3. Sınıf İngilizce

Pupils are asked to recall the current (theme) concept of “school life” and its components such as “greetings and introductions at school, people and places at school, months of the year, ages and birthday celebrations; national days and celebrations”, by remembering their previous/pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current concept in English. To remind them of the pre-existing background knowledge they already have about the current concept various visual materials such as a short digital cartoon, a picture, a poster can be prepared and shown (it can be a paper picture format if there are technological problems) before the main teaching/learning flow of the lesson begins. The pupils are facilitated through the materials they have learnt the concept of it in the previous years with various activities. Then they are asked in simple English what was it about. They get help from the teacher to be able remember and say. For example the teacher could show the pictures with the words next to them so that pupils can remember some vocabulary and language chunks from the previous years. The teacher asks them to wait until they see the next visual, which is the main entry material of the theme, the introductory digital story, without asking any further questions. One of the example practices could be to point correctly to a picture of the current concept in it when they are given instructions by the teacher in simple English. Pupils give responses by pointing out relevant socalled pictures without speaking any Turkish but only in very simple English or with mimics and gestures. In this way, connections are made between pre-existing knowledge about the current theme (in their minds) in their own language and the present information about the concept through meaningful contextualised activities with visuals within the theme.

Objective: To talk about the roles at school and places at school in English by using target vocabulary items through interactive activities. Activity 1: Pantomime The teacher hangs pictures of places at school on the whiteboard and asks the whole class to repeat the words. The teacher splits the class into two teams (Team A and Team B). A pupil from Team A draws a role card without showing it to others. The pupil pantomimes the role (e.g., pretending to read a book for “a librarian” or sweeping the floor for “a cleaner”). Team B, guessing the role, says the correct place and matches the places at school on the board with the role cards by hanging them on the board. When matching is over, pupils can say both the name of the place and the name of the roles at school. The teacher supports the correct pronunciation of target words. They repeat every word in a sentence as the whole class. Teams switch roles, repeating the steps until all pupils have participated or all cards have been used. The teacher provides positive feedback to encourage them. Pupils reflect on their thoughts and feelings about the activity by using emoticons.

Objective: To talk about the roles and places at school in English by using target vocabulary items through interactive activities. Activity 2: Pantomime The teacher hangs pictures of places at school on the whiteboard and asks the whole class to repeat the words. The teacher splits the class into two teams (Team A and Team B). A pupil from Team A draws a role card without showing it to others. The pupil pantomimes the role (e.g., pretending to read a book for “a librarian” or sweeping the floor for “a cleaner”). Team B matches the school places on the board with the role cards by hanging them on the board. They repeat every word (or in a sentence) as the whole class. Teams switch roles, repeating the steps until all pupils have participated or all cards have been used. The teacher provides positive feedback to encourage them. Pupils reflect on their thoughts and feelings about the activity by using emoticons.

Pupils are asked to recall the current (theme) concept of “classroom life” and its components such as “classroom instructions and language; classroom furniture, objects, and devices; school subjects; seasons of the year”, by remembering their previous/pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current concept in English. To remind them of the pre-existing background knowledge they already have about the current concept various visual materials such as a short digital cartoon, a picture, a poster can be prepared and shown (it can be a paper picture format if there are technological problems) before the main teaching/learning flow of the lesson begins. The pupils are facilitated through the materials they have learnt the concept of it in the previous years with various activities. Then they are asked in simple English what was it about. They get help from the teacher to be able remember and say. For example the teacher could show the pictures with the words next to them so that pupils can remember some vocabulary and language chunks from the previous years. The teacher asks them to wait until they see the next visual, which is the main entry material of the theme, the introductory digital story, without asking any further questions. One of the example practices could be to point correctly to a picture of the current concept in it when they are given instructions by the teacher in simple English. Pupils give responses by pointing out relevant socalled pictures without speaking any Turkish but only in very simple English or with mimics and gestures. In this way, connections are made between pre-existing knowledge about the current theme (in their minds) in their own language and the present information about the concept through meaningful contextualised activities with visuals within the theme.

Objective: To identify classroom objects in English by using target vocabulary and target language chunks. Activity 1: What’s Missing The teacher gathers 8-10 common classroom objects. After clearly naming each item and demonstrating it, the teacher asks the whole class to repeat. Before starting, the teacher ensures that the pupils understand the material. The teacher covers the items with a cloth, then secretly removes one object while ensuring the pupils are not watching. Uncover the remaining items and ask the class, “What’s missing?”. Encourage pupils to raise their hands or call out the answer by using “there is, there are, there isn’t, there aren’t” forms. If a student answers correctly, they receive a point or a sticker as a reward. After the student’s answer, the teacher repeats the sentence to the whole class once more. This activity helps to improve memory, vocabulary recall, and speaking confidence in a fun and interactive way. The teacher gives them encouraging remarks to boost their confidence. Pupils reflect on their thoughts and feelings about the activity by using emoticons.

Objective: To practice the language for classroom objects in English by guessing and using target vocabulary. Activity 2: What’s Missing The teacher gathers 8-10 common classroom objects. After clearly naming each item and demonstrating each one one at a time, the teacher asks the whole class to repeat. Before starting, the teacher ensures that the pupils understand the material. The teacher covers the items with a cloth, then secretly removes one object while ensuring the pupils are not watching. Uncover the remaining items and ask the class, “What’s missing?”. Encourage pupils to raise their hands or call out the answer. If a student answers correctly, they receive a point or a sticker as a reward. After the pupil’s answer, the teacher repeats the target word to the whole class once more. This activity helps to improve memory, vocabulary recall, and speaking confidence in a fun and interactive way. The teacher gives them encouraging remarks to boost their confidence. Pupils reflect on their thoughts and feelings about the activity by using emoticons.

Pupils are asked to recall the current (theme) concept of “personal life” and its components such as “parts of the body and physical features; personal characters; weather conditions; clothing according to seasons and weather conditions; preferences for clothing”, by remembering their previous/pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current concept in English. To remind them of the pre-existing background knowledge they already have about the current concept various visual materials such as a short digital cartoon, a picture, a poster can be prepared and shown (it can be a paper picture format if there are technological problems) before the main teaching/learning flow of the lesson begins. The pupils are facilitated through the materials they have learnt the concept of it in the previous years with various activities. Then they are asked in simple English what was it about. They get help from the teacher to be able remember and say. For example the teacher could show the pictures with the words next to them so that pupils can remember some vocabulary and language chunks from the previous years. The teacher asks them to wait until they see the next visual, which is the main entry material of the theme, the introductory digital story, without asking any further questions. One of the example practices could be to point correctly to a picture of the current concept in it when they are given instructions by the teacher in simple English. Pupils give responses by pointing out relevant socalled pictures without speaking any Turkish but only in very simple English or with mimics and gestures. In this way, connections are made between pre-existing knowledge about the current theme (in their minds) in their own language and the present information about the concept through meaningful contextualised activities with visuals within the theme.

Objective: To talk about basic body parts in English by using the target vocabulary and target chunks. Activity 1: Teacher shows pictures of the body parts and adjectives (neck, shoulders, knees, toes, foot, back, tongue, teeth, fingers, chin, blond, curly, straight, round, little, strong, weak, beautiful). Pupils repeat each word after the teacher. Teacher divides the class into small groups and each pupil in the groups begins to make sentences using the target words and structures. They are asked to use unusual sentences such as “I have got three eyes. I have got four fingers”. While each pupil in the group makes these sentences in turn, all group members draw according to these sentences. While fun drawings emerge, target words and structures are used. Then they reflect on the activity with emoticons. The teacher provides positive feedback to encourage them. Pupils reflect on their thoughts and feelings about the activity by using emoticons.

Objective: To talk about basic body parts in English by using the target vocabulary and target chunks. Activity 2: Teacher shows pictures of the body parts and adjectives (neck, shoulders, knees, toes, foot, back, tongue, teeth, fingers, chin, blond, curly, straight, round, little, strong, weak, beautiful). Pupils repeat each word after the teacher. Teacher divides the class into small groups and begins to make sentences using target words and structures. These sentences can be unusual sentences such as “I have got three eyes. I have got four fingers”. Pupils make their own drawings based on the sentences they hear from the teacher. While fun drawings emerge, target words and structures are used. Then they reflect on the activity with emoticons. The teacher provides positive feedback to encourage them. Pupils reflect on their thoughts and feelings about the activity by using emoticons.

Pupils are asked to recall the current (theme) concept of “family life” and its components such as “family members; ages of family members; daily routines and chores of family members; hobbies and abilities of family members”, by remembering their previous/pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current concept in English. To remind them of the pre-existing background knowledge they already have about the current concept various visual materials such as a short digital cartoon, a picture, a poster can be prepared and shown (it can be a paper picture format if there are technological problems) before the main teaching/learning flow of the lesson begins. The pupils are facilitated through the materials they have learnt the concept of it in the previous years with various activities. Then they are asked in simple English what was it about. They get help from the teacher to be able remember and say. For example the teacher could show the pictures with the words next to them so that pupils can remember some vocabulary and language chunks from the previous years. The teacher asks them to wait until they see the next visual, which is the main entry material of the theme, the introductory digital story, without asking any further questions. One of the example practices could be to point correctly to a picture of the current concept in it when they are given instructions by the teacher in simple English. Pupils give responses by pointing out relevant socalled pictures without speaking any Turkish but only in very simple English or with mimics and gestures. In this way, connections are made between pre-existing knowledge about the current theme (in their minds) in their own language and the present information about the concept through meaningful contextualised activities with visuals within the theme.

Objective: To talk about family members and physical appearances in English by using the target vocabulary and target chunks. Activity 1: The teacher hangs the flashcards of the family members and physical characteristics in two separate groups on the board. After hanging them on the board, the teacher says each word in a normal voice and asks the pupils to repeat it. In the next round, if she/he whispers the word, she/he asks the pupils to repeat it loudly, and if she/he says it loudly, she/he asks them to repeat it in a whisper. When the word repetitions are completed, she/he asks one of the pupils to come to the board and throw the ball first to the family member pictures and then to the pictures related to physical appearances. She/He asks the pupil to make sentences about the words that the ball lands on. Example: “My cousin is young”. Then they reflect on the activity by clapping loudly or softly. The teacher provides positive feedback to encourage them. Pupils reflect on their thoughts and feelings about the activity by using emoticons.

Objective: To talk about family members and physical appearances in English by using the target vocabulary and target chunks. Activity 2: The teacher hangs the flashcards of the family members and physical characteristics in two separate groups on the board. After hanging them on the board, the teacher says each word in a normal voice and asks the pupils to repeat it. In the next round, if she/he whispers the word, she/he asks the pupils to repeat it loudly, and if she/he says it loudly, she/he asks them to repeat it in a whisper. When the word repetitions are completed, she/he asks one of the pupils to come to the board and throw the ball first to the family member pictures and then to the pictures related to physical appearances. She/He asks the pupil to say the words that the ball lands on. Example: “cousin” “young”. Then they reflect on the activity by clapping loudly or softly. The teacher provides positive feedback to encourage them. Pupils reflect on their thoughts and feelings about the activity by using emoticons.

Pupils are asked to recall the current (theme) concept of “homes and houses and the neighbourhood” and its components such as “life in the countryside; farmhouses and farm animals; activities and chores on a farm”, by remembering their previous/pre-existing background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current concept in English. To remind them of the pre-existing background knowledge they already have about the current concept various visual materials such as a short digital cartoon, a picture, a poster can be prepared and shown (it can be a paper picture format if there are technological problems) before the main teaching/learning flow of the lesson begins. The pupils are facilitated through the materials they have learnt the concept of it in the previous years with various activities. Then they are asked in simple English what was it about. They get help from the teacher to be able remember and say. For example the teacher could show the pictures with the words next to them so that pupils can remember some vocabulary and language chunks from the previous years. The teacher asks them to wait until they see the next visual, which is the main entry material of the theme, the introductory digital story, without asking any further questions. One of the example practices could be to point correctly to a picture of the current concept in it when they are given instructions by the teacher in simple English. Pupils give responses by pointing out relevant socalled pictures without speaking any Turkish but only in very simple English or with mimics and gestures. In this way, connections are made between pre-existing knowledge about the current theme (in their minds) in their own language and the present information about the concept through meaningful contextualised activities with visuals within the theme.

Objective: To talk about farm animals in English by using the target vocabulary and target chunks. Activity 1: The teacher draws a farm on the board and asks the pupils to guess what it is. She sticks the word “farm” on the board and plays the sounds of farm animals. She asks the children to guess which farm animal it is. For each correct guess, she hangs the picture of that animal on the farm and asks the pupils to repeat the target words while hanging it. After hanging the photos of all the farm animals, she asks the children to close their eyes. She takes one of the pictures on the board and hides it behind her. She asks, “What’s missing?” and waits for an answer. After the pupils answer, she says the word and asks them to repeat it. Finally, she asks the pupils to match the farm animal words on the edge of the board. Then they reflect on the activity with emoticons. The teacher provides positive feedback to encourage them. Pupils reflect on their thoughts and feelings about the activity by using emoticons.

Objective: To talk about farm animals in English by using the target vocabulary and target chunks. Activity 2: The teacher draws a farm on the board and asks the pupils to guess what it is. The teacher sticks the word “farm” on the board and plays the sounds of farm animals. The teacher asks the children to guess which farm animal it is. For each correct guess, the teacher hangs the picture of that animal on the farm and asks the pupils to repeat the target words while hanging it. After hanging the photos of all the farm animals, the teacher asks the children to close their eyes. The teacher takes one of the pictures on the board and hides it behind her. The teacher asks, “What’s missing?” and waits for an answer. After the pupils answer, she says the word and asks them to repeat it. Then they reflect on the activity with emoticons. The teacher provides positive feedback to encourage them. Pupils reflect on their thoughts and feelings about the activity by using emoticons.

Pupils are asked to recall the current (theme) concept of “life in the city and the world” and its components such as “food items and meals, eating outside and ordering food”, by remembering their previous/preexisting background knowledge about it (imaginatively through thinking) in their own language to make links with the current activities in the theme in English without translating anything until they start learning the target words in the current concept in English. To remind them of the pre-existing background knowledge they already have about the current concept various visual materials such as a short digital cartoon, a picture, a poster can be prepared and shown (it can be a paper picture format if there are technological problems) before the main teaching/learning flow of the lesson begins. The pupils are facilitated through the materials they have learnt the concept of it in the previous years with various activities. Then they are asked in simple English what was it about. They get help from the teacher to be able remember and say. For example the teacher could show the pictures with the words next to them so that pupils can remember some vocabulary and language chunks from the previous years. The teacher asks them to wait until they see the next visual, which is the main entry material of the theme, the introductory digital story, without asking any further questions. One of the example practices could be to point correctly to a picture of the current concept in it when they are given instructions by the teacher in simple English. Pupils give responses by pointing out relevant socalled pictures without speaking any Turkish but only in very simple English or with mimics and gestures. In this way, connections are made between pre-existing knowledge about the current theme (in their minds) in their own language and the present information about the concept through meaningful contextualised activities with visuals within the theme.

Objective: To talk about food items in English by using the target vocabulary and target chunks. Activity 1: The teacher says the names of the pictures of food while hanging them on the board and asks the pupils to repeat them. After the pictures are completed, she/he shows the words one by one and asks volunteer pupils to match the words with the images of food. After matching, the teacher removes the words related to the food and only the pictures remain on the board. The teacher asks a pupil to make a sentence with one of the words he/she has chosen, for example, “I have bread”. Another pupil says the sentence her friend made and adds one of the food names on the board to the sentence; such as “I have got bread and cake”. All the words on the board are completed by adding one food name at a time. Thus, food names are repeated. The pupils reflect on the activity by clapping loudly or softly. The teacher provides positive feedback to encourage them. Pupils reflect on their thoughts and feelings about the activity by using emoticons.

Objective: To talk about food items in English by using the target vocabulary and target chunks. Activity 2: The teacher says the names of the pictures of food while hanging them on the board and asks the pupils to repeat them. After the pictures are completed, she/he shows the words one by one and asks volunteer pupils to match the words with the images of food. After the matches, one pupil makes a sentence with one of the words she chose, such as “I have got bread”. Another pupil says the sentence her friend made and adds one of the food names on the board to the sentence, such as “I have got bread and cake”. All the words on the board are completed by adding one food name at a time. Thus, food names are repeated. The pupils reflect on the activity by clapping loudly or softly. The teacher provides positive feedback to encourage them. Pupils reflect on their thoughts and feelings about the activity by using emoticons.