3. Sınıf İngilizce Farm Animals Test Çöz

Bu konunun öğrenme çıktıları

MEB öğretim programından birebir alınmıştır.

• ENG.3.5.R2Pupils can bring information about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

  Süreç bileşenleri (3)

  • a) Pupils make simple predictions about the topic of the current content by exploring the audio-visual clues surrounding it.
  • b) Pupils grasp the topic of the current content generally by looking at the surrounding audio/ visual materials quickly through skimming.
  • c) Pupils recognise simple and basic details through major components by reading the content very quickly and silently through scanning.

• ENG.3.5.R3Pupils can make meaning of/derive meaning from the current content about “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” by reading it carefully.

  Süreç bileşenleri (6)

  • a) Pupils check the current content in detail for the accuracy of initial predictions that are made earlier.
  • b) Pupils classify the basic elements of the current content that contribute to the perception of it in a simple and meaningful way.
  • c) Pupils compare basic elements of the current content that contribute to the perception of it in a simple and meaningful way.
  • d) Pupils recognise basic horizontal/vertical relationships within the current content that contribute to the perception of it in a simple and meaningful way.
  • e) Pupils make simple, basic, and meaningful inferences from the information in the current content by examining it.
  • f) Pupils internalise the information in the current content in an individualised and appropriate way according to their age and language level.

• ENG.3.5.V1Pupils can select and use the target vocabulary of the current content about “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

  Süreç bileşenleri (7)

  • a) Pupils hear/view target vocabulary in the current content as a whole in context.
  • b) Pupils repeat the target vocabulary of the current content as a whole class and in groups after hearing/watching the target material and source, together with pointing to the pictures displayed in class.
  • c) Pupils recognise the use of the target words in the target material and source, by listening/ watching it several times and seeing how and where the target words are used to describe the current concept.
  • d) Pupils associate the contextual meanings of target words reinforced and recognised through whole class, group and individual repetition, with pre-existing conceptual meanings in mind.
  • e) Pupils recognise the meaning of the target vocabulary whose use is noticed and which are repeated through whole class, group and individual repetition.
  • f) Pupils make use of the semantically related target vocabulary in a spontaneous, authentic and natural way in various contextual activities and exercises without analysis with the help of recalling their background knowledge (in Turkish in his/her mind).
  • g) Pupils use the target words spontaneously and appropriately in different communicative contexts such as peers at school and friends, family and other people outside the school by being aware of their differences.

• ENG.3.5.G1Pupils can select and use the language including target grammatical elements of the current content about “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

  Süreç bileşenleri (9)

  • a) Pupils become familiar with the current content by listening, viewing, and reading it several times.
  • b) Pupils reinforce familiarity with the target content by listening to/watching it several more times if necessary, through the recognition of actions involved in it.
  • c) Pupils listen to/watch an audio/visual/written presentation of current content with target language chunks representing target language use, narrated through body language and verbal repetition.
  • d) Pupils gain auditory/visual awareness by listening/watching/reading the presentation of the content containing similar language chunks with common structures through body language and verbal repetition.
  • e) Pupils repeat target language chunks many times in the current auditory/visual/written context many times, without knowing, analysing, or thinking about their rules, verbally, automatically and by pointing.
  • f) Pupils repeat the auditory/visual/written content containing target language chunks many times automatically, naturally, and verbally within short, simple, and meaningful sentences without knowing, analysing, or thinking about their rules.
  • g) Pupils act out physically the language chunks in the heard/viewed/seen content without knowing, analysing, or thinking about their rules.
  • h) Pupils repeat the language chunks in the auditory/visual/written content automatically and act them out simultaneously and physically without knowing, analysing, or thinking about their rules.
  • i) Pupils automatically select and use similar target language chunks related to the current content heard/seen/read in oral communication without knowing, analysing, or thinking about their rules.