...
vote
right, -s
respect
president
law, -s
Listening
fair
ballot box, -es
Speaking
Real-life Tasks
Matching
Listening
Flashcards
Drama/Miming
Activities
Instructions
Posters
Illustrations
Conversations
Notes and Messages
Texts
and hand in the European Language Portfolio. Keep the portfolio
at school or instruct
students to bring it
back the following
year.
Dossier
slogans and/or posters
to elect an imaginary
super hero.
• Students work together and prepare a
poster illustrating what
to do in the classroom
to respect others’
rights.
groups and create an
election campaign
poster for classroom
presidency.
Projects
Quiz or Exam
Assessment
7. sınıf programı Avrupa Ortak Başvuru Metninde belirlenen düzeylerden A2 (Temel Düzey Kullanıcı/Temel Gereksinim) düzeyine ulaşmanın ilk aşaması olarak kabul
edilmiştir. 11 yaş grubunda olması beklenen öğrencilerde öncelikli olarak geliştirilmesi beklenen beceriler dinleme ve konuşma ve ikincil olarak da okuma ve yazmadır.
1. basamaktan itibaren öncelenen dinleme ve konuşma becerilerine, 2. basamağı oluşturan 5. ve 6. sınıflarda okuma becerisi, 3. basamağı oluşturan 7. ve 8. sınıflarda
yazma becerisi de eklenir. Yazma becerisinin ilk defa 7. sınıfta tanıştırıldığının ve temel kazanımların belirlenmesinde bu durumun özellikle gözetildiğinin altı çizilmelidir.
Bu çerçevede, 7. sınıf programının genel hedeflerini, öğretim programının 3. basamağının (7-8. sınıflar) tamamlanması halinde ulaşılması amaçlanan Avrupa Ortak Başvuru Metninin A2 Düzeyi için bütüncül basamakta belirlediği genel kazanımlar oluşturmaktadır. Bu noktadan hareketle, 10 ünite üzerinden şekillendirilen 7. sınıf İngilizce
programının tamamlanması halinde öğrencilerin elde etmesi beklenen kazanımlar, dinleme-anlama, sözlü etkileşim, sözlü anlatım, okuma-anlama, yazma, strateji ve
tutum alanlarında olmak üzere aşağıda verilen çerçeve programda belirtilmiştir. Programın içeriğini oluşturan temalar/konular, iletişimsel işlevler, materyaller ve etkinlikler
(1) dili öğrenen/kullananların gelişim özellikleri ve ilgi alanlarına uygun konu, tema ve bağlam seçimi, (2) konu ve temaların ‘yakından uzağa’/’bilinenden bilinmeyene’
ilkesine uygun olarak sıralanması, (3) ünitelerin dili öğrenen/kullananların gerçekleştireceği iletişimsel işlevler, uğraşacağı etkinlik ve görevler ve dilin kullanılacağı bağlam
ve konuları içerecek şekilde tasarlanması, (4) içeriğin tüm bileşenlerinin dili öğrenen/kullananların dili kullanıp iletişim kurmasına izin verecek ve gerçekleştirilebilir bir
ağırlıkta seçimi ve zamanlanması, ve (5) bir konu/tema ile ilişkilendirilmiş ve bağlamlandırılmış sözcük/sözcük dizileri ile iletişim-odaklı etkinliklerin bir araya getirilmesi
ilkelerinin güdümünde öğrencilerin belirlenen kazanımlara en etkili biçimde ulaşmalarını sağlayacak şekilde belirlenmiş ve sıralanmıştır. Program hazırlanırken, güncel
kuramsal çalışmalar ve bilimsel araştırmalarca önerilen ve yabancı dil öğrenme uğraşını en etkin ve etkili bir biçimde desteleyecek iletişim-odaklı ilke ve yaklaşımların
yanı sıra 11 yaş çocuğunun gelişimsel özellikleri de dikkate alınmıştır. Önceki sınıflarda olduğu gibi, bu sınıfta da dili öğrenen/ kullananların http://adp.meb.gov.tr adresinde bulunan portfolyo değerlendirme çalışmalarına bireysel olarak katılması özendirilmelidir. Dosyaların içerikleri dili öğrenen/ kullananların bireysel portfolyosuna
konulmalı ve öğrencinin gelişimi takip edilmelidir.
Ara ya da Temel Gereksinim Düzeyi (A2) Ortak Yeti Açıklamaları
Tek cümleleri ve doğrudan öncelik alanlarıyla (sözgelimi yalın ve kişisel bilgiler ve aile bilgileri, alışverişler, yakın çevre, iş) ilişkili olarak sıklıkla kullanılan deyimleri anlayabilir. Bildik ve alışılagelen konular üzerinde yalnızca yalın ve dolaysız bilgi alışverişini gerektiren basit ve bildik etkinlikler çerçevesinde iletişim kurabilir. Eğitimini,
dolaysız çevresini yalın yollardan betimleyebilir ve dolaysız gereksinimlerine denk düşen konularıanlatabilir.
56
Appearance
and
Personality
1
Unit/Theme
Attitudes
• Students will be able to display a willingness to communicate with their peers in English.
• Students will be able to relate new information to
visual concepts in memory via familiar, easily retrievable visualizations.
Writing
• Students will be able to write simple sentences and
phrases to compare two people.
Reading
• Students will be able to understand a simple text about
appearances and personalities and make simple comparisons.
Spoken Production
• Students will be able to talk about what people look like.
Spoken Interaction
about other people’s appearances and personalities.
Listening
• Students generally will be able to understand clear,
standard speech on appearance and personality, although in a real life situation, they might have to ask for
repetition or reformulation.
Illustrations
Jokes
Personal Narratives
Plays
easygoing
forgetful
generous
honest
Skimming and Scanning
— He is slimmer than me and has
short and dark hair.
57
She can play basketball well because she is taller than me. She also
practices often.
Speaking
Reading Comprehension Questions
What is he like?
My cousin is more outgoing than
me; she has a lot of friends.
Matching
Listening
Communicative Tasks
Chants and Songs
Activities
Tables
Questionnaires
Products
— She is attractive, with curly hair
and green eyes.
What does your best friend look
like?
well-built
thoughtful
stubborn
slim
selfish
punctual
overweight
Posters
clumsy
outgoing
Texts
attractive
Language Portfolio.
Ask students to bring
in their portfolios
from last year.
Dossier
poster of a famous
person they like.
They describe his/
her appearance and
personality.
Project
Assessment
Unit/Theme
2
Biographies
die
brilliant
ambitious
award, -s
alone
Letters
Jokes
E-mails
Children’s Encyclopedia
Biographical Texts
Texts
Project
Listening
• Students will be able to recognize essential information from short recorded passages dealing with past
events and dates.
passion, -s
own
ordinary/extraordinary
Listening
Guessing word meaning from context
Chants and Songs
Activities
Assessment
eager
get engaged/married
News Reports
• Students choose
a scientist or historical figure, learn
about his/her life
and write his/her
biography. Then
they report to the
class or record their
voices talking about
his/her life.
graduate
Personal Narratives
prize, -s
Matching
He was born in London in 1970.
Speaking
Real-life Tasks
He was alone and had an extraordinary life.
— He was an ambitious person.
— He moved to Manchester to
study physics.
Why did he move to Manchester?
He grew up in London and stayed
there until 1988.
raise children/kids
move
grow up
Spoken Interaction
• Students will be able to make themselves understood
in a simple way when they talk about the past.
Spoken Production
• Students will be able to describe past activities and
personal experiences.
Reading
• Students will be able to identify important information
in texts in which the dates and names play an important
role and which are clearly structured and illustrated.
Writing
• Students will be able to describe an event in simple
sentences and report what happened when and where.
• Students will be able to use their previous knowledge
to guess the meanings of new items.
58
Sports
3
Unit/Theme
visual concepts.
Writing
phrases about what people generally do.
Reading
• Students will be able to understand short, simple texts
on sports written in common everyday language.
Spoken Production
• Students will be able to talk about what people are
regularly do using frequency adverbs.
• Students will be able to describe past and present events.
Spoken Interaction
• Students will be able to ask questions related to the
frequency of events.
Listening
• Students will be able to recognize frequency adverbs in
short recorded passages dealing with predictable everyday matters which are spoken slowly and clearly.
Giving explanations and reasons
59
He eats healthy food and runs twice
a day because he wants to win a
medal.
How often do you exercise/train?
— Three times a week.
He usually goes jogging in the park.
How are we doing in the game?
— We are winning.
— We are beating them two to one.
— We are losing two to one.
What was the final score?
— It was a draw.
— We beat them two to one.
— We lost two to one.
achieve
be even
beat
draw
equipment
hit
indoor/outdoor
injury, -ies
lose
medal, -s
roller-skate
score ...
... a goal/a point
spectator, -s
success, -es
train
Speaking
Real-life Tasks
Listening
Flashcards
Communicative Tasks
Cognates
Activities
Tables
Posters
Illustrations
Conversations
Questionnaires
Personal Narratives
News Reports
Biographical Texts
Texts
summarize what
happened in a sports
game.
• Students write a
paragraph to
they are journalists. They choose a
famous sports figure
from their own or
another country.
They interview him/
her about his/her
daily life.
Projects
Quiz or Exam
(Units 1-3)
Assessment
Unit/Theme
4
Wild
Animals
Listening
• Students will be able to understand phrases and expressions related to past and present events.
• Students will be able to identify the names of wild
animals when spoken clearly and slowly.
Spoken Interaction
characteristics of wild animals.
Spoken Production
• Students will be able to make simple suggestions.
• Student will be able to make simple sentences related
past and present events.
Reading
• Students will be able to understand short simple texts
related to wild animals. Students will be able to identify
short, simple sentences and expressions about past and
present activities.
Writing
• Students will be able to write simple structures
describing wildlife.
visual concepts.
Assessment
Project
Texts
Speaking
Matching
Listening
Labeling
Flashcards
Cognates
Arts and Crafts
Activities
Tables
Notes and Messages
Personal Narratives
Maps
Brochures
• Students choose
two wild animals
and prepare an informative children’s
leaflet about them.
They use a lot of
pictures and narrate
details about the
animals’ lives.
attack
cage, -s
desert, -s
enormous
extinct
habitat, -s
human, -s
hunt
jungle, -s
lion, -s
poison(ous)
prey
survive
tiger, -s
vaccinate
Some animals became extinct because people hunted them for different reasons.
Where do tigers live?
— They live in Asia.
Tigers usually hunt during the day.
Which animals are now extinct?
What should we do to protect wildlife?
— We shouldn’t hunt.
— We should protect forests.
60
Television
5
Unit/Theme
Attitudes
• Students realize the need to learn English especially when TV
or movies are considered.
Writing
• Students will be able to write simple sentences and phrases
about their preferences.
• Students will be able to write short, simple sentences in past events.
• Students will be able to relate new information to visual concepts.
Reading
• Students can understand short narratives about everyday
things (e. g., TV programs) dealing with topics which are familiar to me if the text is written in simple language.
Spoken Production
• Students will be able to talk about their preferences.
• Students will be able to use a series of phrases and simple
sentences to describe past events.
Spoken Interaction
• Students will be able to ask questions about other people’s
preferences.
• Students will be able to describe past activities and personal
experiences.
Listening
• Students will be able to understand enough to manage simple,
routine exchanges on every day matters (e. g., TV programs)
without too much effort.
61
What is that?
I prefer talk shows to reality shows.
Talk shows are usually amusing,
but I think reality shows are pretty
boring.
I prefer The Vampire Diaries to
other TV series. I watched it last
night, and it was fantastic.
My favorite football match is on
Saturday. I can’t wait for it.
Did you watch the Vampire Diaries
last night?
talk show, -s
soap opera, -s
sitcom, -s
series
remote control, -s
recommend
reality show, -s
quiz show, -s
news
educational
discussion, -s
director, -s
couch potato, -es
Speaking
Real-life Tasks
Listening
Activities
Tables
Questionnaires
Personal Narratives
Personal letters
News Reports
E-mails
Advertisements
channel, -s
commercial, -s
Texts
appear
a short television
program and act it
out, either videorecording it or performing in front of
the class.
• Students choose
two types of TV
programs that they
frequently watch
and write a short
paragraph explaining why they like
them. They support
their paragraphs
with visuals.
Projects
Quiz or Exam
(Units 3-5)
Assessment
Unit/Theme
6
Parties
attend
arrange
Texts
Project
Personal Narratives
Phone conversations
Assessment
beverage, -s
Expressing quantity
decorate
E-mails
fancy
Questionnaires
Recipes
Illustrations
Conversations
Lists
Speaking
Listening
Activities
refuse
We need some/a lot of balloons.
wrap
organize
invite
host, -s
guest, -s
Listening
that they are going to
organize a surprise
birthday party for a
close friend. They
prepare an invitation
card to send their
friends.
• Students will be able to recognize phrases and expressions related to suggestions, immediate needs and quantity of things.
Spoken Interaction
• Students will be able to discuss with other people what
to do and where to go and how to make arrangements.
Would you like some cake?
We should buy a birthday present.
Spoken Production
— Yes, please. Just a little. / No,
thanks.
Could you give me an example?
Could you explain that, please?
What was that again?
Could you say that again, please?
If you want to organize a great birthday party, you should first prepare
a guest list, and then decorate your
place, and finally, prepare lots of food.
I have a lot of/many/one or two/some/
very few presents.
I’ll go get a sandwich. Would you like
one?
• Students will be able to make suggestions and express
quantity.
Reading
• Students will be able to understand simple written messages from friends or colleagues; for example, saying
what time they should meet for a party and what to buy.
Writing
phrases about what is needed for a special occasion.
• Students will be able to ask people to repeat when
they don’t understand.
62
Superstitions
7
Unit/Theme
fortune telling
fortune cookie, -s
Personal Narratives
luck
palm reading, -s
Speaking
Will I be successful in my career?
— Yes, you will. Definitely!
— You will be very happy in your
relationship.
Spoken Production
• Students will be able to talk about future predictions.
• Students will become familiar with superstitious beliefs from different countries.
• Students will be able to ask for attention.
• Students will be able to describe future predictions.
Writing
written about future predictions.
The Internet will become more
popular.
Watch out!
63
Can I have a word with you?
In Britain and in Japan, a black cat
brings good luck; but in Turkey, it
brings bad luck.
You should be careful about your
health.
Real-life Tasks
Story-telling
Games
— I hope so. / I hope not.
— You will make good friends.
— Do you think so?
trick, -s
Reading
Listening
superstitious
• Students will be able to make ask and answer about
simple predictions about the future.
Activities
receive
Spoken Interaction
Tables
Brochures
lie
• Students will be able to understand phrases and expressions related to future predictions and future events
if spoken clearly and slowly.
probably
Conversations
four-leaf clover, -s
Questionnaires
Illustrations
Listening
guess
Advertisements
excellent
Jokes
Texts
evil eye, -s
a poster showing
different cultures’
beliefs about items
that bring good and
bad luck.
their relatives about
their superstitions
and prepare a chart
to display the results.
Projects
Quiz or Exam
(Units 5-7)
Assessment
Unit/Theme
8
Public
Buildings
Talking about plans
Listening
• Students will be able to identify expressions related to
everyday shopping used in everyday life.
• Students will be able to make themselves understood
when they make simple suggestions.
Spoken Production
• Students will be able to make suggestions and give
reasons.
• Students will be able to describe past activities.
Reading
• Students will be able to recognize familiar words and
very simple phrases on simple notices in the most common everyday situations.
Writing
phrases about what people usually do.
• Students will be able to write about their past activities.
Assessment
Project
Texts
Speaking
Real-life Tasks
Matching
Listening
Labeling
Activities
News Reports
Maps
Lists
map of their neighborhood, including
public buildings, and
write why they go to
each of these places.
city hall
fire station
governorship
municipal office
municipality, -ies
police station
amusement park, -s
art gallery, -ies
bakery, -ies
chemist’s
coffee shop, -s
department store, -s
game/music store, -s
grocery, -ies
movie theater, -s
shopping mall, -s
Do you have any sports magazines?
I usually go to the coffee shop to
meet my friends.
I will go to the bookshop to buy a
dictionary.
I went to the cinema to watch a
documentary about wild life.
I went to the bookshop to buy a
sports magazine.
You should go to the police station
if you need help.
You can find everything there.
You should play in the new park
around the corner.
Pardon me?
64
Environment
9
Unit/Theme
• Students will be able to cope with a limited number of
straightforward follow-up questions.
Writing
• Students will be able to write short, simple messages,
reports and advertisements relating to environmental
issues.
• Students will be able to write a short description of a
process.
Reading
• Students will be able to identify specific information
in simple, written material such as letters, brochures and
short newspaper articles describing environmental events.
Spoken Production
• Students will be able to give a simple description or
presentation of a process.
Spoken Interaction
• Students will be able to make and respond to simple
suggestions.
• Students will be able to give someone simple instructions about what to do.
Listening
• Students will be able to understand phrases and the
highest frequency vocabulary related to environment
provided speech is clearly and slowly articulated.
• Students will be able to follow how a simple process is
described provided speech is clearly and slowly articulated.
65
— Because we need forests for water.
— Why?
We must stop destroying forests.
— Stop eating junk food.
— We have to start using public
transportation.
What should we do for our environment?
Rain forests are important because
they are necessary for oxygen.
Pesticides are bad for our health, so
we should use them carefully.
First, get the seeds. Then, plant and
water them.
Reordering
Real-life Tasks
Listening
Cognates
use up
Activities
threaten
Catalogues
Questionnaires
News Reports
Maps
temperature
take action
solar/wind energy
responsible
renewable
pollute
increase
global warming
Brochures
eco-friendly
efficient
Texts
climate, -s
poster showing what
happens if we do or
do not take precautions to protect our
world.
Project
Assessment
Unit/Theme
10
Planets
Listening
• Students will be able to generally identify the topic of
discussion about popular science which is conducted
slowly and clearly.
Spoken Interaction
facts and general truths.
meteor
explore
evidence
Maps
Texts
Assessment
Quiz or Exam
(Units 7-10)
Project
Cognates
Dossier
poster about NASA’s
Curiosity Project to
Mars by using online
resources.
Labeling
Speaking
Listening
and hand in the European Language
Portfolio. Keep the
portfolio at school
following year.
Activities
Questionnaires
Posters
shower, -s
moon, -s
observe
orbit
planet, -s
proof
rescue
satellite, -s
solar system, -s
surface, -s
space shuttle, -s
Spoken Production
• Students will be able to talk about general truths.
What do you know about the solar
system?
In 2003, the Mars Exploration mission began. They discovered evidence of water.
When did scientists discover Pluto?
Is there any water on the surface of
Mars?
— Uranus is cooler than Saturn.
— Jupiter is larger than Saturn.
What do you know about planets?
universe
Reading
• Students will be able to identify specific information
in simple written material such as brochures and short
newspaper articles describing facts.
Writing
• Students will be able to give short, basic descriptions
of general truths and facts.
visual concepts.
Attitudes
• Students will be able to display a willingness to communicate with their peers in English.
66
67
Tek cümleleri ve doğrudan öncelik alanlarıyla (sözgelimi yalın ve kişisel bilgiler ve aile bilgileri, alışverişler, yakın çevre, iş) ilişkili olarak sıklıkla kullanılan deyimleri anlayabilir. Bildik ve alışılagelen konular üzerinde yalnızca yalın ve dolaysız bilgi alışverişini gerektiren basit ve bildik etkinlikler çerçevesinde iletişim kurabilir. Eğitimini,
dolaysız çevresini yalın yollardan betimleyebilir ve dolaysız gereksinimlerine denk düşen konularıanlatabilir.
Ara ya da Temel Gereksinim Düzeyi (A2) Ortak Yeti Açıklamaları
8. sınıf programı, Avrupa Ortak Başvuru Metninde belirlenen düzeylerden A2 (Temel Düzey Kullanıcı/Temel Gereksinim) düzeyine denk gelmektedir. 12 yaş çocuklarında grubunda geliştirilmesi beklenen beceriler dinleme ve konuşma ve ikincil olarak da okuma ve yazmadır. 8. sınıf programının genel öğrenme hedeflerini, 7. sınıf
programında olduğu gibi, Avrupa Ortak Başvuru Metninin A2 Düzeyi için bütüncül basamakta belirlediği genel kazanımlar oluşturmaktadır. Bu noktadan hareketle, yine
10 ünite üzerinden şekillendirilen 8. sınıf İngilizce programının tamamlanması halinde dili öğrenen/kullananların elde etmesi beklenen kazanımlar, dinleme- anlama, sözlü
etkileşim, sözlü anlatım, okuma- anlama, yazma becerileri ile strateji ve tutum başlıkları altında aşağıda verilen çerçeve programda belirtilmiştir. 7. sınıf itibariyle dört
beceriyi de birleştiren öğretim programında 8. sınıfla beraber özellikle yazma becerisi açısından tümce düzeyinin ötesinde ve farklı amaçlara yönelik çeşitli türlerde metin
yazma etkinlikleri de ön plana çıkmıştır. İşlev- ve iletişim-odaklı izlencelerin gereklerine uygun bir biçimde, gerçekleştirilmesi hedeflenen iletişimsel işlevler ve sözcükler/
sözcük öbekleri bir konu bütünlüğü içinde belirlenmiş ve bağlamlandırılarak sunulmuştur. Dili öğrenen/kullananların dilsel üretimlerine zemin oluşturacak zenginlikte ve
anlaşılabilirlikte bir dilsel girdi sağlayacak ve buna paralel olarak seçilmiş etkinlik ve görevlerle mevcut dilsel beceri ve kaynaklarını kullanıp geliştirebilecekleri bir öğrenme
programı hazırlanmıştır. Programın içeriği belirlenirken çocukluktan yetişkinliğe geçişin ilk aşamasını deneyimleyen 12 yaş grubu çocuklarının gelişim özellikleri öncelikli
olarak göz önünde bulundurulmuştur. Ayrıca, önceki sınıflarda olduğu gibi, bu sınıfta da dili öğrenen/kullananların http://adp.meb.gov.tr adresinde bulunan portfolyo değerlendirme çalışmalarına bireysel olarak katılması özendirilmelidir. Dosyaların içerikleri dili öğrenen/kullananların bireysel portfolyosuna konulmalı ve öğrencinin gelişimi
takip edilmelidir.
Unit/Theme
1
Friendship
Apologizing
Listening
• Students will be able to understand the overall meaning
of short recorded conversations on everyday topics such as
accepting and refusing an offer/invitation; apologizing; and
making simple inquiries.
Spoken Interaction
• Students will be able to interact with reasonable ease in
structured situations and short conversations involving
accepting and refusing an offer/invitation; apologizing; and
making simple inquiries.
Spoken Production
• Students will be able to accept and refuse an offer/invitation, give reasons, apologize and make simple inquiries as
a short series of simple phrases and sentences.
Reading
• Students will be able to read very short, simple texts on
friendship and similar familiar topics.
Students will be able to understand short, simple offers,
invitation letters, etc.
Writing
• Students will be able to write a short, simple letter apologizing and giving reasons for not attending a party in response to an invitation.
• Students will be able to easily ask and answer questions
and exchange ideas and information.
Assessment
Project
Texts
E-mails
Maps
SMS
Activities
Listening
Matching
Real-life tasks
Speaking
Language Portfolio.
Dossier
Seeing him/her off
and inviting him/her
again.
Serving foods/
drinks and chatting.
Welcoming and
coming in.
Conversations
pairs and role play
inviting their best
friend to their home
OR write their
dialogs about three
parts of their visit.
back up
best friend, -s
buddy, -ies
cool
count on
get on well with somebody
go for a walk
laid-back
mate, -s
pajama party, -ies
secret, -s
sharing
sleepover, -s
slumber party, -ies
support
Are you busy tomorrow evening?
— No, not at all. Why?
Would you like to come over tomorrow?
— I’m sorry, but I can’t. My cousin is
coming tomorrow.
— Sure, that sounds fun!
Would you like some fruit juice?
— Yes, I’d love some.
— No, thanks. I’m full.
— Yeah, that would be great.
How about a slumber party at my
house this Saturday?
— Sure, it sounds awesome.
— Yeah, why not.
— I’ll text our friends to come over at
7 o’clock then.
68
Teen Life
2
Unit/Theme
• Students will be able to recognize similarities and differences
in teen culture in other countries by comparing music, movies,
free time activities and home life.
Attitudes
• Students will be able to exhibit a willingness to apply the
skills to new situations outside the classroom.
Writing
• Students will be able to write a short paragraph about the
actions they do regularly.
Reading
• Students will be able to read short, simple texts such as personal narratives about what people do regularly and their likes
and dislikes.
Spoken Production
• Students will be able to express what they prefer, like and
dislike.
• Students will be able to give a simple description of daily
routines, using a short series of simple phrases and sentences.
Spoken Interaction
• Students will be able to ask what people do regularly and
respond to questions about the actions they regularly do.
Listening
• Students will be able to understand phrases, words and
expressions related to regular actions teenagers do and what
people like, dislike and prefer.
69
I am fond of being alone, so I usually stay in my room.
I usually do my homework, but I
also listen to music. I love rap. And
to be honest, I never listen to pop
music; I can’t stand it. I think it’s
unbearable.
Speaking
Real-life Tasks
What do you do in the evenings?
Matching
I love shopping and buying trendy
clothes.
Listening
Labeling
Games
Flashcards
Communicative Tasks
Cognates
Chants and Songs
Arts and Crafts
Activities
Questionnaires
Personal Narratives
News Reports
I prefer reading the news online.
I prefer hip-hop concerts, I think
they’re terrific.
I rarely/seldom go to the theater, but
I love going to concerts.
types of music
unbearable
trendy
terrific
teenager, -s
snob, -s
serious
ridiculous
relationship, -s
outfit, -s
nerd, -s
impressive
Brochures
fashion, -s
Texts
casual
argue
• Students write
diary/journal entries
about what they do
after school every
day for one week.
They then share their
journals with the
class.
pairs or groups. They
create an imaginary
music band and
prepare a CD cover
showing the band’s
name, instruments
and song titles. Then,
they have an interview with one of the
members of the band
asking about his/her
life and his/her likes
and preferences.
Project
Assessment
Unit/Theme
3
Cooking
Listening
• Students will be able to get the gist of short, clear,
simple descriptions of a process.
Conversations
Texts
Projects:
Assessment
bitter
Phone Conversations
Jokes
Instructions
boil
chop
dice
fry
Questionnaires
mash
Recipes
Matching
Reordering
Speaking
• Students record
a video describing typical Turkish
foods for “visitors”
from other countries.
• Students think of
their favorite foods.
They find the recipes and describe the
preparation process
using pictures.
oil
Labeling
Arts and Crafts
Activities
pan, -s
peel
pour
salty
Listening
Spoken Interaction
• Students will be able to ask and answer questions and
exchange ideas and information on a topic related to
how something is processed.
spicy
slice
tasty
Do you prefer cooking pizza or pasta?
— I love cooking and eating pizza.
It’s easy to make a pizza.
Let me tell you how to make a pizza.
First, put some oil into a pan and
heat it.
Finally, pour the mixture into the
hot pan.
Cognates
Spoken Production
• Students will be able to give a simple description or
presentation of how bread is prepared.
— I usually prefer cooking pasta.
sour
Reading
• Students will be able to understand the overall meaning of short texts related to process descriptions and
derive the probable meaning of unknown words from
the context.
Writing
• Students will be able to write a series of simple phrases and sentences linked with simple connectors like
‘first’, ‘second,’ ‘finally,’ etc. to describe the process of
how something is made, such as a cake.
After that, add some cheese and
milk.
Second, mix two eggs in a bowl.
• Students will be able to derive the probable meanings
of unknown words from the context when they read
and/or listen to a text.
Do I use two or three eggs?
Then add some salt.
• Students will be able to recognize cultural diversity in
food choices through readings and discussion.
70
Communication
4
Unit/Theme
Attitudes
• Students will be able to display a willingness to seek
opportunities to practice English.
• Students will be able to repeat their questions when
someone does not understand them.
Writing
• Students will be able to write a short e-mail message
expressing their future plans and concerns.
Reading
containing the highest frequency vocabulary on communication.
Spoken Production
• Students will be able to describe in simple terms their
concerns, sympathy and future plans.
Spoken Interaction
• Students will be able to make a simple phone call asking and responding to questions.
Listening
• Students will be able to understand phrases and the highest frequency vocabulary related to ‘communication.’
Students will be able to follow a phone conversation.
Expressing concern and sympathy
Handling phone conversations
Talking about plans
Memos
contact
71
I’ll get back to you in an hour.
I’m sorry to hear that. We’ll meet
up later, then.
We’ll meet next Saturday, then.
I’ll see you at the café tomorrow, then.
I’ll talk to you soon.
Would you like to leave a message?
I’m afraid he is not available at the
moment. He has gone out.
Can you hold on a moment, please?
Hang on a minute; I’ll get him/her.
Is ... there?
May I speak to ...?
Speaking
Real-life Tasks
Hello! This is ... calling, is ... in?
put someone through
Listening
pick up
polite
Communicative Tasks
Activities
SMS
Phone Conversations
memo, -s
line
hold
hang on/up
get back
get/keep in touch
engaged
Messages
Notes
dial
Texts
connect
available
pairs to record a
mock phone conversation in which
they plan a weekend
activity together.
Project
Assessment
Unit/Theme
5
The
Internet
Making excuses
Talking about plans
Listening
• Students will be able to understand the gist and comprehend
phrases and the highest frequency vocabulary related to the topic
‘Internet’ provided speech is clearly and slowly articulated.
Spoken Interaction
• Students will be able to communicate during simple tasks
requiring a simple and direct exchange of information about
their Internet habits.
Spoken Production
• Students will be able to make excuses, accept and refuse offers
by using a series of phrases and simple sentences.
Reading
• Students will be able to identify main ideas in very short,
simple texts about internet habits.
• Students will be able to find specific, predictable information
in simple materials such as news reports and brochures related
to the topic ‘Internet’.
Writing
• Students will be able to write a basic paragraph to describe
and explain their Internet habits by using simple connectors like
‘and’, ‘but’ and ‘because’.
• Students will be able to inquire about others’ plans and respond to simple inquires and requests.
• Students will be able to answer follow-up questions if asked
for clarification.
• Students will be able to express themselves by using several
words to convey the intended meaning when they can’t think of
a word or expression.
account, -s
attachment, -s
browse
browser, -s
comment, -s
confirm
connection, -s
delete
log on/in/off
register
reply
screen, -s
search engine, -s
sign in/up
social networking site, -s
upload
I rarely email my friends, but I
often use social networking sites.
Would you be interested in joining us?
— Yes, sure. Where are you going
to meet?
— I’m afraid I’m busy.
Why don’t we chat online at two
o’clock? I want to tell you something.
— I’m sorry, but I can’t. I have a
problem with the Internet.
— What do you mean?
— It isn’t working right.
— Do you mean the Internet connection?
— I’m going to call you about this
later, then.
72
Project
Assessment
Texts
Brochures
E-mails
Jokes
News Reports
short questionnaire
to find out their
friends’ Internet
habits and show the
results to the class.
a caricature or a
poster to inform
the students at their
school about their
Internet habits.
Questionnaires
SMS
Activities
Chants and Songs
Real-life tasks
Speaking
Adventures
6
Unit/Theme
• Students will be able to clarify their questions when needed.
Writing
• Students will be able to write a short, simple paragraph comparing two objects.
• Students will be able to write a very simple brochure expressing their preference for sports and free time activities.
Reading
• Students will be able to read very short, simple texts such as
personal narratives, advertisements and brochures related to an
adventure and find the main points in such materials.
Spoken Production
• Students will be able to use simple descriptive language to
make brief statements about and compare sports and games.
Spoken Interaction
• Students will be able to interact with reasonable ease in short
conversations, provided the other person helps when necessary.
• Students will be able to ask and answer questions and exchange ideas and information on and expressing preferences
and giving reasons.
Listening
• Students will be able to identify the topic of an adventurerelated discussion when it is conducted slowly and clearly.
• Students will be able to understand the main point in short,
clear, simple messages and pronouncements on simple comparisons, preferences and reasons.
Talking about what people do regularly
73
I have tried skateboarding, but I
didn’t like it.
Well, last year I attended a summer
camp. We had many activities. I
think canoeing was the most challenging of all.
I think bungee-jumping is more/
less dangerous and challenging than
canoeing.
What do you prefer doing on summer holidays?
— I would rather go rafting than
canoeing because it is easier.
— I prefer rafting to kayaking because it is more entertaining.
amusing
canoeing
caving
challenging
disappointing
embarrassing
entertaining
extreme
fascinating
hang-gliding
kayaking
motor-racing
rafting
skateboarding
take risks
• Students search
the Internet and find
suitable towns/cities from their home
country/the world
for different kinds
of adventures. They
explain which three
of these adventures
they would choose
and why by preparing a poster with
visuals.
Brochures
Speaking
Real-life tasks
Matching
Listening
Flashcards
Cognates
Activities
Personal Narratives
• Students plan an
adventure trip and
share the plan with
the class, using posters or other visuals.
Projects
Catalogues
Quiz or Exam
Advertisements
Assessment
Texts
Unit/Theme
7
Tourism
Describing places
Listening
• Students will be able to understand and extract the essential
information from short, recorded passages dealing with tourism which is delivered slowly and clearly.
Spoken Interaction
• Students will be able to exchange information on topics
related to tourism and popular tourist attractions.
• Students will be able to describe their favorite tourist attractions by giving information about their location, important
features and weather.
• Students will be able to make simple comparisons between
different tourist attractions.
Spoken Production
• Students will be able to describe their favorite tourist attractions by using simple phrases and sentences.
• Students will be able to express their preference for particular
tourist attractions and give reasons.
Reading
• Students will be able to read various texts such as advertisements, brochures, maps, etc. on tourism to find specific information.
Writing
• Students will be able to design a brochure, advertisement or a
postcard about their favorite tourist attraction/s.
Attitudes
• Students will be able to maintain concentration and motivation during a class period.
all-inclusive
ancient
architecture
attraction, -s
bed and breakfast
country side
culture
destination
fascinating
historic site, -s
incredible
resort, -s
rural
square
urban
Which one do you prefer? Historic
sites or the seaside?
— I’d rather visit historic sites, because to me, they are usually more
interesting.
— To me, historical architecture is
more beautiful than modern buildings.
What do you think about Rome? Did
you enjoy your trip?
— It was incredible. It’s truly an
ancient city. And the weather was just
perfect. It is in fact usually warm and
sunny in Rome.
— The historic center is quite small,
but it’s fascinating.
— I think/guess/believe/suppose it is
exciting.
— To me, it is lovely.
— To me, it sounds/looks fascinating.
I have gone to Italy three times already.
74
Projects
Assessment
Texts
Advertisements
Brochures
Maps
Personal Narratives
short travel brochure
for a city/place of
their choice using
visuals.
their friends and ask
about their travel
preferences (cultural,
historical, cuisine),
and then they prepare an itinerary
plan using maps and
pictures.
Activities
Games
Labeling
Real-life Tasks
Speaking
Chores
8
Unit/Theme
• Students will be able to write short, simple poems about
their feelings in relation to their obligations at home and
school.
Writing
• Students will be able to read very short, simple diaries and
journal entries describing a person’s daily responsibilities.
Reading
• Students will be able to describe in simple terms their obligations, dislikes and feelings and make simple suggestions.
Spoken Production
• Students will be able to communicate during simple,
routine tasks requiring a direct exchange of information
asking about the responsibilities of others and expressing
their own responsibilities.
Spoken Interaction
• Students will be able to follow changes of topic during
factual, short talks and form an idea of the main content.
• Students will be able to understand people’s obligations,
feelings and dislikes.
• Students will be able to identify the main point of a short
talk describing the responsibilities of different people.
Listening
Expressing feelings
75
My parents should respect my rights.
I don’t like it when my mom asks
too many questions.
We must respect the elderly.
Don’t you think it is necessary to
tidy up your room?
In our house, I’m responsible for
cooking dinner. My wife works late,
so I have always done the shopping
and cooking.
Do you have to help around the
house?
— Well, I must help my mom to take
care of my brothers.
— I must help my brother to do his
homework. And of course I must do
mine and study for my exams.
arrive on time
clean up
doing chores
iron
keep quiet
keep/break promises
laundry
load/empty the dishwasher
make the bed
obey the rules
return books
set the table
take out the garbage/trash
tidy up
to-do list
wash/dry the dishes
Speaking
Real-life Tasks
Listening
Labeling
Activities
Questionnaires
Personal Narratives
News Reports
Texts
• Students write
a short paragraph
titled “Chores.”
They explain the
responsibilities of
each of their family members. They
write at least three
responsibilities for
each family member.
Project
Assessment
Unit/Theme
9
Science
Listening
• Students will be able to recognize and report main ideas and
key information in short recorded passages about the topic of
science.
Spoken Interaction
• Students will be able to ask people questions about what others are doing at the moment.
• Students will be able to involve in simple discussions about
scientific achievements.
Spoken Production
• Students will be able to talk about what people are doing.
• Students will be able to present information about scientific
achievements by using a series of phrases and simple sentences.
Reading
• Students will be able to understand short simple texts related
to what people are doing and/or usually do.
• Students will be able to identify main ideas and supporting
details in short passages about science.
Writing
• Students will be able to write simple sentences and phrases
about what people are doing.
• Students will be able to write simple descriptions about
scientific achievements.
• Students will be able to use a word or phrase that means the
same thing when they can’t think of a word.
• Students will be able to recognize science as a common human endeavor.
Assessment
Projects
Texts
Cognates
Activities
Tables
Notes and Messages
Maps
Brochures
Drama/Miming
Labeling
Listening
Matching
Real-life Tasks
Speaking
• Students search
through a website
providing information for kids about
science and scientific achievements,
choose an article
or report that is of
interest to them, and
write a summary of
the article for their
friends.
poster about scientific inventions/discoveries that have
helped the world.
a science museum
brochure which
gives information
about the exhibitions and experiments.
cell, -s
cure, -s
discover
explode
genius, -es
high-tech
lab, -s
process, -es
result, -s
safety
scientific
search
succeed
test tube, -s
vaccination, -s
Today my brother and his friends are at
the science museum. They’re looking
at some fossils that were discovered in
France.
Look! What are they doing over there?
— They are working that machine. What
is the word?
— They are operating it.
Researchers found some new fossils,
and now they are working on them in
the labs.
Why do researchers conduct experiments?
— They want to discover new things.
— They want to develop cures for illnesses.
Scientific achievements of the past century changed the world. For example,
Archimedes invented the water screw.
— I’m sorry, I can’t follow you.
— I think I missed the point.
76
Natural
Forces
10
Unit/Theme
• Students will be able to answer straightforward follow-up
questions if asked for clarification.
• Students will be able to ask for more information to check
their understanding when needed.
Writing
• Students will be able to write short, simple messages expressing predictions and giving reasons about the future of their
planet by using simple connectors to give reasons.
Reading
• Students will be able to identify specific information in simpler written texts containing the highest frequency vocabulary
such as brochures and short newspaper articles that describe
natural events.
Spoken Production
• Students will be able to make simple suggestions about saving the earth from natural disasters.
• Students will be able to express their personal opinions about
the causes of natural disasters, giving reasons as a short series
of simple phrases and sentences.
Spoken Interaction
• Students will be able to communicate in a simple task requiring a direct exchange of information on making predictions
about the future of Planet Earth, asking and responding to
questions.
• Students will be able to express reasons to support their predictions.
Listening
• Students will be able to identify the main point of TV news
and reports about natural disasters.
• Students will be able to understand phrases and expressions
related to the same topic provided speech is clearly and slowly
articulated.
Making comparisons
77
Do you think there will be a water
shortage?
— Shortage? What do you mean?
— There won’t be enough water.
Does your family have a plan for an
earthquake?
— I don’t think so.
— I think we all should have one.
It’s very scary.
— I think we will have water shortages in the future, because we waste
too much water. So we should/must
stop wasting water.
— I think there will be serious
droughts. So there should be programs to educate people to use less
water.
avalanche, -s
disaster, -s
drought, -s
earthquake, -s
flood, -s
global warming
hurricane, -s
land slide, -s
melt
suffer
survivor, -s
tornado, -es
tsunami, s
volcano, -es
Projects
poster which shows
possible natural disasters in the future
and write about their
causes.
• Students compare
natural disasters.
Brochures
Weather Reports
and hand in the
European Language
Portfolio.
Listening
Speaking
Real-life Tasks
Dossier
Activities
Personal Narratives
News Reports
Maps
E-mails
Quiz or Exam
Assessment
Texts

kraftrecipes

Transkript

Benzer belgeler

4. SINIF İNGİLİZCE ÖĞRETİM PROGRAMI

8. SINIF İNGİLİZCE ÖĞRETİM PROGRAMI