5. Sınıf İngilizce Daily Routines Test Çöz

Bu konunun öğrenme çıktıları

MEB öğretim programından birebir alınmıştır.

• ENG.5.3.L3Students can make meaning of/derive meaning from the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through significant details by listening/watching it carefully.

  Süreç bileşenleri (7)

  • a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.
  • b) Students make important and necessary classifications in the current content that help them to understand it better with details.
  • c) Students make important and necessary comparisons in the current content that help them to understand it better with details.
  • d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.
  • e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.
  • f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.
  • g) Students internalise the current content in an individualised and appropriate way according to age and language level.

• ENG.5.3.R3Students can make meaning of / derive meaning from the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” by reading it carefully.

  Süreç bileşenleri (6)

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

• ENG.5.3.V1Students can select and use the target vocabulary of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

  Süreç bileşenleri (7)

  • a) Students guess the main topic of the current content from the audio/visual/written elements (e.g. sound, voices, scenes, written words) in the contextual material by listening (to)/watching/ reading it several times for recognition.
  • b) Students recognise sub-themes/key components of the target words to which they belong in the current content by scanning.
  • c) Students recognise the target words related to the main components of the current content with the help of the audio/visual/written elements and other clues.
  • d) Repeating aloud the relevant target key components and target vocabulary in the current content with the whole class, in groups, and then individually together with or after listening (to)/watching/reading the source material.
  • e) Students recognise the use of target words and expressions in the current content by making various guesses with the help of supplementary elements.
  • f) Students make context-appropriate selections automatically by associating target words with their pre-existing conceptual meanings in the mind without analysing their contextual meaning in detail.
  • g) Students use the target words spontaneously and appropriately in different communicative contexts by being aware of their differences when communicating with others.

• ENG.5.3.G1Students can select and use the target grammatical elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

  Süreç bileşenleri (10)

  • a) Being familiar with the current content by listening (to)/watching/reading it a few times attentively.
  • b) Students listen (to)/watch/read the same content, attentively and mindfully, including the use of target grammatical chunks presented verbally in context with the help of body language.
  • c) Students verbally and automatically repeat simple and meaningful clauses/sentences containing target grammatical chunks that they have noticed in the current content that they have heard/viewed/read without explicit knowledge of the rules.
  • d) Students act out physically the clauses/sentences containing the target grammatical chunks in the current content heard/viewed/read by repeating them several times without knowing, analysing, and thinking about their rules.
  • e) Students see and read the example sentences containing target grammatical chunks provided for language awareness carefully.
  • f) Students gain awareness of clauses/sentences that contain target grammatical chunks that are presented for the purpose of raising language awareness.
  • g) Students recognise the clauses/sentences containing the target grammatical chunks when they encounter them by seeing and/or hearing them in different contexts.
  • h) Students use the recognised target grammatical chunks naturally, authentically, and automatically in new contextual tasks and activities without analysing their rules.
  • i) Students produce new and meaningful verbal/written content about the current theme by using the target grammatical chunks in meaningful tasks without knowing and analysing their rules.
  • j) Students use the target language chunks authentically, automatically, and naturally in communication processes without analysing their rules in meaningful contexts.