5. Sınıf School Life Testleri

Genel Değerlendirme Testleri

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5. Sınıf School Life Test 1

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5. Sınıf School Life Test 2

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5. Sınıf School Life Test 3

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5. Sınıf School Life Test 4

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5. Sınıf School Life Test 5

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5. Sınıf School Life Test 6

Kazanımlar ve Konu Testleri

ENG.5.1.L1

School Life Listening Preparation

Students can get ready for the listening/watching-comprehension process for the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” carefully.
a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.
b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.
c) Students make predictions about the current content on “school life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.
d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.

ENG.5.1.L2

School Life Gathering Details

Students can bring information about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” together through significant details and main components while listening/watching it.
a) Students comprehend the topic of the current content by listening (to)/watching it as a whole.
b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.

ENG.5.1.L3

School Life Deriving Meaning

Students can make meaning of/derive meaning from the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” through significant details by listening/watching it carefully.
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.5.1.L4

School Life Conveying Thoughts

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.
a) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content.
b) Students convey their personal knowledge, experiences, thoughts, and feelings examined carefully in relation to the listening/watching-comprehension process about the current content by sharing them with others.

ENG.5.1.P1

School Life Phonological Elements

Students can select and use the target phonological elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.
a) Listening to the current content by paying attention to the target phonological aspects including pronunciation and intonation of utterances.
b) Students reinforce the target phonological elements by repeating them after the source several times as a whole class, in groups and individually.
c) Students recognise the target phonological elements of the current content when they are heard in different contexts.
d) Students recognise target phonological elements specific to the current content when they are heard in different contexts and use them accurately, authentically, and naturally through spontaneous decision-making processes.
e) Students use the target theme-specific phonological elements of the current content appropriately, spontaneously and effectively when communicating with others.

ENG.5.1.R1

School Life Reading Readiness

Students can get ready for the reading-comprehension process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.
a) Students activate their pre-existing knowledge and past experiences related to the current theme and content efficiently.
b) Students recognise significant relationships between their pre-existing knowledge, past experiences and clues to the current content.
c) Students make significant preliminary predictions about the current content based on recognised relationships.
d) Students make detailed predictions about the current content by exploring the audio-visual clues surrounding it.

ENG.5.1.R2

School Life Skimming and Scanning

Students can bring information about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.
a) Students review the current content by looking at the surrounding audio/visual materials to identify what it is about in general through skimming.
b) Students read the current content to scan the major components silently and quickly with the help of the clues provided.
c) Students carefully read the current content silently and carefully to find significant details and components belonging to the theme.

ENG.5.1.R3

School Life Meaning from Reading

Students can make meaning of / derive meaning from the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by reading it carefully.
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.5.1.R4

School Life Conveying Reading Experiences

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others.
a) Students convey individually the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process.
b) Students convey the knowledge, experiences, thoughts, and feelings that have been carefully examined in relation to the current reading-comprehension content and process by sharing them with others.
c) Students produce new products related to the current reading-comprehension content and process by revising their personal work carefully after participating in reflective activities.

ENG.5.1.V1

School Life Target Vocabulary

Students can select and use the target vocabulary of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
a) Students guess the main topic of the current content from the audio/visual/written elements 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.
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.
g) Students use the target words spontaneously and appropriately in different communicative contexts.

ENG.5.1.G1

School Life Grammatical Elements

Students can select and use the target grammatical elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.
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 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.

ENG.5.1.W1

School Life Writing Readiness

Students can get ready for the writing-expression process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.
a) Students relate their pre-existing knowledge and experience used in the initial processes of writing-expression skills to the current content by activating them in relation with the current content.
b) Students understand what the writing task and its content are in relation to the current content correctly by making use of their pre-existing knowledge and experience as guided and assigned.

ENG.5.1.W2

School Life Writing Models

Students can understand the model/example for the writing task about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.
a) Students understand the components and details of the content in the provided model/ sample which is displayed as a guide, by examining it carefully.

ENG.5.1.W3

School Life Organising Writing

Students can organise a content for the assigned writing task on the current content “school life with people, places and rules at school; school clubs; countries; national days and celebrations” based on the model/example provided.
a) Students conduct preliminary research for a prepared writing situation according to the current content appropriate to the assigned writing type, age, and language level.
b) Students develop a simple draft for a prepared/or unprepared writing task about the current content appropriate to the assigned writing type, age, and language level.
c) Students organise and/or produce materials relevant to the content for a prepared/ unprepared writing task, appropriate to the assigned writing type, age, and language level.

ENG.5.1.W4

School Life Constructing Writing

Students can individually construct/form content for the assigned writing task on the current content “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.
a) Students present appropriate and accurate materials for a prepared and/or unprepared writing task about the current theme according to the assigned writing type, age, and language level.
b) Students use appropriate discourse forms, styles, and rules relevant to the assigned writing type for a prepared and/or unprepared writing task.
c) Students use target words and grammatical language chunks accurately and appropriately for a prepared and/or unprepared writing task about the current content by selecting them according to the assigned writing type, age, and language level.
d) Students express important messages in the written current content to the reader accurately and appropriately for a prepared and/or unprepared writing task.

ENG.5.1.W5

School Life Reorganising Information

Students can reorganise (reconstruct) and use information in the new written tasks about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people.
a) Students use the information in the current content or similar information in a different content by internalising and selecting it individually and reorganising it as required and meaningfully in different contexts.
b) Students exchange information/ideas in written communication by sharing reconstructed meaningful knowledge meaningfully with others.

ENG.5.1.W6

School Life Reflecting on Writing

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others.
a) Students convey individually the knowledge, experiences, thoughts, and feelings reviewed in relation to the current writing-expression content and process.
b) Students share the knowledge, experiences, thoughts, and feelings reviewed in relation to the writing-expression process about the current content with others.
c) Students produce new written products related to the current writing-expression content and process by revising their personal work carefully after participating in reflective activities.

ENG.5.1.S1

School Life Speaking Readiness

Students can get ready for speaking-expression process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.
a) Students make connections with the current content by activating their pre-existing knowledge and experiences that they have recalled in the listening (to)/watching/reading sections previously.

ENG.5.1.S2

School Life Speaking Models

Students can use the model/example for producing verbal content about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.
a) Students listen (to)/watch/read the model/example for the current content with the help of audio/visual/written elements.

ENG.5.1.S3

School Life Organising Speech

Students can organise a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically.
a) Students recognise what form and type of content is expected and assigned for prepared/ unprepared speaking situations based on audio/visual/written content as provided in the model/example.
b) Students organise the content for prepared/unprepared speaking situations in an appropriate and accurate way as they have heard/seen/read in the model/example.
c) Students develop a draft for prepared/unprepared speaking situations, appropriate to the age and language level as presented in the model/sample content.
d) Students organise supplementary audio/visual/written materials for prepared/or unprepared speaking situations, appropriate to age and language level, as provided in the model/sample content.
e) Students organise the information about the current content to be presented for prepared/or unprepared speaking situations in an appropriate way as required.

ENG.5.1.S4

School Life Constructing Speech

Students can construct a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically.
a) Students use target pronunciation, vocabulary, language chunks, and forms of discourse related to the current content effectively by selecting them accurately and appropriately for prepared/unprepared speaking situations.
b) Students present individually prepared content in an accurate and efficient way as presented in the model/example for prepared speaking situations clearly, efficiently, and appropriately.
c) Students present individually prepared information in an accurate and efficient way as presented in the model/example for unprepared speaking situations.
d) Students express the message about the current content clearly to the reader by using all supplementary elements and body language in an appropriate and accurate way in context for prepared and/or unprepared speaking situations.

ENG.5.1.S5

School Life Reconstructing Information

Students can reorganise (reconstruct) and use information about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people.
a) Students use the information presented in the current content by reorganising it appropriately, efficiently, individually, and verbally in different contexts.
b) Students engage in appropriate and efficient verbal communication by sharing the reconstructed meaningful information about the current content with others.

ENG.5.1.S6

School Life Reflecting on Speaking

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.
a) Students convey individually the knowledge, experiences, thoughts, and feelings examined carefully in relation to the current speaking-expression content and process.
b) Students share the knowledge, experiences, thoughts, and feelings examined carefully in relation to the speaking-expression process about the current content with others.

5. Sınıf İngilizce - Ünite: School Life

Bu ünite, okul hayatınla ilgili İngilizce konuşmanı ve yazmanı sağlayacak temel bilgi ve becerileri kapsar. Amacımız, okul deneyimlerini, derslerini ve okuldaki aktivitelerini İngilizce olarak ifade edebilmendir. Bu üniteyi tamamladığında, okul hayatın hakkında İngilizce olarak kolayca iletişim kurabilecek, temel soruları yanıtlayabilecek ve kendini daha iyi ifade edebileceksin.

Bu ünitede öğreneceğin başlıca konular şunlardır:

Okul Eşyaları ve Sınıf Nesneleri: Sınıfında bulunan kalem, silgi, kitap, defter gibi temel eşyaların İngilizce karşılıklarını ve bunların yerlerini sorma-söyleme pratiklerini öğreneceksin. Örneğin, "What is this?" (Bu nedir?), "It's a pencil." (O bir kalem.) gibi ifadeler bu bölümde ele alınacaktır.
Dersler ve Okul Alanları: Fen Bilgisi (Science), Matematik (Math), İngilizce (English), Beden Eğitimi (Physical Education/PE) gibi farklı okul derslerinin adlarını tanıyacaksın. Ayrıca kütüphane (library), spor salonu (gym), kantin (canteen), bilgisayar odası (computer room) gibi okuldaki çeşitli alanların isimlerini de öğreneceksin.
Günlük Okul Rutinleri: Sabah uyanmak, kahvaltı yapmak, okula gitmek, ders çalışmak, teneffüs yapmak gibi okul gününle ilgili rutin eylemleri basit zaman (Simple Present Tense) kullanarak ifade etmeyi öğreneceksin. Örneğin, "I wake up at 7 o'clock." (Saat 7'de uyanırım.) veya "I have English class on Monday." (Pazartesi günü İngilizce dersim var.) gibi cümleler kurabileceksin.
Beğeniler ve Beğenmedikler: Hangi dersleri sevdiğini veya sevmediğini, hangi aktivitelerden hoşlandığını veya hoşlanmadığını "I like..." (Severim), "I don't like..." (Sevmem) yapılarıyla anlatabileceksin. Örneğin, "I like Math." (Matematik severim.) veya "I don't like History." (Tarih sevmem.).
Yer Edatları (Prepositions of Place): Nesnelerin veya kişilerin nerede olduğunu belirtmek için "in" (içinde), "on" (üstünde), "under" (altında), "next to" (yanında), "behind" (arkasında), "in front of" (önünde) gibi edatları kullanarak konum bildirmeyi öğreneceksin. "The book is on the desk." (Kitap masanın üstünde.) veya "The teacher is in front of the board." (Öğretmen tahtanın önünde.) cümleleri bu kapsamdadır.
Yetenek ve İzin İfade Etme (Can/Can't): Okulda yapabildiğin veya yapamadığın şeyleri "I can read." (Okuyabilirim.) veya "I can't draw." (Çizemem.) gibi cümlelerle ifade edeceksin. Ayrıca, "Can I go out?" (Dışarı çıkabilir miyim?) veya "Can I open the window?" (Pencereyi açabilir miyim?) gibi ifadelerle izin istemeyi de öğreneceksin.