ingilizceprogrami meb

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T.C.MLL ETM BAKANLIITalim ve Terbiye Kurulu BakanlLKRETM NGLZCE DERS(4, 5, 6, 7 ve 8. SINIFLAR)RETM PROGRAMI

ENGLISH LANGUAGE CURRICULUMFOR PRIMARY EDUCATION(GRADES 4, 5, 6, 7 and 8)

ANKARA- 2006


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retmenler;Cumhuriyet sizden fikri hr, irfan hr, vicdan hr nesillerister.

Mustafa Kemal ATATRK


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LKRETM NGLZCE DERS (4, 5, 6, 7 ve 8. SINIFLAR)RETM PROGRAMI ALIMALARINDAGREV ALANLAR

Prof. Dr. Aydan ERSZ (G, Gazi Et. Fak., ng rt. Bl.)

Prof. Dr. Abdulvahit AKIR (G, Gazi Et. Fak., ng rt. Bl.)Asist. Prof. Dr. Paa Tevfik CEPHE (G, Gazi Et. Fak., ng rt. Bl.)Asist Prof. Dr. Bena Gl PEKER (G, Gazi Et. Fak., ng rt. Bl.)Dr. Neslihan ZKAN (G, Gazi Et. Fak., ng rt. Bl.)ng. rt. B.Candan BGE (TTKB, Et. - rt. Prog. Dai. Bk.)ng. rt. Demet ZMEN (TTKB, Et. - rt. Prog. Dai. Bk.)


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T.C.MLL ETM BAKANLIITalim ve Terbiye Kurulu BakanlSAYI: 14 TARH:10.02.2006KONU: lkretim 4,5,6,7 ve 8. Snf ngilizceDersi (A Blm) retim Program

ile Semeli ngilizce Dersi (B Blm)retim ProgramNCEK KARARINSAYI:144265TARH: 17.09.199724.10.1991

Bakanlk Makamnn 18/10/2005 tarih ve 11060 sayl Oluru ile kurulan zel htisas Komisytarafndan hazrlanarak Kurulumuzda grlen lkretim 4, 5, 6, 7 ve 8. Snf ngilizceretim Program ile Semeli ngilizce Dersi (B Blm) retim Programnn, 20062007 snfta; 2007-2008 retim Ylnda 5. snfta; 2008-2009 retim Ylnda 6, 7 ve 8. snfle

ekli rneklerine gre kabul,Sz konusu programlara gre okutulacak ders kitaplarnn;

1. Ders kitab, retmen klavuz kitab ve renci alma kitab ile birlikte takm hlinyazlmas,2. Baskya hazr nshalarnn incelenmek zere Bakanla ilk bavurularnn, 4 ve 5. sn2006 ylnn Eyll aynda; 6, 7 ve 8. snflar iin 2007 ylnn Haziran, Temmuz ve Austoas,Kurulumuzun 17/09/1997 tarih ve 144 sayl Karar ile kabul edilen lkretim Okulu ngil(4 ve 5. Snf) Dersi retim Programnn, 4. snfnn 20062007 retim Ylnda; 5. snretim Ylnda; Kurulumuzun 24/10/1991 tarih ve 265 sayl Karar ile kabul edilen lkngilizce (6, 7 ve 8. Snf) Dersi retim Programnn ise 20082009 retim Ylnda uygu

kaldrlmas

kararlatrld.

Do. Dr. Hseyin ELK

Mill Eitim Bakan

Prof. Dr. Ziya SELUK

Kurul Bakan

Nazm rfan TANRIKULUyeDr.Veli KILIyemer ZCANyeFsun KKSALyeDo.Dr. Emin KARPyeAhmet Ergun BEDK

yeNecati CANBEKye


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Zbeyir YILMAZyebrahim BKELyeMehmet Latif EKyeHseyin Alp BOYDAKyeDr. Muammer YILDIZ

yeHalil AICI Merdan TUFANye ye


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TABLE OF CONTENTS

page

TRK MLL ETMN GENEL AMALARI 1

TRKE AIKLAMALAR 2WHY DO WE TEACH ENGLISH AT DIFFERENT LEVELS AT SCHOOLS? 16WHAT ARE THE INSIGHTS THAT WE CAN GET FROM DIFFERENT APPROACHES AND 16METHODS?WHICH APPROACH TO COURSE DESIGN SHOULD WE ADOPT? 21WHAT ARE THE COMPONENTS OF A COURSE? 22WHAT ARE ENGLISH LANGUAGE TEACHING MATERIALS? 27GLOSSARY 29ENGLISH LANGUAGE CURRICULUM FOR 4TH AND 5TH GRADES 36WHY SHOULD CHILDREN LEARN A FOREIGN LANGUAGE? 36WHY IS IT BETTER FOR CHILDREN TO LEARN A LANGUAGE IN PRIMARY SCHOOL? 36WILL A FOREIGN LANGUAGE INTERFERE WITH CHILDRENS NATIVE LANGUAGE 36

ABILITY?WHY IS PARENTAL COOPERATION NECESSARY? 37WHO ARE YOUNG LEARNERS? 37HOW DO YOUNG LEARNERS LEARN? 38WHAT IS THE DISTINCTION BETWEEN LANGUAGE ACQUISITION AND LANGUAGE 39LEARNING?HOW MUCH ENGLISH AND THE MOTHER TONGUE SHOULD BE USED IN THE ENGLISH 40LANGUAGE CLASSROOM?WHAT ARE THE ACTIVITY TYPES SUITABLE FOR YOUNG LEARNERS? 41GAMES, SONGS, CRAFT ACTIVITIES, STORIES, DRAMATIZATION 41SYLLABUS FOR THE 4TH GRADE 61SYLLABUS FOR THE 5TH GRADE 89ENGLISH LANGUAGE CURRICULUM FOR 6TH, 7TH AND 8TH GRADES 119

WHY SHOULD ADOLESCENTS LEARN A FOREIGN LANGUAGE? 119WHO ARE ADOLESCENTS? 119HOW DO ADOLESCENTS LEARN? 119WHAT ARE THE ACTIVITY TYPES SUITABLE FOR ADOLESCENTS? 120ENCOURAGING LEARNER AUTONOMY AND STRATEGY TRAINING 121SAMPLE ACTIVITIES 122SYLLABUS FOR THE 6TH GRADE 129SYLLABUS FOR THE 7TH GRADE 165SYLLABUS FOR THE 8TH GRADE 200APPENDICES (SAMPLE TESTS) 235


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TRK MLL ETMNN GENEL AMALARI

1739 sayl Mill Eitim Temel Kanununa gre Trk Mill Eitiminin Genel Amalar:

1. Genel AmalarMadde 2. Trk Mill Eitiminin genel amac

, Trk milletinin btn fertlerini;

1. Atatrk inklp ve ilkelerine ve Anayasada ifadesini bulan Atatrk milliyetiliine baTrk milletinin mill, ahlaki, insani, manevi ve kltrel deerlerini benimseyen, koruyanve gelitiren;ailesini, vatann, milletini seven ve daima yceltmeye alan; insan haklarna ve Anayasbalangcndaki temel ilkelere dayanan demokratik, laik ve sosyal bir hukuk devleti olan TrkiyeCumhuriyetine kar grev ve sorumluluklarn bilen ve bunlar davran hline getirmi yolarak yetitirmek;2. Beden, zihin, ahlak, ruh ve duygu bakmndan dengeli ve salklekilde gelimi bir

kiilie ve karaktere, hr ve bilimsel dnme gcne, geni bir dnya grne sahip; inssaygl; kiilik ve teebbse deer veren, topluma kar sorumluluk duyan; yapc, yaratckiiler olarak yetitirmek,3. lgi, istidat ve kabiliyetlerini gelitirerek gerekli bilgi, beceri, davran ve birlikte i grmealkanl kazandrmak suretiyle hayata hazrlamak ve onlarn, kendilerini mutlu klacakmunmutluluuna katkda bulunacak bir meslek sahibi olmalarn salamak;Bylece, bir yandan Trk vatandalarnn ve Trk toplumunun refah ve mutluluunu artrmak;te yandan mill birlik ve btnlk iinde iktisadi, sosyal ve kltrel kalknmay desteklhzlandrmak ve nihayet Trk milletini ada uygarln yapc, yaratc, sekin bir orta

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TRKE AIKLAMALAR

Gnmz dnyasnda ok dillilik zendirilmektedir. nk lkelerin, uluslararas ilikilersosyal, siyasal ve ekonomik alanlarda daha ileri gtrmek iin yabanc dil bilen insanlara ihtiyacvardr. lkemizde ngilizce retiminin amac zaten ana dilleri ayn olan Trklerin kendi

dailetiim kurmalarn salamak deil, Trk vatandalarnn dier lke vatandalar ile anlasalamak iin ortak bir dili etkin ekilde kullanmalarna hizmet etmek ve bu sayede lkemizin politik,bilimsel, asker, ekonomik ve sosyal alanlarda hak ettii ileri dzeye kmasn kolaylat

Dil retiminde son yaklamlarda dikkatlerin rndensree kaydn gryoruz. Sonyllarda retmen merkezli yaklamlardan renci ve renme merkezli yaklamlara geildinne alarak, program tasarmlarnda sre odakl yaklamlarn benimsenmesi gerektii sySre odakl yaklamlardaki temel hipotez, her dil davrannn altnda, rencilerin syveya retmek iin kullandklar belirli beceri ve stratejilerin olduudur. renme ortamr

nk renciler renme ortamlarnda yeteneklerinin ve potansiyellerinin farkna varrlarrenmenin nasl meydana geldiini anlamak da ok nemlidir, nk bu, rencileri hedef dgrevleri ile kendi balarna baa kmaya zendirir. Byle bir ey renciye bamsz alrettii iin ders dnda da rencilerin iine yaramaya devam eder.

Ama, rencinin dili doru ve uygun kullanma yeteneini artrmak olduu iin, programgelitirme yaklamlarnn gl ynleri bir araya getirilerek izlence trlerinin hepsindeyararlanlabilir. Bylelikle ortaya karlan program yaklamna karma yaklam denmektedprogramda yapsal (dilbilgisi yaplar), durumsal (iletiim ortamlar), konu odakl,kavramsal/ilevsel (Dilbilgisi Kurallar/Kavramlar+Yaplar ve Kullanm/Tutarl Sylemde ),sre/grev odakl(rencinin gerek dnyadaki dil problemleriyle ilgili grevler) ve beceri odakl

(dilsel ve akademik beceriler) yaklamlardan yararlanlmtr.

Karma tip program gelitirme modeli kullanldnda, Avrupa Dil Pasaportunu (ELP) nunprogramla kolayca btnleebilecei grlmektedir. ELP, rencilerin iletiim yeterliklerigelitirmeyi amalayan her yabanc dil programn desteklemektedir. Dolaysyla programdailetiimsel yn (ilevler ve kavramlar) bulunmaldr. Ayrca, ELPin pedagojik ilevleri

srecini renciler iin daha saydam yapmak, dnme ve kendini deerlendirme kapasitelerigelitirmelerine yardmcolmak ve bylece yava yava onlarn kendi renimleri iin daha oksorumluluk stlenmelerini salamak dil retimindeki ada yaklam ve yntemlerde vurgrenmeyi renme ve eletirel dnceyi gelitirme konularyla da rtmektedir. Bundan dgerek dil gerekse alma becerileri ve grevler programda yer almaldr.

Bu program iin sarmal format (cyclical format) tercih edilmitir. nk bu format rencinve retmenlerin ayn konuyu birden fazla alabilmelerini salar. Bu ekilde bir konununefa ele

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alnp sonra unutulmaya terk edilmesi nlenmi olur ve ayn konu deiik zamanlarda deiigrnmlerle tekrar edilerek pekitirilir.

Hangi yata olurlarsa olsunlar ocuklarn anlalr, geliim dzeylerine uygun, farklkaynaklardan tekrar edilen doru (uygun kelime seimi ve telaffuz ile dilbilgisi olarak dzgn) girdiye

ihtiyalar olduu unutulmamaldr. ocuklar dili ilevsel ve iletiimsel yn ile renmeAncak dilin doru olarak modellenmesi ve ocua pratik yapmak iin bol bol frsatlar verilmesigerekir. ocuun dili kullanrken kendini rahat hissedebilmesi iin snf ortamnn destekvegdleyici olmas gerekir. Buna ek olarak iletiimsel ve gereki dil kullanm da ocuunkullanmas iin daha doal bir ortam yaratacaktr. ocuun bilgi sahibi olduu konular temakve bunlar hakknda sk sk konumak yararldr. ocuk yanl yaptnda direkt dzeltme yeve zengin dnt verme (doal iletiim akn bozmadan dzeltme ve dnt verme) yntemiseilmelidir.

ou retmen, ocuklarn grup almasndan (dier rencilerle almaktan) holanacakladnr. Ancak durum byle deildir. Bir ele veya grupla almak pek ok sosyal beceriyi

Bazen zellikle ok kk yataki dil renen renciler tek balarna almay tercih edpaylamak ve paylaarak almak uygun sosyal geliim dzeyi gerektirir. ocuklar bakalarbulunduu bir ortamda bir eyler yapmaktan holanrlar fakat ben merkezli olduklar iin beyseletkinlikleri tercih ederler. Takmlar hlinde oyun oynamak, i birliki ve destekleyici alma iingerekli olan sosyal becerileri artrmak ve birbirlerine yardmc olabilmeleri iin ocuklara bol bol frsatverilmelidir.Tablo 1: 10-12 ya

zellikler Snf ii uygulamalar Gereksinimlerok uzun sre dikkatibir noktadatoplayamazlarFarkl tip altrmalarn kullanlmasnerilirDikkat ve sorumluluk isteyen ilerleurama frsat verilmelidir.evreyle ilgili artanbilgi birikiminesahiptirler.Daha geni yelpazede konu balkullanlabilir.nternetten veya dier kaynaklardan bilgiedinmek iin giriimler ve aratrmacesaretlendirilmelidir.renmeyi daha ciddiyealrlar.Sorumluluk verilebilir ve bamszrenme yollar retilebilir.Bamsz hareket edebilme anstannmaldr.Yetikin deil

ocukturlar.Snfta gvenli bir ortam yaratlmal,glp elenmeye frsat verecek


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altrmalar yaplmaldr.retmenin onlarn ihtiyalarna ve ruhhllerine duyarl olmas gerekir.Ya gruplaryla daha ibirliki bir tutumsergilerler.Daha fazla grup almas yaplabilir. Derste kendi kendine alma, eli alma,

grup almas gibi deiik gruplamalara yerverilmelidir.Bilisel, motor ve sosyalbecerileri gelimitir.Daha zorlayc etkinliklerkullanlmaldr.Zek oyunlar trnde altrmalar severler.Kendi renmestratejilerinin farknavarrlar.Bireysel farkllklar gz nndetutan altrmalar kullanlmaldr.

renme deneyimlerini kiiselletirebilmeans verilmelidir.

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Ergenlik, 11-12 yandan balayarak 5-6 yl sren, beyin ve bedenin deimesiyle sonulanabir dnemdir. Dier bir deyile ergenlik, bir deiim, aratrma ve kefetme dnemidir. Bugen, bireysel deneyimlerini artrr, kiiliini kefeder, ahlaki deerleri ve sosyal kurasorgular vebilisel becerilerini gelitirir. Ergenlik zaten zor bir dnem olduu iin bu gruba retme kolay

deildir. Bedensel ve zihinsel birok deiim geirmekte olan ergen, alkanlklarn, zevileii ve okul ii ilikilerini yeniden yaplandrmaktadr. Bir yazar, bymeyi elence gibi

kavramn yerini baar ve baarszlk, hayal ve gerek, zgrlk ve sorumluluk, toplum veahlak ve ahlakszlk, ruh ve beden gibi kavramlarn aldyeni bir dnya olarak tanmlamaktadr.

Doal olarak, ergenler iin bireysel ve kltrel zellikleri dikkate almadan genelleme yapmaktehlikeli olacaktr. Ergenin olgunlama dzeyinde kltrden kltre ve bireyden bireye beln

farkllklar vardr. Ancak bu gruba retmenlik yapacak kii esnek ve sabrl olmaldr. Abir grup dinamii yaratmak en az uygulanan dil etkinlikleri kadar nemlidir. Bilindiigibi etkin dilkullanma becerileri kazanmak sosyal becerilerle yakndan ilgilidir.

Aada ergenlerin etkili retimi iin bazneriler verilmitir:

Ergenlerin ounluu pop mzikle ilgilenir. O hlde onlarn houna giden mziikullanarak dili retmek daha ilgi ekici olacaktr.Ergenler haval ve karizmatik grnmeyi severler. Bu sebeple spor, medya ve elence gibi

alanlardan konular kullanmak holarna gidecektir.Ergenler, dier insanlarla deiik ilikiler kurmay kefederler. Bu sebeple grup almasbireylerin daha az gergin ve daha ok i birliki bir atmosferde snf arkadalar ileetkileimde bulunmasna olanak verecektir.Ergenler kiiliklerini (bazen birden ok kiilie sahip olabilirler) tanmlamayabalamlardr. Rol yapma etkinlikleri, ergenin baka birinin kimliine brnerek rahatadeiik duygular ifade etmesine yardmc olur.Byme srecinin en nemli unsurlarndan biri de bireyin kendi davranlarnnsorumluluunu stlenmeyi renmesidir. Dil retiminde ise renme stil vestratejilerinin farkna varma, ergenin kendi renme sorumluluunu stlenmesineyardmc olacaktr.Ergenler ilgi duyduklar alanlarda detayl bilgiye sahiptirler. Bu sebeple rencilerinsnfd ilgi ve bilgilerini derse aktarmalarn salamak yararl olacaktr.eitlilik, snfn tekdze yaantsna renk getireceinden farkl etkinliklerin kullanlmderse ilgin ve esprili bir hava katlmas nerilmektedir.Ergenler, bedenlerindeki deiiklikleri kefetme srecinde olduklarndan snf iindehareket etme frsat veren etkinlikler tercih edilmelidir.4


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Snf iinde seviye asndan deiiklikler olabilir. Ancak iyi snf ynetimi becerileriydonatlm bir retmen ok kalabalk snflarda dahi sknt ekmeyecektir.Trke kullanmndan kanlmaldr. Ancak retmen yabanc dilde baa kamayacandnd ok ciddi bir disiplin sorunu ile karlatnda Trke kullanabilir.

Oyunlar snfta dil kullanm iin anlaml balam yaratlmas, etkileimi tetiklemesi, yarve elence havas yaratmas bakmndan yararldr. Ancak retmen oyun kurallarn ksave anlalr ekilde aklamaldr. Bu ya grubu iin akl ve mantk oyunlar idealdir.Ergenler, ocuklara oranla daha az ilgidir. Ayrca daha ok disiplin sorunu karabilirler. Bununsebebi ksmen retmenin en batan rencilerle iyi ilikiler gelitirmemesi, retmek isterile rencilerin renmek istedii bilgiler arasnda iyi bir kpr kuramam olmasdr. Eiyi iletiim kurabilirse, rencilerin derse katlmaya istekli hle gelmelerini salayabil.

Her trl dil becerisi etkinlii bu grup iin kullanlabilir. Ancak retmen aadaki husdikkatli olmaldr:

rencilerin tahmin ve karm yapma becerilerini kullanarak derse katlmlarnnartrlmas,Simulasyon ve dramatizasyon etkinliklerinin kullanlmas,Oyun, popler ark, bilmece, bulmaca, fkra gibi eitli etkinliklerin kullanlmas,kili alma ve grup almas yaplmas,

yi tanmlanm ve daha nce denenmi etkinliklere yer verilmesi,renci otonomisini artracak beceri gelitirme ve eletirel dnme almalarna olanaksalanmas,retmen konuma sresinin en aza indirgenmesi ve renci konuma sresinin artrlmas.Bir retmen velilerden destek almad srece birok sorunla uramak zorunda kalr. Bunedenle ncelikle ebeveynler dil retimi alannda gerekleen yenilikler konusundabilgilendirilmelidir. Ancak bu sayede okulun dil retim politikasna, retmenin kullandyntemlere ve tekniklere mdahle etmemeleri salanabilir. Bu ebeveynler muhtemelen dahanceyaam olduklar dil renme tecrbesini anmsayarak kendi tan olduklaryntemleri ve teknikleriretmenlere empoze etmeye alacaklardr. Bir iki saatlik retmen veli grmesi retmboyunca dil retimi konusundaki yanl kavramlarla ve yanllklarla uramaktan kurtarac

kinci olarak velilerden ocuklarnn dile ve dier kltrlere kar ilgi duymalarn saliin destek istenmelidir. Aileler ocuklarna ikinci bir dili konumaya ne kadar ok deererdiklerinibelirtmek durumundadrlar. Eer mmknse ocuklarna yabanc dille ilgili kitap, video ve

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malzemeleri temin edebilir, eer sz konusu yabanc dili biliyorsa ocuklarna devlerindee projealmalarnda yardmc olabilirler.

Amacmz; rencilerin ve retmenlerin her zaman ngilizce konutuklar bir snfa sahipolmaktr. Fakat bu baarlmas zor bir hedeftir. Aadaki neriler yararl olabilir;

lk olarak, ocuklarla tm ders ngilizce yrtlebilir. Fakat ngilizce kullanm ilk derbandan itibaren tutarl olmaldr. Tutarl dil kullanm (rnein; her gerektiinde Opedemek ve deiik kalplar kullanmamak) ocuun anlamasn kolaylatrr. Ayrca anlam agetirmek iin oka beden dili, mimik ve jestler kullanlmaldr. Tonlama ve vurgu da anlazenginletirir. ngilizce ile disiplin salanabilir. nk onaylanmayan bir durumu retme,baklar ve duruuyla ifade edebilir. Trke kullanlmasna gerek yoktur.

kinci olarak, ocuklarn dil pekitirme aktiviteleri hari birbirleriyle konuurken Trkkullanacaklar gereini kabul etmeliyiz. Ayrca ocuklar ngilizce kullanmna hazr olunar

retmenleriyle konuurken Trke kullanacaklardr. retmen Trke konuan ocuuanlamyormu gibi davranmamaldr. Ancak ngilizce retmeni olduunu dnerek sadece ngkonumaldr. Bu yolla ocuklar iin de iyi bir model oluturacaktr. ngilizce iletiim kdiinigreceklerdir. Snf ii aktiviteler haricinde ocuklara ngilizce konumalar iin asla buygulamamaldr. Eer ocuk Trke konuuyor ise retmen ona ngilizce karlk vermeli vngilizce iletiim kurmay zendirmelidir.

nc olarak, retmen Trke kullanmak iin kendisine mazeretler bulmaya almamaldr(talimat ok uzun ve zor olduu iin bunu Trke olarak veriyorum gibi). Dili basitletirmi, eeryine de anlalmyorsa gstererek veya rnekleyerek anlatmaldr. retmen, Trke iletiirenciler iin ngilizcenin ekicilii ve iletiimsel deeri ortadan kalkacaktr.

Son olarak, rencilerin zeklar ve becerileri kmsenmemelidir. Yukardaki nerilere bakalndnda rencilerin konuulan ngilizceyi anlama becerileri geliecektir. Ayn zamananlama becerilerine daha ok gvenir hle geleceklerdir.

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TERMLER SZL

Bu szlk, retim programnda sklkla kullanlan ngilizce terimleri retmenlerin anlamyardmc olmak iin tasarlanmtr. Terimler szlnde, retim teknikleriyle, etkinlikletrleriyle, deerlendirme yollaryla, dntle ve benzeri eylerle ilgili terimleri bulabilsiniz. Terimler alfabetik

srayla verilmitir.

Antonyms / Synonyms: rencilere kelime gruplar verilir ve bu kelimelerle eleen zt anlllarveya e anlamllar bulmalar istenir. Bunlar genellikle szck retimi ya da altrma olarak kullanlr.

Art and Craft activities: Bu etkinlikler, ocuklarn hayal gcn ve yaratcln harekeAyrca el-gz koordinasyonu gibi beceriler gelitirmelerine yardmc olur. Bir saat ya dakukla yapmbu tr etkinliklere rnektir. Fotoraf erevesi, kart, maske, kukla, kitap ayrac, takvimve

benzerlerini de baka rnekler olarak gsterebiliriz. Kitap yapma, renklendirme, izim noktalarbirletirme vb. de sanat ve el sanatlar aktiviteleri olarak gruplandrlabilir.

Brain Gym: Beyin jimnastii, eitici kinesioloji olarak da adlandrlr. Bu, sa ve sol benbtnlemesini daha da kuvvetlendirmenin ve bylece renmeyi iyiletirmenin mkemmel biryoludur. Beyin jimnastii her bir elimizi ters yndeki dizimize dedirme ya da kollarmzayaklarmzvcudun nnde aprazlamak gibi fiziksel aktiviteleri ierir. Bu tr ksa etkinlikler, tpsnf retiminde, ya dersin banda ya da sonunda bir tempo deiikliine gerek duyulduuvericilerinin kullanlabilmesi gibi, durum krc altrmalar olarak da kullanlabilir. N

gzersizleri,renciler sakinlemeye ihtiya duyduklarnda, beyin jimnastii egzersizleriyle birletirilir. Mzik,nefes egzersizlerine ho bir katk salar. Ayrca mziin snfta pek ok baka uygulamalaolabilir.

Chain Drill: Her renci, soru sorar, cevaplar ve bu ekilde renciler bu kontroll altzincirleme olarak yaparlar.

Choosing a New Identity: rencilerin bir yabanc dili renirken o kltrle zdelikler khedef kltrn bir paras olmas, renmeye ok yardmc olur. simler ve meslekler seebKsaca yeni bir kimlik ve yaam benimseyebilirler.

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Cloze Passage (Test): Snf ii okuma iini daha iletiimsel hle getirmek iin bir okumai, herbeinci, altnc, yedinci, sekizinci veya dokuzuncu vs. kelime karlarak verilebilir. Buokumadaakcl artrmak iindir. rencilerin, boluklar doldurmak amacyla, balama bakarak,gelecek kelimenin sz dizimsel, anlam bilimsel vb. ynleri hakknda tahminler yapmalar

beklenir.

Communicative Activities: letiimsel Dil retimi, iletiim gerektiren gerek yaam durumanyararlanr. retmen, rencilerin gerek hayatta karlaabilecekleri bir durum olutururbir etkinliin iletiimsel olmas iin ya bilgi boluu ya da fikir boluu olmaldr. Bilaktiviteleri, bir rencinin, dier rencilerde olmayan bir bilgiye sahip olduu aktiviteri belirtir.Fikir boluu aktiviteleri, bakalarnn bir konuda ne dndn ya da ne hissettiini almay ierir ve farkl dnceler tartlr. Problem zme aktiviteleri de iletiimseolarak tanmlanr. Sosyalleme amal konumalar da bu grupta yer alr.

Conversation Practice: retmen, renciler hakknda bireysel sorular sorar. Bu ekilde, lerhedef dille pratik yapma ansbulurlar. renciler de arkadalarna kendileri hakknda birl sorularsorabilirler.

Cooperative Learning: birliine dayal renme, eitli performans dzeyindeki rencilbirlikte kk gruplar hlinde ortak bir ama iin alt bir renme yolunu belirtir.kendilerinin olduu gibi birbirlerinin renmelerinden de sorumludurlar. Bylece bir renninbaars dierlerinin de baarl olmalarna yardmc olur.

retmenler, renciler akademik yeteneklerine gre mmkn olduunca heterojen olarakkarsnlar diye , drt veya be yeli gruplar organize etmelidir. rencilerin, gruplarveya kliklere dayanarak oluturmalarna izin verilmemelidir. Gruplarn azami derecedeheterojenliisalannca ve dier gerekli artlar yerine getirilince, baka retim stratejilerinde nadigrlendzeylerde etkileme ve baarl olma ans artmaktadr. Ayrca farkl bak alarna karhogrl olma, dierlerinin fikirlerini ve duygularn gz nnde bulundurma ve dierlerikonumlarn daha fazla anlama eiliminde olurlar. renciler, kendi renmelerini ve gruplkidier herkesin renmelerini gvence altna almak iin ibirlii yaparlar. Her bireyin vetmyelerinin akademik renme baars zerine yaplan bu vurgu, i birliine dayal renmedier grup grevlerinden ayran bir zelliktir.

Critical Thinking: Bir amaca ynelik dnmedir (bir gr kantlama, bir eyin ne anlamageldiini yorumlama, bir problem zme). Eletirel dnme, renme ortamnda ibirliini

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cesaretlendirici ve rekabeti krklemeyen bir dnme yntemidir. Temel eletirel dnme,analiz, yorum, z dzenleme, sonu karma, aklama ve deerlendirmedir.

Dictation: retmen bir metni, deiik hzlarda 3 kez okur. lk okuma normal hzda yaplrrenciler sadece dinler. 2. kez, retmen metni cmleler hlinde okur, renciler duydukl

yazarlar. Son olarak retmen metni normal hzda okur, bu da rencilere yaptklarn kontmefrsat verir.

Discovery Technique: Ama rencilerin dilbilgisi kuraln adm adm kefetmesidir (devlefarkndalaktiviteleri, resimler, sorular vb.). Bylece hem biim hem de anlam, balamdankarabileceklerdir. rencilere kurallar sylemektense, ynlendirme yoluyla onlardan kyapmalarn istersek neyi ne kadar anladklarn rahatlkla grebiliriz.

Drama and Dramatization: Drama kelimesi, sadece dnem sonu oyunu anlamna gelmez. nk bu

anlamda dnldnde dramann olumsuz gibi grnen endieli renciler ve ar yorgunretmenler yn akla gelir. Bu durumda gururlu ve mutlu olan sadece ebeveynlerdir. Aslnda, dramasadece sahneleme olmayp dil renme srecinin elenceli bir parasdr. Drama, ocuklarnrendikleri basit ve mekanik dili, kiiliklerini katarak, zmsemelerini ve sevmelerini salar.Yabanc bir dili konuurken utanga olan ocuklara, arkasna saklanacaklar bir karakter vir. Bubakmdan, belki de, dramatize etmek, dramadan daha uygun bir szcktr.

Dramatize etmek, ocuklarn aktif renmelerine katkda bulunur. Bu yolla renme, dili saltrma veya tekrarlarla renmeye gre daha anlaml ve hatrlanabilir klar. Drama ve daktiviteleri kullanmann, dil reniminde belirgin avantajlar vardr. ocuklar konumaya

ederve onlara beden hareketleri ve yz ifadeleri gibi szsz iletiimle, snrl bir dil birikle bile iletiimkurma ansverir. Drama, ocuklarn bedenlerini, akllarn, duygularn, dil ve sosyal iletiimlerinbirok dzeyde kullanmalarna olanak veren bir etkinliktir.

Bir metni dramatize etmek, olduka motive edici ve elencelidir. Son rn, yani sahneyekonacak eser, bellidir ve ocuklarn bunu bilmeleri onlarn kendilerini gvende hissetmelerini ve bellibir hedefe doru almalarn salar. ocuklar dramada kendileri rol alabilirler veya kukkullanabilirler.

Feedback: Dnt verirken, renciler biimden ok anlama odaklanmaldr. Odaklanma, rencneyi doru yapt zerine olmaldr. Bylelikle kendilerini motive olmu hissederler ve dkorkusuzca kullanmay srdrrler.

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Fill-in-the blank exercise: renciler boluklar rendikleri yeni kelimelerle veya snfenyeni bir dil bilgisi yapsn kullanarak doldururlar. Boluk doldurma aktivitesinin bakabir versiyonudiyalog doldurmadr. retmen diyaloun baz satrlarn bo brakr ve rencilerin bu bodoldurmas beklenir.

Games: Oyunlar olduka motive edicidir nk elenceli ve ilgintir, ayrca ura gerektirbirliini glendirir ve artrrlar. Ayrca ocuklarn dnyasnn doal bir parasdrlar.becerilerinde uygulama yapmak ve dil gelerini sunmak iin kullanlabilirler. Oyunlar,gerekkonularda, rencileri anlaml ve kullanl bir dille donatma imkn salayan ok deerli

Jazz chants: Ksa arklar ve tekerlemeler, ritmi elenceli bir ekilde kullanan ksa iirir. Dersinduraanln giderdii iin renci motivasyonunu artrr. Tekrar iin elenceli bir yolretme aamalararklarda (Songs maddesine baknz) belirtilenlerle ayndr.

Jumbled Sentences: rencilere, bir metnin veya diyaloun cmleleri kark srayla verilinlardoru sray bulmaya alrlar (ikili ya da grup almalarna daha uygundur).

Learner Autonomy: renici zerklii, renici zgrl veya kendi bana ynetilen renolarak tanmlanabilir. renmede bamszlk, insanlarn snfta ve snf dnda kendi zerinde daha fazla kontrole sahip olmalardr ve dil reniminde zerklik, dili renme adili renme yollar zerinde insanlarn daha fazla seme sansna sahip olmalardr. Literrenici zerklii, kiinin kendi renmesi iin sorumluluu kabul etmesi ile balar. rezerklik konusunda zendirmek iin, renme biimlerini ve stratejilerini kavramalarn verenme stilleri ve stratejilerinin farkna varmalarn salamalyz.

Map Labelling: Bu teknikle, rencilere dinlediini veya okuduunu anlama altrmalar verenciler corafi zellikleri yazlmam (dilsiz veya bo) bir haritayla alrlar. retalimatlarn takip eden renciler haritadaki tm corafi zellikleri bulup iaretlerler.

Memorization: renciler, ataszleri, ark szleri, tekerleme gibi ksa metinleri ezberlezendirilir.

Miming: Vcut hareketlerini, jestleri ve yz ifadelerini bir mesaj ifade etmek iin kullanmakdemektir. Tahmin oyunu olarak ya da dilin szsz hareketlerle nasl kullanldn gstermkullanlabilir.

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Minimal Pair: Sadece bir farkl sese sahip olan dier ynleri zde olan iki kelimeden olur.renciler kelimelerde anlam deiikliine yol aan farkl sesleri belirleyebilmelidir.

Question and Answer Drill: renciler retmenin sorduu sorulara abucak cevap verirler.a

soru kalplaryla pratik yapmaktr. Resimler kullanlabilir.

Reading Comprehension Questions: renciler, okuma parasn hangi dzeyde anladklarn aadaki 3 farkl trdeki sorular cevaplarlar:

a. Metinde aka verilen bilgileri isteyen sorularb. Cevaplar metinden karlmas gereken sorularc. rencilerin pasaj kendi deneyimleriyle badatrmalarn isteyen sorularReading Aloud by Students: Telaffuzlarn gelitirmek iin retmen tarafndan bulunan birnirenciler yksek sesle okurlar. Bu metin bir okuma metninden, bir oyundan ya da bir diyalogdan bir

blm olabilir. Sesli okumann baka bir yolu, rencilerin metni farkl ruh hlleri ile ordr.rnein, kzgn ya da mutlu bir tarzda okuyabilirler.

Reading Aloud by Teacher: Sesli okuma retmen tarafndan 2 ekilde yaplabilir: a. Birinci dinletive b. kinci dinleti. Birinci dinleti yava ve dramatize edilerek yaplr, renciler okumparasnkendilerine datlan ve zerinde metin ve evirisi bulunan bir kttan takip ederler. Arndaalnan mzik, tercihen Romantik dnemin bana ait bir klasik olabilir. kinci dinletide,nmetni normal bir hzda okur ve renciler gzleri kapal olarak dinlerler. Arka plandaki m

ik, KlasikBarok ncesi dneme ait bir mzik paras olabilir.

Recognizing Cognates: rencilere her iki dilde ortak olarak kullanlan kelimeleri (cognates) veyayle grnen kelimeleri fark etmeleri retilir. Ayn anlamda kullanlan kelimelere rnek, (truecognates) spaghetti / spagetti, television / televizyon, train / tren szcklerini gsterebiliriz.; farklanlamlarda kullanlan kelimelere (false cognates) ise toast / tost, apartment / apartman, sympathy /sempati gibi szckler rnek gsterilebilir.

Rol-play: renciler, retilen hedef dilde belli rolleri oynayabilirler. Onlara rollerverilir ve burolleri oynamalar iin de sre tannr. Canlandrdklar kiiler hakknda diyalog da yazanekolarak, bir partide karlaan insanlar rolne brnerek konumak ya da yazmak dnlebil

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rencilerin dili doal bir ekilde kullanabilmelerini salamaktr. Canlandrarak okuma, meve dramatizasyona da bavurulabilir.

Self-Correction: retmen rencileri dorudan dzeltmez. Bunun yerine, rencilerin kendi

dzeltmeleri iin aadaki yollardan birini kullanabilir:

a.retmen 2 seenek verir (rencinin dedii ve doru cevap) ve renciye ikisinden birisinsemesini syler.b.retmen, rencisinin bir hata yaptn ve ondan dzeltmesini istediini belli etmek iisorgulayan bir ses tonuyla rencinin azndan kanlar tekrarlar.c.retmen rencinin dediklerini tekrarlar fakat hatadan hemen nce durur ve bylecerenciye hangi kelimenin yanl olduunu belli eder.Skimming and Scanning: Gz gezdirme (ana fikri bulmak iin okuma) ve tarama (zel bir

bilgiyibulmak iin okuma), rencilerin metinlerden ihtiya duyduklar bilgileri alabilmesi iinveetkili tekniklerdir. Bu tekniklerle, bir metni ayrntl olarak birok kez okumak zorunda kalmayz.Genellikle, bir metni ihtiyacmz olan bilgiyi edinmek iin okuruz, bu yzden okurken seicidavranrz.

Small Group Tasks: renciler, grevi ikier ikier veya kmelere ayrlarak yaparlar. Birbriylerendiklerini ve yaptklarn paylarlar. Grevler; bilgi-boluu, fikir-boluu ve mant(reasoning) aktiviteleri gerektirebilir.

Songs: ocuklar arklar sever ve doal yaantlarnda birok ark renirler, bu yzdenocuklarn kendilerini rahat hissetmelerini salar. arklar ve mzik derse eitlilik kataltrmalar elenceli hle getirir ve rencilerin dili bizim onlardan istediimiz ekilkullanmalarn salar. ark sylemek, neeli ve stressiz bir etkinliktir ve snftaki oluortamna katkda bulunur. arklar dilin hatrlanabilir olmasna yardm eden birok tekrararkkullanm esnektir. ark, her retim amac iin dersin her aamasnda kullanlabilir.

Storytelling / Story Reading: ocuklar, motive edici ve elendirici olduklar iin, yk dlemeyiseverler. ykler, renmeyi srdrmek iin ilgi uyandrrlar. ykler, hayal gcn alocuklarn kendi yaratc glerini gelitirmelerine yardmc olurlar. ocuklarn, hayal odnyayla balamalarna yardm eder. Ayrca, ocuklar yklerin ouna ainadr. Bu yzdenyklerle alrken alk olduklar bir balamda alm olurlar. retmenler, ayrca rkullanabilir ve rencilerden grsel materyaller kullanarak yky yeniden anlatmalarn iilir.

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Tasks: Grev, dil kullanm iin doal bir ortam salar. renciler birbirleriyle etkileinarakve gerek dnyadaki davranlar prova ederek bir grevin tamamlanmasna alrlar. Grevrencinin dili ara veya ama olarak kullanmalarn gerektirebilir. Dilin ama olduu grrenciler dili kullanr ve pratik yapar. Bunlara rnek olarak, bavuru formu doldurma, e

irmeetkinlikleri ve resimli hikyeler verilebilir. Dilin ara olduu grevler ise, rnein birrigamialmas yapmak veya kart hazrlamak gibi, rencinin dilsel verileri izleyerek dilsel oln somutbir rn ortaya karmasdr.

Task-based Learning: Grev temelli renmede odak, biim zerinde fazla durmadan iletiimsetkinlikleri yrtmektir. renciler, biim hakknda endie duymadan iletiimsel etkinliklarakie balarlar. renciler grevi yaptktan sonra, onu nasl baardklarn rapor eder ve t

biimsel zelliklerine vurgu ancak en sonda yaplr.Total Physical Response (Using Commands to Direct Behaviour): renciler retmenden szlkomutlar alr ve uygularlar. lk olarak retmen eylemleri gnll rencilerle birlikteasadece rencilere yaptrr. Bu aamadan sonra, snfn geri kalan, eylemi ilk olarak ryapmas kaydyla gerekletirmeye ve daha sonra da retmenin szl komutlarn dinleyerekyapmaya hazrdr. Sonraki aamalarda bir rol deiimi olabilir. renciler retmene ya daarkadalarna komut verebilirler.

Transformation Drill: renciler, cmlelerde, soru eklini dz yapya, etken aty edilgeevirmek gibi deiiklikler yaparlar.

Visualisation: Bu teknik, bir hedefe ynelik almadan gevemeye (rahatlamaya) kadar birkfarkl ama iin kullanlabilir. retmen hafif mzik eliinde bir metni okur ve rencilkapal olarak dinlerler ve istediklerini imgelerler. Dier bir imgeleme yolu da rencilerin bir hedef(outcome) seip onu zihinlerinde imgelemeye almalardr.

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FORMA SAYILARI

Mecburi ngilizce Dersleri iin A Blmleri:

DERS ADI SINIFLAR DERS KTABI RENC ALIMA KTABIRETMEN KILAVUZ

KTABINGLZCEKitapBoyutuFormaSaysKitapBoyutuForma Says KitapBoyutuFormaSays

4. SINIF 19,5x27,5 8 - 10 19,5x27,5 Ders kitabnn forma saysnnyarsndan fazla olmamaldr.Serbest Serbest5. SINIF 19,5x27,5 8 - 10 19,5x27,5 Serbest Serbest6. SINIF 19,5x27,5 10 - 12 19,5x27,5 Serbest Serbest7. SINIF 19,5x27,5 10 - 12 19,5x27,5 Serbest Serbest8. SINIF 19,5x27,5 10 - 12 19,5x27,5 Serbest Serbest

Semeli ngilizce Dersleri iin B Blmleri:

DERS ADI SINIFLAR DERS KTABI RENC ALIMA KTABIRETMEN KILAVUZKTABI

NGLZCEKitapBoyutuFormaSaysKitapBoyutuForma Says KitapBoyutuFormaSays4. SINIF 19,5x27,5 6 - 8 19,5x27,5 Ders kitabnn forma saysnnyarsndan fazla olmamaldr.Serbest Serbest5. SINIF 19,5x27,5 6 - 8 19,5x27,5 Serbest Serbest6. SINIF 19,5x27,5 8 - 10 19,5x27,5 Serbest Serbest7. SINIF 19,5x27,5 8 - 10 19,5x27,5 Serbest Serbest8. SINIF 19,5x27,5 8 - 10 19,5x27,5 Serbest Serbest

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NOTLAR

1.Kitapta yer alacak etkinlikler (boyama, kesme-yaptrma, eletirme, bilmecebulmaca,yk resimlendirme, el ii ve sanat, noktalar birletirme, vb.)

rencilerin geliim dzeylerine uygun olmaldr.2.Programda dinleme becerisi de dier dil becerileri ile eit neme sahiptir. Busebeple hazrlanacak kitabn mutlaka CD ile birlikte retilmesi gerekmektedir.CD kaytlarnn yksek kalitede olmas, ngilizceyi ana dili olarak konuanlartarafndan doldurulmas, fonda balama/konuya uygun doal seslerin olmasartlar aranmaldr.3.retmen kitabnda, nitelerin A ve B blmlerinin nasl ilenecei ayrntlolarak aklanmaldr.15


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ENGLISH LANGUAGE CURRICULUMPRIMARY EDUCATION

WHY DO WE TEACH ENGLISH AT DIFFERENT LEVELS AT SCHOOLS?

In our modern world, multilingualism and plurilingualism are highly encouraged becausecountries need people who are equipped with at least one foreign language to better their internationalrelations socially, politically and economically. The teaching and learning of English is highlyencouraged as it has become the lingua franca, in other words, the means of communication amongpeople with different native languages. Furthermore, English is the official working language of theUnited Nations and NATO of which Turkey is a member. Most of the scientific meet

ings,conferences, symposiums and the like are held in English. Additionally, most ofthe (approximately2/3) literature in the various fields of science and technology are in English and at least half, if notmore, of the business meetings and agreements, and international trade are donein English. Thesefacts increase the general educational value of English, and make it an indispensable part of the schoolcurriculum.

WHAT ARE THE INSIGHTS THAT WE CAN GET FROM DIFFERENT APPROACHESAND METHODS?

Language teaching proposals have been given different names according to their degrees ofabstraction. Traditionally the philosophy at the level of theory and principlesconcerning the nature oflanguage, language teaching and language learning is called an approach. As fora method, it is theoverall plan for the instruction of the target language, which is strictly basedon and consistent with theselected approach. A technique, on the other hand, is implementational. It is any activity that actuallytakes place in the classroom in harmony with the preferred method.

Until 1980s the above conceptualisations or the like were the basic considerations in languageteaching. Nowadays the stress seems to have shifted from theoretical formulations to procedure.Recent trends in language teaching are typically learner-centred, that is, theirstarting point is nolonger generalisations about language but rather the learner or learning itself.NeurolinguisticProgramming (NLP), Multiple Intelligences (MI) and Whole Brain Learning (WBL) all reflect thistendency.

The twentieth century was characterized by a search for better ways of teachingforeignlanguages. People generally believed that solution to the language teaching prob


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lem could only befound in new approaches and methods. Linguistic theories like Structuralism, psycholinguistictheories like Piagets Cognitivism or Chomskys Nativism, psychological theories like Behaviourismas well as sociolinguistic and pragmatic theories have all contributed to the formulation of approaches

and methods. Most applied linguists thought that a method based on a sound linguistic theory and a

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learning theory could be used to teach foreign languages everywhere independently of theteaching/learning context.

The direct method replaced grammar translation in the first quarter of the twentieth century.

Then starting from1950s until 1970s the audiolingual method became very popular.With theemergence of Chomskys transformational grammar, structuralist and behaviourist bases ofaudiolingualism came under fire in 1970s, and as a result, some unorthodox methods appearedespecially in the United States: the silent way, total physical response, community language learningand suggestopedia. Following this period which did not last very long came communicative languageteaching overshadowing all the previous approaches.

The Grammar Translation Method: The grammar translation method is still one of the mostpopular and favourite models of language teaching. It has been rather resistantto educational reformsand remained a standard and widely used methodology. However, one could easily say that it has hardlycontributed to language learning, because it emphasizes grammatical structures rather than the learner'scommunicative ability in the target language. The learner remains under the influence of the mothertongue all the time because all the explanations and translation practices involve the first language.Moreover, this method is not based on any theoretical or practical research conc

erning the nature oflanguage or how it is learned.

The Direct Method: Followers of this method based their teaching on phonetics and scientificgrammar. They believed that foreign language learning was similar to first language acquisition. Theyconducted classroom instruction in the target language. They taught grammar inductively with wordsused frequently in daily life. They taught concrete vocabulary items through pictures and objects, andthey taught abstract vocabulary items by association of ideas. The method was very popular at the endof the nineteenth century and the beginning of the twentieth. It was not easy touse, mainly because ofthe constraints of budget, time, and classroom size. This method did not disappear completely buteventually led to the birth of the Audiolingual Method. With its insistence on the use of the foreignlanguage in classroom communication, this method can be compared to the immersiontechniques oftoday. It had almost nothing to say about advanced learners.

The Audiolingual Method: It was based on the scientific descriptive analysis ofthe target

language and the behaviouristic psychologists learning theory of conditioning andhabit-formation.The following are the characteristics of this method:


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Based on the descriptive, structural, and contrastive linguistics of 1950sInterpretation of learning in terms of stimulus and response, operant conditioning andreinforcement

Dependence on mimicry and memorisation of set phrasesTeaching structural patterns by means of repetitive drillsFocus on syntax rather than on morphologyLearning vocabulary in context17


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Use of tapes and visual aidsFocus on pronunciationImmediate reinforcement of correct responses

But its popularity died out after 1960s. It failed to promote communicative ability as it paid too muchattention to memorisation and drilling. It ignored the role of meaning, context,meaningful use andculture in language learning.Suggestopedia: Drawing upon Soviet psychological research on extrasensory perception,Lozanov (1979) developed a method for learning a language using relaxation as ameans of acquiringnew knowledge. In this method, music played a major role and followers of this method presentedtheir lessons with classical music in the background and students sitting in com

fortable seats. Only inthis way could students be "suggestible."The weaker point of this method is that we do not know what happens if our classrooms lack suchfacilities as comfortable seats and Compact Disk players. A relaxed mind and a comfortableatmosphere may be of help in any method not only in suggestopedia.

The Silent Way: The Silent Way, unlike Suggestopedia, is based on cognitive rather thanaffective arguments. It promotes a problem-solving approach to learning. The teacher remains silent not yielding to the tendency to explain everything to the students.

The Silent Way is criticised for being very harsh, as the teacher was distant and, in general lines, theclassroom environment was not conducive to learning.

Integrated Approach: Traditional methods failed to give learners an opportunityto gainrealistic experience to use language communicatively. Hence integration of skills and components oflanguage has gained importance in teaching and learning a language. This integration includes fourprimary skills (listening, reading, speaking and writing) and other associated or related skills such asknowledge of vocabulary, spelling, pronunciation, syntax, meaning and usage.

Task-based, content-based, and communicative approaches are the common types forintegrationof the skills. In these approaches using pair work and group work increases student interaction andcollaboration.

Communicative Language Teaching: The need for real communication has led to theemergence of the Communicative Language Teaching Approach. This approach definedthe constructof communicative competence together with language functions and argued that learners are expected

to be able use. Drawing the attention to the nature of styles and nonverbal communication, itencourages teachers to teach actual communication, not merely structures out of


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context.The basic premises of this approach are the following:

Focus on all of the components of communicative competence, not only grammaticalorlinguistic competence

Engaging learners in the pragmatic, functional use of language for meaningful purposes18


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Viewing fluency and accuracy as complementary principles underpinning communicativetechniquesUsing the language in unrehearsed contexts

Based on the cognitive theory, this approach draws attention to areas neglectedin audiolingualismsuch as creativity and meaningful use of language. Methods like Task-Based Teaching and Content-Based Teaching can be considered to be based on Communicative Language Teaching.Brain-based Learning: This learning theory is based on the structure and function of the brain.As long as the brain is not prohibited from fulfilling its normal processes, learning will occur. Everyperson is born with a brain that functions as an immensely powerful processor. Traditional schooling,

however, often inhibits learning by discouraging, ignoring, or punishing the brain's natural learningprocesses.

The core principles of brain-based learning state that:

1.The brain is a parallel processor, meaning it can perform several activities atonce, like tastingand smelling.2.Learning engages the whole physiology.3.

The search for meaning is innate.4.The search for meaning comes through patterning.5.Emotions are critical to patterning.6.The brain processes wholes and parts simultaneously.7.Learning involves both focused attention and peripheral perception.8.Learning involves both conscious and unconscious processes.9.We have two types of memory: spatial and rote.10. We understand best when facts are embedded in natural, spatial memory.11. Learning is enhanced by challenge and inhibited by threat.12. Each brain is unique.Under the light of these principles, educators should let students learn in teams and useperipheral learning. Teachers should structure learning around real problems, encouraging students toalso learn in settings outside the classroom and the school building.

Neuro-Linguistic Programming (NLP): Neuro-Linguistic Programming is an extremelypowerful concept in that it contains many of the positive and useful aspects of

modern psychology.Neuro refers to how we use the neurology of the brain to express it, and in thebest way that we can


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(linguistic), and thus be able to program our mind to think and act in differentways. This in turn willhelp us move toward the achievement of our goals. We may like to think of NLP asa means ofachieving excellence made possible by becoming aware of the difference that makes the differenceand experimenting with faith.

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1. NLP shares many of the concepts of brain-based-learning.Everything we experience of the world comes to us through the neurological channels of our sensorychannels. When the moments in our lives, either good or bad are "experienced" they are transformedinto internal experiences as images (visual), sounds (auditory), body sensations

(kinesthetic), smells(olfactory) and tastes (gustatory). VAKOG in fact provides us with the natural languages of ourbrain.2. NLP values the expression of emotions.The results of recent neuroscientific research prove that emotion is as necessary as cognition forlearning to take place. In other words, emotions are critical to learning. Today, we know that thoughtand emotion work together and function as a whole unit to enrich our knowing. Ifeducation can aim ator focus on the issues which students speak about with excitement, hope, fear, o

r anger, then learnerswill have greater success in remembering what is taught to them.3. NLP can engage learners in the learning process and, thus, maintain a high degree of motivation.Despite the fact that their attention span is short, it is easy to maintain a high level of motivation withyoung learners. A very simple way is to focus on the various sensory qualities of any experience inorder to make them enjoyable and memorable.4. NLP can enhance childrens creativity.The power to imagine can be more powerful than physical practice. In particular,by helping learnersto use the unused analogical part of their brains, we can help them to become aw

are of what theircreative capacities truly are.5. NLP can help children to become aware of peoples inner worlds, as well as their own.If we track the root of kind feelings, we can see that they reach back into childhood and that affectionand good will are born in labour and in care and concern for the surrounding world. NLP can sensitiseyoung children to themselves and other people around them and train them in taking responsibility forthe environment.The Theory of Multiple Intelligences: According to Howard Gardner, human intelligencecan be defined as "a set of skills that enable a person to resolve genuine problems encountered in life,and the ability to create an effective product or offer a service that is valuedin a culture, and thepotential for recognizing or creating problems, thereby establishing the necessity for the newknowledge". Gardner's view of intelligence suggests that all human beings possess at least eightdifferent intelligences and the eight intelligences are as follows:Verbal/Linguistic Intelligence is related to words and language, both written and spoken. Peoplehaving highly developed verbal/linguistic intelligence like reading, telling jok

es, making up storiesand poetry, playing word games, creative writing, formal speaking, learning newwords, and debating.


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Logical/Mathematical Intelligence refers to the ability to handle chains of reasoning and torecognize patterns and order. Individuals who have highly developed logical/mathematical intelligence

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enjoy solving puzzles and other problems, working with numbers and mathematicalformulas andoperations, figuring things out, analyzing things, and working with abstract patterns and relationships.Musical/Rhythmic Intelligence includes the capacity to recognize and use the rhythmic and tonal

patterns. Those who possess a highly developed musical/rhythmic intelligence like singing, playingmusical instruments, writing songs, listening to a wide variety of music.Bodily/Kinaesthetic Intelligence is the ability to use one's whole body to express ideas and feelings.People having this type of intelligence are good at dancing, running, swimming,working with theirhands, using body language and other physical gestures, and demonstrating how todo something.Visual/Spatial Intelligence refers to the ability to comprehend shapes and to create mental images.Individuals having a highly developed visual/spatial intelligence like reading m

aps, finding their wayaround new places, drawing, painting, making interesting designs and patterns, and building things.Interpersonal/Social Intelligence includes the ability to communicate verbally and nonverbally, tocooperate and collaborate with others, to notice and make distinctions among other individuals, and tosee things from other people's points of view.Intrapersonal/Introspective Intelligence involves the capacity to understand your inner self, toassess your strengths and weaknesses, to reflect on your inner moods and intuitions.Naturalist Intelligence is an individual's ability to identify and classify patt

erns in nature. Individualshaving naturalistic intelligence are aware of their surroundings and changes intheir environment, andthey like field trips, expeditionary activities, hiking, camping, and other activities relating to thenatural environment.

Gardner claims that each person has all these intelligences to a lesser or greater degree. Allintelligences need to be equally valued and they can be taught and strengthened.

What we learn from learning styles theories and the Multiple Intelligences Theory is that not allpeople have the same abilities and interests; therefore, not all of us learn inthe same way. As teachers,we should give our students the skills and the opportunity to use their abilities and enhance themthroughout their lives. In other words, we need to help our students discover and develop their talentsto become self-motivated and competent lifelong learners. They should know thatwe respect andsupport their own particular strengths.

WHICH APPROACH TO COURSE DESIGN SHOULD WE ADOPT?

Given the fact that in recent years, the shift has moved from more teacher-centred approaches to


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more learner and learning-centred approaches, process-oriented approaches to curriculum designshould be adopted. The basic theoretical hypothesis in process-oriented approaches is that underlyingany language behaviour are certain skills and strategies which the learners usein order to comprehendor produce discourse. The learning situation is important since learners become

aware of their abilitiesand potential in the learning situation. Understanding how learning takes placeis also important

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because it motivates learners to tackle with target language tasks on their owneven after the end of thecourse which leads to learner autonomy (independence).

In most of the Turkish schools, English is taught as an isolated subject in thecurriculum; hence,

a possible innovation is thought to be teaching English through a cross-curricular model. Cross-curricular studies can be a way of teaching English through content in which thetarget language is thevehicle of interaction and knowledge, not the subject matter. Cross-curricular studies facilitatelearning, integrating all subjects through the use of foreign language, allowinglearners to inquire andconnect experience and knowledge. By bringing together several disciplines and making contentconnections across subjects (subjects: mathematics, science, arts, music, socialstudies, etc.) in the

classroom, we can show learners that a topic is relevant, related to their realworld and previousexperience.

WHAT ARE THE COMPONENTS OF A COURSE?

The components of a course will be the curriculum, syllabus, and the teaching materials.

A. CurriculumA curriculum is a statement that specifies learning objectives, the selection and sequencing oflinguistic data and a way to evaluate the set objectives. It contains a broad de

scription of general goalswhich reflect an overall educational-cultural philosophy. In a way it is the reflection of the nationaleducation policy. A curriculum is the result of the social factors which coversfour interrelatedelements: objectives, content, methods, and evaluation.

Once the skills, knowledge and attributes that the course requires have been identified, they needto be written as objectives. The way the objectives are written depends on the educational philosophyof the curriculum designer.

SOCIAL FACTORS

The Nature of the Community

The Uses of the Language for Communityand the Individual

CURRICULUM

1. Objectives2. Syllabus (Content & Methods)

3. Evaluation22


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B. SyllabusSyllabus is regarded as the content of a course or the subject matter to be covered. It covers theselection and ordering of linguistic data. In short, a syllabus provides information about what shouldbe studied and how that particular content should be selected and sequenced. It

must have a startingpoint which must be exactly where the students actually are and an end point which must be where thestudents will be at the end of the course.

A complete syllabus specification will include all aspects: structures, functions, situations,topics, skills, tasks. Since the aim is to promote the learners ability to use the language correctly andappropriately, all types of syllabuses can be integrated by bringing the strengths of all of themtogether. In fact when this is the case, we can talk about using mixed syllabus.

The mixed syllabus weaim to design will have elements taken from the grammatical/structural syllabus(grammaticalstructures), the situational syllabus (the context in which interaction occurs),the topical/theme-basedsyllabus, the notional/ functional (communicative) syllabus (Usage / Notions + Syntactic Structuresand Use/ Functions in Coherent Discourse), the procedural/task-based syllabus (tasks that arerelevant to the real world language needs of the student) and the skills-based syllabus (language orstudy/academic skills).

In fact, when we use a mixed type, we can easily integrate the ELP in our syllabus. The ELPsupports any foreign language curriculum that aims to develop learners communicative proficiency.Hence, the communicative aspect (functions and notions) should be included. Whatis more, thepedagogical functions of the ELP making the language learning process more transparent tolearners, helping them to develop their capacity for reflection and self-assessment, and thus enablingthem gradually to assume more and more responsibility for their own learning coincides with theemphasis on learning how to learn and developing critical thinking skills that are found incontemporary language teaching approaches and methods. Therefore, skills (both language and studyskills) and tasks should be included in the syllabus.

CLIL (Content and Language Integrated Learning) has been accepted by the membersof theEuropean Union and will be implemented in member countries by 2010. CLIL refersto any dual-focused educational context in which a foreign language is used as a medium in teaching and learningof non-language content. This approach can be implemented in differing ways depe

nding on the age-range and location of learners. A suggested model is:


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For 6-10 year olds- language showers involving 30 minutes to one hour exposure perday.

For 10-14 year olds- language encounters involving experiential blocks of some 40hoursbefore or parallel to formal language instruction.

For 14-19 year olds academic streams involving some 5-10 hours per week / orcompetence building for 16-19 year olds in vocational education and training.

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To the extent that the Turkish national education policy and curriculum allows,the best seems toadopt a topic-based approach where topics are selected in a cross-curricular manner. The goals andobjectives should be set on a functional-notional and skills-based model.Which Syllabus Format Should Be Employed?

When designing a syllabus, what we must reconcile is that language is infinite,but a syllabusmust be finite. Moreover, this finite or selected content requires some kind oforganization, or formatin a shape which is best suited to the objectives of the course.

The cyclical format enables teachers and learners to work with the same subjectmatter morethan once, but each time a particular one reappears, it is at a more complex ordifficult level. In thecyclical shape, the concept is that new subject matter should not be introduced

once in a syllabus andthen be dropped; rather, it should be reintroduced in different manifestations at various times in thecourse.

C. EvaluationIt is a known fact that evaluation procedures must be in line with the teachingmethods andtechniques. Hence, the suggested evaluation devices are all taken from the European LanguagePortfolio. The Principles and Guidelines approved by the Council of Europe (DGIV/ EDU/LANG(2000) define the three components of the ELP as follows:

The Language Passport section provides an overview of the individuals proficiencyin a foreignlanguage (English, in our case) at a given point in time. The overview is defined in terms of skills andthe common reference levels in the Common European Framework. It records formalqualificationsand describes language competencies and significant language and intercultural learning experiences.Furthermore, it includes information on partial and specific competence. The Language Passportallows for self-assessment, teacher assessment and assessment by educational institutions andexaminations boards. It requires that information entered in the Passport stateson what basis, whenand by whom the assessment was carried out. The Language Biography facilitates the learners involvement in planning, reflecting upon andassessing his or her learning process and progress. It encourages the learner tostate what he/she can doin each language and to include information on linguistic and cultural experiences gained in andoutside formal educational contexts. It is organized to promote pluralingualism,i.e. the developmentof competencies in a number of languages.

The Dossier offers the learner the opportunity to select materials to document and illustrateachievements or experiences recorded in the Language Biography or Passport.


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The school, institution or the Ministry may choose different models when recognizing such anevaluation device. One possibility is to start with the DOSSIER, in which learners are encouraged tokeep the best examples of their work. They can include any evidence of their language proficiencythey can show (e.g., postcards they have written, letters, essays, projects, aud

io or video recordings,lists of books they have read, certificates, diplomas, etc.). At a somewhat later stage, learners may be

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introduced the BIOGRAPHY component. They may be guided to start setting their own learningtargets and reviewing their learning progress. Later still, the PASSPORT can beintroduced. Learnerscan be shown how to come to terms with their developing linguistic identity by engaging in self-

assessment based on the Council of Europes common reference levels. This model seems to be thebest for primary and lower secondary levels.

For the FIRST (4th and 5th grades) and SECOND (6th, 7th and 8th grades) stages of primaryeducation, learners can stick to DOSSIER as they will not have sufficient linguistic and educationalexperience to move on to the BIOGRAPHY or the PASSPORT.

DOSSIER BIOGRAPHYPASSPORT

For younger learners, the DOSSIER may be rather like a scrap book in which target languagematerials are collected to complement or decorate the textbook and provide a focusfor ownership ofthe foreign language learning process and the language itself. The DOSSIER can include worksheets,activities, quizzes, craft work etc. In addition to demonstrating their writingskills, learners may wishto include their speaking skills. They can do this by including an audio or video cassette in theirdossier.

Most people, adults and children alike, fear anything that is called a test or a

n examination. Thepurpose of tests is to measure how much progress the learner has made in terms of the objectives ofthe course in question and where he stands compared to other learners locally oreven nationally. Thecritical question is whether there is a more comprehensive and less fearful wayof assessing studentabilities than the standardized tests.

There has been considerable work to find an alternative to conventional ways ofmonitoringstudents' language progress and performance. Assumptions like the affective filter theory make peoplebelieve that tests as we know them cause anxiety and therefore they are detrimental to learning: Allnon conventional ways of assessment have come to be known as "alternative assessment" or "authenticassessment". One could consider the following types of assessment as authentic:

-writing assessment

-portfolio assessment

-classroom assessment

-self assessment

-teacher observation


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-anecdotal records-checklists-rating scales25


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-scoring rubrics-benchmark standards

Characteristics of alternative assessment:

It is performance-based and realistic.It focuses on documenting the student's progress.It emphasizes what students know and what they can do rather than what they do not know orcannot do.It is criterion-referenced rather than norm-referenced.It is inseparably integrated with teaching.It is creative.It measures the extent to which students can create, reflect, solve problems, collect and useinformation, and formulate interesting and worthwhile questions.It considers individual differences.Since we propose different kinds of activities to teach English to youngsters, like singing,playing, drawing, dancing etc. in addition to reading and writing, "pen and paper" tests are no good forthem. Children do not like tests or any other kinds of examination for that matt

er. Even if they did,ordinary tests would still be incongruent with the way we teach them. So a goodsolution would be"portfolio assessment" mentioned above.

One advantage of using portfolio assessment with young learners is that the teacher and theparent can discuss and review the childs development on a concrete basis rather than discuss thelearners performance in the abstract.

Portfolio assessment is particularly useful with young learners of English because it tells uswhat they can do. Unlike standardized tests, pupils are evaluated on what they integrate and producerather than on what they are able to recall and reproduce. Although there is no single definition ofportfolio assessment, the main goal is to gather evidence about how students areapproaching,processing, and completing real-life tasks in a particular domain.

Of course portfolio assessment has its pitfalls. First of all, it is difficult to compare anassessment to similar assessments made by other teachers in other settings. Portfolio assessment has

yet to prove the ability to provide generalizable information for comparison purposes over time on alarge scale basis. An attempt to use assessment for such a purpose may cost too


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much in terms ofmoney and time. Teachers assess students progress informally and their assessments may be faultydepending upon their skill as a judge of various indicators. Teachers may be influenced by unrelatedfactors like good handwriting.

Standardized tests are definitely more reliable and valid but unfortunately theyfail to measureactive skills, such as writing, speaking, acting, convincing, bargaining and many other language

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functions that are considered crucial and often taught in primary schools or inany school for thatmatter.

Does it have to be that way though? Perhaps we can secure reliability and validity at the same

time by training teachers in the following skills:

observing, interpreting and, documenting learners use of language

designing classroom tests and assessment tasksanalysing test resultsproviding diagnostic feedback to learners

evaluating the quality of tests and assessment tasksevaluating the quality of learners language performances according to rating scaleswriting evaluative reports for program administrators.Still another solution would be the inclusion of one or two standardized test scores in thestudents portfolio. The contents of a portfolio are to be determined by the teacher after all. Such anapproach would reduce the doubts that parents, students or the teacher might have about the reliabilityof portfolio assessment.

WHAT ARE ENGLISH LANGUAGE TEACHING MATERIALS?

English Language teaching materials come in three different categories: course material,supplementary materials, and additional materials.

Course material is usually the course book prepared for the learner. Course books play animportant role in language classrooms where English is taught as a foreign language because coursebooks often control the instruction as teachers and learners tend to rely heavily on them. Good coursebooks usually come in kits in which there are supplementary materials such as teachers' book,workbook, audio cassettes, video cassettes, and the like. In addition to these,most publishers offerother materials such as posters, flipcharts, flash cards, puppet theatres, sample exam sheets, etc. asadditional materials for different age groups and language levels to make teaching and learning moreeffective. All these supplementary and additional materials relieve the teacherfrom the pain of findingextra materials to reinforce what has been taught.

Teaching materials fall into three major categories:VISUAL MATERIALS:


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a. teacher, gestures, body and hand movements, facial expressionsb. blackboard/whiteboard,c. magnetboards /flannelboards /pegboards,d. flashcards and/or index cards,e. wall charts, posters, maps, plans,f. board games, puzzles,27


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g. mounted pictures, photos, cartoons, line drawings,h. puppets, objects/realia,i. pamphlets/brochures/leaflets/flyers,j. equipment operation manuals,k. newspapers/ magazines,l. overhead projector and transparencies, the opaque projector,

m. slides, filmstrips, TV programs,n. computer software/hardware,o. DVD and video cassettes.AUDIO MATERIALS:a. teacher,b. audio cassettes,c. records/record players,d. CDs/ CD players,e. radio programs,f. multimedia lab,g. the language laboratory (not common today because it is extremely unnatural and not user-

friendly).PRINTED MATERIALS: These are the course book, teachers book, and workbook (or exercisebook/ activity book).

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GLOSSARY

This glossary is designed to help teachers understand the terms that are commonly used in thecurriculum. In this glossary, one may find the terms related to techniques, acti

vity or task types, ways ofevaluation and assessment, feedback, so on. The terms are listed in an alphabetical order.

Antonyms/Synonyms: Students are given sets of words and are asked to find antonyms (dead X alive,married X single, etc.) or synonyms (wrong = incorrect, earth = soil, etc.) thatmatch with them. Theseare usually used as vocabulary teaching or practice activities.

Art and Craft activities: These activities stimulate childrens imagination and creativity. In addition,

they help develop skills such as hand-eye coordination. Making a weather clock or puppets are twosuch examples. Other examples can be making photo frames, cards, masks, puppets,bookmarks,calendars, etc. Book making, colouring, drawing, connecting the dots, and the like can also be groupedas art and craft activities.

Brain Gym: Brain gym is also called educational kinesiology. It is an excellentway of encouragingbetter left and right brain integration and hence improves learning. Brain gym consists of physicalactivities like touching each hand to the opposite knee or crossing arms and fee

t in front of the body.Such short activities can also be used as break-state activities like energizerscan be used when achange of tempo in classroom teaching is needed, whether at the beginning, middle or end of class.Breathing exercises can be incorporated into brain gym activities when learnersneed to cool down.Music is a welcome addition to breathing exercises. However, music can have manyother applicationsin the classroom.

Chain Drill: Each student asks and answers a question and students take turns like a chain in doingthis controlled practice.

Choosing a New Identity: When students are learning a foreign language, it is very helpful to becomea part of the target culture by forming identities of that culture. They can choose names andoccupations, in short, they can adopt a new identity and life.

Cloze Passage (Test): In order to make a classroom reading task more communicative, a reading textcan be given with each nth (5th, 7th, 9th , etc.) word missing. This is to increase fluency in reading.

Students are expected to use contextual clues to make guesses about the syntactic category, meaning,collocations, etc. of the word to fill in the blank.


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Communicative Activities: Communicative language teaching makes use of real-lifesituations thatnecessitate communication. The teacher sets up a situation that students are likely to encounter in reallife. For any activity to be communicative there should be either information gap or opinion gap.

Information gap activities refer to those where one student has a piece of information that the otherstudents dont. Opinion gap activities are more like discussing, expressing what you think and feelabout something. Problem-solving activities are also labelled as communicative activities. Small talkis also included in this group.

Conversation Practice/Personalizing: The teacher asks questions individual questions aboutstudents. In this way, students get a chance to practice the target language. The students can also ask

their peers individual questions about themselves.Cooperative Learning: Cooperative Learning which is also known as "collaborativelearning" refersto an instruction method in which students at various performance levels work together in smallgroups toward a common goal. The students are responsible for one another's learning as well as theirown. Thus, the success of one student helps other students to be successful.

Teachers should organize the three-, four-, or five-member groups so that students are mixed asheterogeneously as possible, according to their academic abilities. Students sho

uld not be allowed toform their groups based on friendship or cliques. When groups are maximally heterogeneous and theother essential elements are met, students tend to interact and achieve in waysand at levels that arerarely found in other instructional strategies. They also tend to become tolerant of diverse viewpoints,to consider others' thoughts and feelings in depth, and seek more support and clarification of others'positions. Students are cooperating to ensure their own learning and the learning of all others in theirgroup. This emphasis on academic learning success for each individual and all members of the groupis one feature that separates cooperative learning groups from other group tasks.

Critical Thinking: It is the thinking that has a purpose (proving a point, interpreting what somethingmeans, solving a problem), but critical thinking can be a collaborative, noncompetitive endeavour.Core critical thinking skills are ANALYSIS, INTERPRETATION, SELF-REGULATION,INFERENCE, EXPLANATION, and EVALUATION.

Dictation: The teacher reads a text three times with varying speeds. The first reading is done at

normal speed and students just listen. The second time, the teacher reads the text at a phrase level andstudents write down what they hear. Finally, the teacher reads the text at norma


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l speed, which givesstudents a chance to check their work.

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(The) Discovery Technique: The idea is that students will discover the grammar through a series ofsteps (these might be tasks, language awareness activities, pictures, questionsetc) and will deduceboth the form and the meaning from the context(s). By using the discovery technique, we learn more

about students knowledge and abilities eliciting information from them rather than telling things tothem.

Drama and Dramatization: The word drama may produce the image of an end-of-termplay, stagedby nervous children, organized by overwrought teachers, and watched by fond parents. Drama is notonly about the product (the performance) but part of the process of language learning. It allowschildren to own the simple and mechanical language they use by involving their personalities. It gives

those children who are shy when speaking a foreign language another character tohide behind.Dramatizing is perhaps a better word for this than drama.

Dramatizing means that the children become actively involved in a text. This personalizationmakes language more meaningful and memorable than drilling or mechanical repetition can.

Using drama and drama activities has clear advantages for language learning. Itencourageschildren to speak and gives them the chance to communicate, even with limited language, using nonverbal

communication, such as body movements and facial expressions. Drama involves children atmany levels, through their bodies, minds, emotions, language, and social interaction.

Dramatizing a text is very motivating and its fun. The end product, the performance, is clearand so children feel safe, and have a goal to work towards. While dramatizing children may take rolesor use puppets.

Feedback: While giving feedback, teachers should concentrate on meaning rather than form. Thefocus should be on what students do right so that they can feel motivated and continue experimentingwith language.

Fill-in-the blank exercise: Students fill in the blanks with new vocabulary items that they havelearned or the items of a recent grammar structure learned in class. Another version of fill-in-the blankactivity is dialog completion. The teacher leaves some lines of the dialog emptyand students areexpected to fill in these blanks.

Games: Games are highly motivating because they are amusing, interesting and challenging. Theyencourage and increase cooperation. Furthermore they are a natural part of child


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rens world. They canbe used to give practice in all language skills and to present or practice language components. Gamesare invaluable tools to provide opportunities for our learners with meaningful and useful language inreal contexts.

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Jazz chants: Chants and rhymes are short poems that use rhythm in an enjoyable way. They provide achange of pace and mood to improve student motivation. They offer opportunitiesfor repetition in afun way. The stages of teaching are the same with the ones mentioned in songs.

Jumbled Sentences: Students are given the sentences of a dialog or text in jumbled order and they tryto find the right order (better done as pair or group work).

Learner Autonomy: Learner autonomy can be defined as learner independence or self-directedlearning'. Autonomy in learning is about people taking more control over their learning in classroomsand outside them and autonomy in language learning about people taking more control over thepurposes for which they learn languages and the ways in which they learn them. There is broad

agreement in the theoretical literature that learner autonomy grows out of the individual learner'sacceptance of responsibility for his or her own learning. In order to encourageour learners to beautonomous, we should train them to have insights into their learning styles andstrategies, and beaware of different learning styles and strategies.

Map Labelling: This technique gives students listening or reading comprehensionpractice. Thestudents work with a map with the geographical features unnamed. By following the teachersinstructions, the students label all the geographical features on the map.

Memorization: Students are encouraged to memorize short chunks of text such as proverbs, lyrics ofsongs and tongue twisters.

Miming: Miming is defined as using the body movements, gestures and facial expressions to expressa message. This can be used as a guessing game or to show how language is accompanied by nonverbalfeatures.

Minimal Pairs: These are two words which have one different sound but otherwiseidentical. Studentshave to identify the different sounds in different words, for example ship/sheep, tree/three, etc.

Question and Answer Drill: The students answer the questions asked by the teacher very quickly.The aim is to practice the question patterns. Pictures can be used.

Reading Comprehension Questions: The students answer three different types of questions based onhow they understand the reading text as follows:

a. questions that ask for information directly given in the text

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c.questions which require students to relate the passage to their own experience.Reading Aloud by Students: Students read aloud a text that is provided by the teacher to practisepronunciation. This text may be a section from a reading text, a play or a dialog. Another way of

reading aloud is for students to read the text in different moods, such as in anangry or cheerfulmanner.

Reading Aloud by Teacher: Reading aloud can also be done by the teacher two ways: first concertand second concert. The first concert is the first reading done at a slow and dramatic pace withstudents following the text from a handout which also has a translation of the text. The music playedin the background needs to be classical with the early Romantic period suggested. The second concert

is the second reading where the teacher reads the text at a normal rate and students listen with eyesclosed. The music played in the background can be pre-classical Baroque.

Recognizing Cognates: Students are taught to notice the cognates or words that look like cognates buthave different meanings. True cognates are spaghetti/ spaghetti, television/televizyon, train/tren etc.False cognates are toast/tost, apartment/apartman, sympathy/sempati, etc.

Role-play: The students can perform as characters in the target language being taught. They areassigned roles and are given time to act out these roles. They can also write di

alogs about thesecharacters. An example is talking or writing about meeting people at a party. The aim is to enablelearners to use the language spontaneously. Activities such as playful reading,singing, anddramatization can also be done.

Self-Correction: The teacher does not correct the students directly. Instead, she can use one of thefollowing to enable students to correct themselves.

a.Teacher gives two choices (what the student said and an alternate answer) and asks the studentto choose between these two.b.Teacher repeats what the student said with a questioning voice to make it clearthat the studenthas made a mistake and expects him to correct that.c.Teacher repeats what the student has said but stops just before the error, making it clear to thestudent that the word was wrong.Skimming and Scanning: Skimming (reading for the gist or main idea) and scanning(reading for

specific information) are speedy and efficient techniques for getting what students need out of booksand articles. Many times we dont have to read a text intensively (not to read eve


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ry word in a text).Generally we read a text to find information that is essential to our purpose, so we read selectively.

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Small Group Tasks: Students do tasks in pairs or groups. They share what they learn or do with eachother in pairs or groups. Tasks may require information-gap; opinion gap; and reasoning gap activities.

Songs: Children like songs, and they learn a lot of songs in their mother tongue

anyway; hence, it is amedium that children are very comfortable with. Songs and music can add varietyto the class. A songhides the nature of exercises making them look like fun when in reality studentsare working with thelanguage in the way we want them to. Singing is a happy and stress-free activitythat will add to apositive classroom learning environment. Songs often include a lot of repetitionthat helps to makelanguage memorable. Moreover, songs contain chunks of language that children canremember anduse. The use of songs is flexible. A song can be used in any stage of the class

for any teachingpurpose.

Storytelling / Story Reading: Children love to hear stories, because they are motivating and fun.They create a desire to continue learning. Stories exercise the imagination helping children developtheir own creative powers. They help children to link fantasy with the real world. Moreover, mostchildren are familiar with most of the stories, so they work with familiar contexts when they work withstories. Teachers can also use picture strip stories where students are expectedto re-tell a story by

using the visuals.

Tasks: A task provides a natural context for language use. Learners work towardsthe completion of atask by interacting with one another and rehearse real-world behaviour. Tasks may be linguistic ornon-linguistic. Linguistic tasks aim at language practice. Some examples are matching activities andpicture stories. Non-linguistic tasks are real-life tasks such as listening to,reading or viewing a story,poem etc. and responding to it personally and problem-solving.

Task-Based Learning: In task-based learning the focus is on carrying out communicative taskswithout specific focus on form. Learners begin by carrying out a communicative task, withoutworrying about the form. After they have done the task, they report and discusshow theyaccomplished this. Only at the end is there a specific focus on features of language form.

Total Physical Response (Using Commands to Direct Behaviour): Students get commands fromthe teacher and perform those actions. First, the teacher performs the actions with volunteer students,

then only directs them. Following this phase, the rest of the class is ready toperform the action withthe teacher first, then by listening to the teachers commands. At later stages, t


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here may be a rolereversal with students commanding the teacher and their peers (role reversal).

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Transformation Drill: Students change the sentence, for example from the question to the statementform or from an active sentence to a passive sentence.

Visualization: This technique can be used for many purposes ranging from relaxation to working

towards a goal. The teacher reads a script that the students listen to with eyesclosed and to abackground of soft, relaxing music. Another way is for students to decide on anoutcome and try tovisualize it in their minds.

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ENGLISH LANGUAGE CURRICULUMFOR 4TH AND 5TH GRADES

WHY SHOULD CHILDREN LEARN A FOREIGN LANGUAGE?

A number of studies in linguistics and education have suggested that foreign languages shouldbe taught to children as early as possible. The benefits are both personal and social. Personally,children will develop a lifelong ability to communicate with more people and a deeper understandingof their own and other cultures. In addition to that, children may derive otherbenefits from earlylanguage instruction, including improved overall school performance and superiorproblem-solvingskills. Some evidence suggests that children who receive second language instruc

tion are morecreative and better at solving complex problems. Furthermore, knowing a foreignlanguage ultimatelyprovides a competitive advantage in the workforce by opening up additional job opportunities in ourchildrens future. They will have access to a greater number of career possibilities. Socially, thebenefits are many. Our citizens fluent in other languages can enhance our economic competitivenessabroad, improve global communication, and maintain our political and security interests.

WHY IS IT BETTER FOR CHILDREN TO LEARN A LANGUAGE IN PRIMARY SCHOOL?

Studies have shown -- and experience has supported -- that children who learn alanguage beforethe onset of adolescence are much more likely to have native-like pronunciation.A number of expertsattribute this proficiency to physiological changes that occur in the maturing brain as a child enterspuberty. Of course, as with any subject, the more years a child can devote to learning a language, themore competent he or she will become. In any case, introducing children to alternative ways ofexpressing themselves and to different cultures generally broadens their outlookand gives them theopportunity to communicate with many more people.

The younger the child is when learning a language, the closer the process comesto acquisition.The child has less biological, neurological, social and emotional barriers thata teacher shouldovercome. As a result, children become better

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