{"id":226,"date":"2025-06-16T12:56:43","date_gmt":"2025-06-16T09:56:43","guid":{"rendered":"https:\/\/elmadil.com\/blog\/?p=226"},"modified":"2025-06-16T13:07:41","modified_gmt":"2025-06-16T10:07:41","slug":"6-sinif-ingilizce-mufredati-hakkinda-bilmeniz-gereken-her-sey","status":"publish","type":"post","link":"https:\/\/elmadil.com\/blog\/6-sinif-ingilizce-mufredati-hakkinda-bilmeniz-gereken-her-sey\/","title":{"rendered":"6. S\u0131n\u0131f \u0130ngilizce M\u00fcfredat\u0131 Hakk\u0131nda Bilmeniz Gereken Her \u015eey"},"content":{"rendered":"

Ortaokulun ikinci y\u0131l\u0131 olan 6. s\u0131n\u0131f, \u0130ngilizce \u00f6\u011freniminde bir devrim niteli\u011fi ta\u015f\u0131r. \u00d6\u011frenciler, 5. s\u0131n\u0131fta ustala\u015ft\u0131klar\u0131 “\u015fimdi” ve “her zaman” kavramlar\u0131ndan s\u0131yr\u0131larak, ilk defa “d\u00fcn” hakk\u0131nda konu\u015fmaya ba\u015flarlar. Bu, dil \u00f6\u011freniminde bir zaman makinesine binmek gibidir; art\u0131k sadece rutinlerini veya o anda olanlar\u0131 de\u011fil, ya\u015fad\u0131klar\u0131 an\u0131lar\u0131, yapt\u0131klar\u0131 tatilleri ve duyduklar\u0131 hikayeleri de anlatabilecekleri yeni bir kap\u0131 aralan\u0131r. Bu kap\u0131n\u0131n anahtar\u0131 ise 6. s\u0131n\u0131f m\u00fcfredat\u0131n\u0131n kalbini olu\u015fturan <\/span>Simple Past Tense, yani Di’li Ge\u00e7mi\u015f Zaman’d\u0131r.<\/b><\/p>\n

Bu yeni ve kapsaml\u0131 zaman yap\u0131s\u0131, beraberinde <\/span>d\u00fczenli ve d\u00fczensiz fiiller (regular and irregular verbs)<\/b><\/a> gibi yeni ezber ve anlama zorluklar\u0131n\u0131 da getirir. Ayn\u0131 zamanda, \u00f6\u011frenciler d\u00fcnyay\u0131 daha analitik bir g\u00f6zle g\u00f6rmeye ba\u015flar ve <\/span>kar\u015f\u0131la\u015ft\u0131rma s\u0131fatlar\u0131 (comparative adjectives)<\/b><\/a> ile nesneleri, insanlar\u0131 ve durumlar\u0131 k\u0131yaslamay\u0131 \u00f6\u011frenirler. Bu nedenle pek \u00e7ok ebeveyn ve \u00f6\u011frenci i\u00e7in 6. s\u0131n\u0131f, \u0130ngilizcenin hem daha keyifli hem de daha akademik bir hal ald\u0131\u011f\u0131 bir y\u0131ld\u0131r. Zihinlerde ise \u015fu sorular belirir: <\/span>“6. s\u0131n\u0131f \u0130ngilizce konular\u0131 nelerdir?”, “Ge\u00e7mi\u015f Zaman nas\u0131l \u00f6\u011frenilir?”, “D\u00fczensiz fiiller listesi nas\u0131l ezberlenir?”, “6. s\u0131n\u0131f \u0130ngilizce yaz\u0131l\u0131lar\u0131 zor mu?”, “LGS i\u00e7in bu y\u0131l\u0131n \u00f6nemi nedir?<\/a>“<\/b><\/p>\n

Bu kapsaml\u0131 rehber, 6. s\u0131n\u0131f \u0130ngilizce m\u00fcfredat\u0131n\u0131n t\u00fcm bu kritik y\u00f6nlerini ayd\u0131nlatmak ve size yol g\u00f6stermek i\u00e7in haz\u0131rland\u0131. Y\u0131l boyunca i\u015flenecek <\/span>10 \u00fcnitenin tamam\u0131n\u0131<\/b>, hedef kelimeleri, gramer yap\u0131lar\u0131 ve kazan\u0131mlar\u0131yla birlikte detayl\u0131 bir \u015fekilde analiz edecek, m\u00fcfredat\u0131n bel kemi\u011fi olan Ge\u00e7mi\u015f Zaman ve Kar\u015f\u0131la\u015ft\u0131rma yap\u0131lar\u0131n\u0131 herkesin anlayabilece\u011fi bir dille a\u00e7\u0131klayacak ve hem \u00f6\u011frenciler hem de veliler i\u00e7in <\/span>etkili \u00e7al\u0131\u015fma stratejileri ve yaz\u0131l\u0131ya haz\u0131rl\u0131k ipu\u00e7lar\u0131<\/b> sunaca\u011f\u0131z. Amac\u0131m\u0131z, bu \u00f6nemli y\u0131l\u0131 bir zorluklar yuma\u011f\u0131 olarak de\u011fil, \u00e7ocu\u011funuzun \u0130ngilizceyi bir hikaye anlatma ve analiz etme arac\u0131na d\u00f6n\u00fc\u015ft\u00fcrd\u00fc\u011f\u00fc, dil becerilerinde \u00e7a\u011f atlad\u0131\u011f\u0131 bir geli\u015fim f\u0131rsat\u0131 olarak g\u00f6rmenizi sa\u011flamakt\u0131r.<\/span><\/p>\n\n

5. S\u0131n\u0131ftan 6. S\u0131n\u0131fa – B\u00fcy\u00fcyen Beceriler ve Yeni Ufuklar<\/b><\/h2>\n

5. s\u0131n\u0131f\u0131n getirdi\u011fi yenilikleri tam olarak kavramak i\u00e7in 5. s\u0131n\u0131f\u0131n kazan\u0131mlar\u0131n\u0131 hat\u0131rlamakta fayda var. 5. s\u0131n\u0131fta \u00f6\u011frenciler, Geni\u015f Zaman ve \u015eimdiki Zaman aras\u0131ndaki fark\u0131 \u00f6\u011frenerek g\u00fcnl\u00fck rutinleri ile o an yapt\u0131klar\u0131 eylemleri ay\u0131rt edebilir hale geldiler. 6. s\u0131n\u0131f, bu temelin \u00fczerine yepyeni ve \u00e7ok daha g\u00fc\u00e7l\u00fc bir kat \u00e7\u0131kar.<\/span><\/p>\n

<\/span>6. S\u0131n\u0131f\u0131 Farkl\u0131 ve \u00d6nemli K\u0131lan Nedir?<\/b><\/span><\/h3>\n
    \n
  1. Ge\u00e7mi\u015f Zaman\u0131n Hakimiyeti (The Simple Past Tense):<\/b> En b\u00fcy\u00fck ve en temel de\u011fi\u015fiklik budur. \u00d6\u011frenciler, bitmi\u015f ve ge\u00e7mi\u015fte kalm\u0131\u015f eylemleri anlatmay\u0131 \u00f6\u011frenirler. Bu, onlara an\u0131lar\u0131n\u0131, hafta sonu yapt\u0131klar\u0131n\u0131 veya okuduklar\u0131 bir hikayeyi anlatma g\u00fcc\u00fc verir. Bu zamanla birlikte <\/span>“was\/were” (am\/is\/are fiilinin ge\u00e7mi\u015f hali)<\/b> ve as\u0131l zorluk olan <\/span>fiillerin 2. halleri<\/b> kavram\u0131 hayatlar\u0131na girer.<\/span><\/li>\n
  2. D\u00fczenli ve D\u00fczensiz Fiil Ayr\u0131m\u0131:<\/b> Ge\u00e7mi\u015f zamanda fiiller ikiye ayr\u0131l\u0131r. <\/span>D\u00fczenli fiiller (regular verbs)<\/b> sonuna <\/span>-ed<\/span> tak\u0131s\u0131 al\u0131rken (<\/span>play -> played<\/span>), <\/span>d\u00fczensiz fiiller (irregular verbs)<\/b> tamamen \u015fekil de\u011fi\u015ftirir (<\/span>go -> went<\/span>). Bu durum, \u00f6\u011frencilerin ilk defa ciddi bir ezber listesiyle kar\u015f\u0131 kar\u015f\u0131ya kalmas\u0131 anlam\u0131na gelir.<\/span><\/li>\n
  3. Kar\u015f\u0131la\u015ft\u0131rma Yapma Becerisi (Comparative Adjectives):<\/b> \u00d6\u011frenciler, iki \u015feyi birbiriyle k\u0131yaslamay\u0131 \u00f6\u011frenirler. “Ali, Veli’den daha uzundur” (<\/span>Ali is taller than Veli<\/span>) veya “Bu kitap, \u015fu kitaptan daha ilgin\u00e7tir” (<\/span>This book is more interesting than that book<\/span>) gibi c\u00fcmleler kurarak analitik dil becerilerini geli\u015ftirirler.<\/span><\/li>\n
  4. Daha Karma\u015f\u0131k Okuma ve Yazma:<\/b> Okuma metinleri, basit paragraflardan, bir hikayenin ba\u015f\u0131, ortas\u0131 ve sonu olan k\u0131sa anlat\u0131lara d\u00f6n\u00fc\u015f\u00fcr. Yazma g\u00f6revleri de buna paralel olarak, \u00f6\u011frencilerden ge\u00e7mi\u015fte ya\u015fad\u0131klar\u0131 bir olay\u0131 birka\u00e7 c\u00fcmleyle anlatmalar\u0131n\u0131 isteyecek \u015fekilde karma\u015f\u0131kla\u015f\u0131r.<\/span><\/li>\n
  5. LGS Temellerinin At\u0131lmas\u0131:<\/b> Her ne kadar LGS (Liselere Ge\u00e7i\u015f Sistemi) 8. s\u0131n\u0131f\u0131n sonunda olsa da, 6. s\u0131n\u0131fta \u00f6\u011frenilen Ge\u00e7mi\u015f Zaman ve okudu\u011funu anlama becerileri, LGS \u0130ngilizce b\u00f6l\u00fcm\u00fcn\u00fcn temelini olu\u015fturur. Bu y\u0131lki ba\u015far\u0131, ileriki y\u0131llar i\u00e7in kritik bir yat\u0131r\u0131md\u0131r.<\/span><\/li>\n<\/ol>\n

    6. S\u0131n\u0131f \u0130ngilizce \u00dcniteleri – Detayl\u0131 Konu ve Kazan\u0131m Analizi<\/b><\/h2>\n

    MEB 6. s\u0131n\u0131f \u0130ngilizce m\u00fcfredat\u0131, 10 tematik \u00fcniteden olu\u015fur. \u0130\u015fte her \u00fcnitenin detayl\u0131 analizi:<\/span><\/p>\n

    <\/span>\u00dcnite 1: Life (Ya\u015fam)<\/b><\/span><\/h3>\n
      \n
    • Ana Hedef:<\/b> Geni\u015f Zaman ve s\u0131kl\u0131k zarflar\u0131n\u0131 kullanarak g\u00fcnl\u00fck ya\u015fam, rutinler ve aktiviteler hakk\u0131nda konu\u015fmak.<\/span><\/li>\n
    • Hedef Kelimeler:<\/b> get up, have breakfast, go to school, take courses, do homework, meet friends, watch TV, read a book, go online, visit grandparents, always, usually, often, sometimes, never.<\/span><\/li>\n
    • Hedef Gramer ve Kal\u0131plar:<\/b> Simple Present Tense ve S\u0131kl\u0131k Zarflar\u0131 (Adverbs of Frequency).<\/b> “How often do you visit your grandparents?” – “I sometimes visit them.”, “She always does her homework after school.”<\/span><\/li>\n
    • \u00d6rnek Metin:<\/b> “I am a student. I usually get up at 7:30. I always have breakfast with my family. I often meet my friends after school. I never go to bed late.”<\/span><\/li>\n
    • \u00c7al\u0131\u015fma \u0130pu\u00e7lar\u0131:<\/b> Kendi haftal\u0131k rutininizi bir tabloya d\u00f6k\u00fcn ve her aktivite i\u00e7in bir s\u0131kl\u0131k zarf\u0131 kullan\u0131n. Aile \u00fcyelerine “How often do you…?” diye sorarak al\u0131\u015fkanl\u0131klar\u0131n\u0131 \u00f6\u011frenin.<\/span><\/li>\n<\/ul>\n

      <\/span>\u00dcnite 2: Yummy Breakfast (Lezzetli Kahvalt\u0131)<\/b><\/span><\/h3>\n
        \n
      • Ana Hedef:<\/b> Kahvalt\u0131l\u0131k yiyecek ve i\u00e7ecekleri \u00f6\u011frenmek, yiyecekler hakk\u0131nda tercihlerini belirtmek.<\/span><\/li>\n
      • Hedef Kelimeler:<\/b> Breakfast, cheese, olive, tomato, cucumber, egg, bread, honey, jam, butter, sausage, milk, tea, juice, croissant, pancake, yummy, delicious.<\/span><\/li>\n
      • Hedef Gramer ve Kal\u0131plar:<\/b> “What do you have for breakfast?” – “I have cheese, olives and eggs.”, “Do you like sausages?” – “Yes, I do. They are yummy! \/ No, I don’t.”<\/span><\/li>\n
      • \u00d6rnek Diyalog:<\/b> A: “Good morning! I’m hungry.” B: “Me too. What do you want for breakfast?” A: “I want some pancakes and honey, please.”<\/span><\/li>\n
      • \u00c7al\u0131\u015fma \u0130pu\u00e7lar\u0131:<\/b> Evde bir “\u0130ngilizce Kahvalt\u0131” g\u00fcn\u00fc d\u00fczenleyin ve masadaki her \u015feyin \u0130ngilizcesini s\u00f6yleyin. Farkl\u0131 \u00fclkelerin kahvalt\u0131 k\u00fclt\u00fcrlerini ara\u015ft\u0131r\u0131n.<\/span><\/li>\n<\/ul>\n

        <\/span>\u00dcnite 3: A Day in My City (\u015eehrimde Bir G\u00fcn)<\/b><\/span><\/h3>\n
          \n
        • Ana Hedef:<\/b> \u015eehirdeki yerleri ve bu yerlerde yap\u0131lan eylemleri \u015eimdiki Zaman kullanarak tarif etmek.<\/span><\/li>\n
        • Hedef Kelimeler:<\/b> a lot of, tourist, people, building, street, traffic, crowded, busy. (Yer isimleri ve \u015eimdiki Zaman fiilleri tekrar\u0131).<\/span><\/li>\n
        • Hedef Gramer ve Kal\u0131plar:<\/b> Present Continuous Tense peki\u015ftirmesi.<\/b> “Look! A lot of people are walking on the street.”, “The tourists are taking photos.”, “What are you doing now?” – “I am waiting for the bus.”<\/span><\/li>\n
        • \u00d6rnek Etkinlik:<\/b> Kalabal\u0131k bir \u015fehir resmi \u00fczerinden “Resimde kim ne yap\u0131yor?” oyunu oynama. “The people are sitting at the cafe. The children are playing in the park.”<\/span><\/li>\n
        • \u00c7al\u0131\u015fma \u0130pu\u00e7lar\u0131:<\/b> Pencereden d\u0131\u015far\u0131y\u0131 izlerken g\u00f6rd\u00fc\u011f\u00fcn\u00fcz eylemleri \u015eimdiki Zaman ile anlat\u0131n: “Look! A man is walking his dog.”<\/span><\/li>\n<\/ul>\n

          <\/span>\u00dcnite 4: Weather and Emotions (Hava Durumu ve Duygular)<\/b><\/span><\/h3>\n
            \n
          • Ana Hedef:<\/b> Hava durumunu ve bu duruma ba\u011fl\u0131 olarak hissedilen duygular\u0131 ifade etmek.<\/span><\/li>\n
          • Hedef Kelimeler:<\/b> (Hava durumu ve duygu kelimeleri tekrar\u0131) + stormy, foggy, chilly, cool, feel, excited, happy, sad, moody, anxious, sleepy.<\/span><\/li>\n
          • Hedef Gramer ve Kal\u0131plar:<\/b> “How do you feel on rainy days?” – “I feel moody.”, “When it is snowy, I feel excited.”<\/span><\/li>\n
          • \u00d6rnek Diyalog:<\/b> A: “What’s the weather like today?” B: “It’s stormy and rainy.” A: “Oh! How do you feel then?” B: “I feel a little anxious.”<\/span><\/li>\n
          • \u00c7al\u0131\u015fma \u0130pu\u00e7lar\u0131:<\/b> Bir “Duygu ve Hava Durumu” g\u00fcnl\u00fc\u011f\u00fc tutun. Her g\u00fcn hava durumunu ve o g\u00fcnk\u00fc hislerinizi birer c\u00fcmleyle yaz\u0131n.<\/span><\/li>\n<\/ul>\n

            <\/span>\u00dcnite 5: At the Fair (Lunaparkta)<\/b><\/span><\/h3>\n
              \n
            • Ana Hedef:<\/b> Lunaparktaki oyuncaklar\u0131 tan\u0131mak ve bunlar hakk\u0131ndaki fikirleri (kar\u015f\u0131la\u015ft\u0131rma yaparak) belirtmek. Bu \u00fcnite, “Comparatives” konusunun temelidir.<\/span><\/li>\n
            • Hedef Kelimeler:<\/b> Fair, roller coaster, ferris wheel, carousels, bumper cars, ghost train, exciting, fun, boring, fast, slow, scary, amazing.<\/span><\/li>\n
            • Hedef Gramer ve Kal\u0131plar:<\/b> Comparative Adjectives.<\/b> “The roller coaster is faster than the carousel.”, “I think the ghost train is more exciting than the bumper cars.”, “Which one do you like?”<\/span><\/li>\n
            • \u00d6rnek Etkinlik:<\/b> Lunapark oyuncaklar\u0131n\u0131n resimlerini kar\u015f\u0131la\u015ft\u0131rarak c\u00fcmleler kurma. “Which one is scarier, the roller coaster or the ghost train?”<\/span><\/li>\n
            • \u00c7al\u0131\u015fma \u0130pu\u00e7lar\u0131:<\/b> Evdeki iki nesneyi, iki ki\u015fiyi veya iki hayvan\u0131 s\u00fcrekli kar\u015f\u0131la\u015ft\u0131r\u0131n. “My father is taller than my mother.” “This book is more interesting than that book.”<\/span><\/li>\n<\/ul>\n

              <\/span>\u00dcnite 6: Occupations (Meslekler)<\/b><\/span><\/h3>\n
                \n
              • Ana Hedef:<\/b> Meslekleri, \u00e7al\u0131\u015fma yerlerini ve o meslekteki ki\u015filerin neler yapabildi\u011fini “can\/can’t” ile anlatmak.<\/span><\/li>\n
              • Hedef Kelimeler:<\/b> Occupation\/job, architect, engineer, lawyer, mechanic, tailor, manager, waiter\/waitress, hairdresser, cook\/chef, can, can’t, design, build, repair, cut, sew, serve.<\/span><\/li>\n
              • Hedef Gramer ve Kal\u0131plar:<\/b> “What does a tailor do?” – “A tailor can sew clothes.”, “Can a mechanic design buildings?” – “No, he can’t. An architect can.”<\/span><\/li>\n
              • \u00d6rnek Etkinlik:<\/b> Meslekler ve yapt\u0131klar\u0131 i\u015fleri e\u015fle\u015ftirme oyunu. “Sessiz Sinema” ile bir mesle\u011fi canland\u0131r\u0131p tahmin etme.<\/span><\/li>\n
              • \u00c7al\u0131\u015fma \u0130pu\u00e7lar\u0131:<\/b> Ailedeki veya \u00e7evrenizdeki insanlar\u0131n meslekleri ve bu mesleklerde neler yapabildikleri hakk\u0131nda konu\u015fun.<\/span><\/li>\n<\/ul>\n

                <\/span>\u00dcnite 7: Holidays (Tatiller)<\/b><\/span><\/h3>\n
                  \n
                • Ana Hedef:<\/b> Ge\u00e7mi\u015fte yap\u0131lan bir tatili anlatmak. Bu \u00fcnite, <\/span>Simple Past Tense<\/b>‘in en yo\u011fun kullan\u0131ld\u0131\u011f\u0131 yerdir.<\/span><\/li>\n
                • Hedef Kelimeler:<\/b> Holiday, last summer\/winter, go, stay, visit, climb, swim, learn, try, delicious, interesting.<\/span><\/li>\n
                • Hedef Gramer ve Kal\u0131plar:<\/b> Simple Past Tense.<\/b> “Where did you go on holiday last summer?” – “I went to Antalya.”, “What did you do there?” – “I swam in the sea and visited ancient places.”, “It was fantastic.”<\/span><\/li>\n
                • \u00d6rnek Metin:<\/b> “Last summer, I went to my grandparents’ village. I stayed there for two weeks. I helped my grandfather on the farm. I climbed trees and ate delicious fruit. It was a great holiday.”<\/span><\/li>\n
                • \u00c7al\u0131\u015fma \u0130pu\u00e7lar\u0131:<\/b> Ge\u00e7en hafta sonu ne yapt\u0131\u011f\u0131n\u0131z\u0131 basit Ge\u00e7mi\u015f Zaman c\u00fcmleleriyle anlat\u0131n. Eski tatil foto\u011fraflar\u0131na bakarak “We went to Bodrum. We swam a lot.” gibi c\u00fcmleler kurun.<\/span><\/li>\n<\/ul>\n

                  <\/span>\u00dcnite 8: Bookworms (Kitap Kurtlar\u0131)<\/b><\/span><\/h3>\n
                    \n
                  • Ana Hedef:<\/b> Kitap t\u00fcrlerini \u00f6\u011frenmek ve ge\u00e7mi\u015fte okunan bir kitap hakk\u0131nda basit bilgiler vermek.<\/span><\/li>\n
                  • Hedef Kelimeler:<\/b> Bookworm, read, book, story, novel, poetry, children’s book, author, character, page, yesterday, last week.<\/span><\/li>\n
                  • Hedef Gramer ve Kal\u0131plar:<\/b> Simple Past Tense peki\u015ftirmesi.<\/b> “I read a book yesterday.”, “Who was the author?”, “What was the book about?”, “Did you like it?” – “Yes, I did.”<\/span><\/li>\n
                  • \u00d6rnek Diyalog:<\/b> A: “What did you do yesterday evening?” B: “I read a book.” A: “What was its name?” B: “It was ‘Alice in Wonderland’.”<\/span><\/li>\n
                  • \u00c7al\u0131\u015fma \u0130pu\u00e7lar\u0131:<\/b> \u00c7ocu\u011funuzun okudu\u011fu bir T\u00fcrk\u00e7e kitab\u0131n konusunu basit \u0130ngilizce c\u00fcmlelerle \u00f6zetlemeye \u00e7al\u0131\u015f\u0131n. “The main character was a girl. She went to a strange place.”<\/span><\/li>\n<\/ul>\n

                    <\/span>\u00dcnite 9: Saving the Planet (Gezegeni Kurtarmak)<\/b><\/span><\/h3>\n
                      \n
                    • Ana Hedef:<\/b> \u00c7evre sorunlar\u0131 hakk\u0131nda fark\u0131ndal\u0131k kazanmak ve yap\u0131lmas\u0131\/yap\u0131lmamas\u0131 gerekenleri “should\/shouldn’t” ile ifade etmek.<\/span><\/li>\n
                    • Hedef Kelimeler:<\/b> Save, planet, environment, turn off, unplug, recycle, plant trees, waste water, cut down trees, pollute, should, shouldn’t.<\/span><\/li>\n
                    • Hedef Gramer ve Kal\u0131plar:<\/b> Tavsiye (should\/shouldn’t).<\/b> “We should plant more trees.”, “We shouldn’t waste water.”, “You should turn off the lights when you leave a room.”<\/span><\/li>\n
                    • \u00d6rnek Etkinlik:<\/b> “Gezegeni Kurtarmak \u0130\u00e7in 5 Kural” listesi haz\u0131rlama. \u0130yi ve k\u00f6t\u00fc davran\u0131\u015flar\u0131 g\u00f6steren resimleri “should” ve “shouldn’t” kategorilerine ay\u0131rma.<\/span><\/li>\n
                    • \u00c7al\u0131\u015fma \u0130pu\u00e7lar\u0131:<\/b> Evde geri d\u00f6n\u00fc\u015f\u00fcm yaparken, su veya elektrik kullan\u0131rken bu kurallar\u0131 hat\u0131rlat\u0131n. “We should recycle this bottle.”<\/span><\/li>\n<\/ul>\n

                      <\/span>\u00dcnite 10: Democracy (Demokrasi)<\/b><\/span><\/h3>\n
                        \n
                      • Ana Hedef:<\/b> Demokrasi, se\u00e7im ve adil olma gibi temel kavramlar\u0131 basit bir d\u00fczeyde anlamak.<\/span><\/li>\n
                      • Hedef Kelimeler:<\/b> Democracy, vote, elect, choose, candidate, president, respect, rights, fair, opinion.<\/span><\/li>\n
                      • Hedef Gramer ve Kal\u0131plar:<\/b> Basit fikir belirtme. “I think…”, “In my opinion…”, “We should respect different opinions.”<\/span><\/li>\n
                      • \u00d6rnek Etkinlik:<\/b> S\u0131n\u0131f ba\u015fkanl\u0131\u011f\u0131 se\u00e7imi canland\u0131rmas\u0131. Adaylar konu\u015fma yapar, \u00f6\u011frenciler oy kullan\u0131r ve oylar say\u0131l\u0131r.<\/span><\/li>\n
                      • \u00c7al\u0131\u015fma \u0130pu\u00e7lar\u0131:<\/b> Evde basit kararlar al\u0131rken (\u00f6rne\u011fin “Bu ak\u015fam hangi filmi izleyelim?”) oylama yap\u0131n ve s\u00fcreci basit \u0130ngilizce terimlerle a\u00e7\u0131klay\u0131n. “Let’s vote.”<\/span><\/li>\n<\/ul>\n

                        6. S\u0131n\u0131f Gramerinin Kalbi – Ge\u00e7mi\u015f Zaman (Simple Past Tense) ve Kar\u015f\u0131la\u015ft\u0131rma (Comparatives)<\/b><\/h2>\n

                        Simple Past Tense (Di’li Ge\u00e7mi\u015f Zaman) Nas\u0131l \u00d6\u011frenilir?<\/b><\/h3>\n
                          \n
                        • was \/ were<\/b>:<\/b> “am\/is” -> <\/span>was<\/span> , “are” -> <\/span>were<\/span> oldu\u011funu anlat\u0131n. “I was happy yesterday.” “They were at school.”<\/span><\/li>\n
                        • D\u00fczenli Fiiller (<\/b>-ed<\/b>):<\/b> En kolay k\u0131s\u0131md\u0131r. <\/span>play -> played<\/span>, <\/span>watch -> watched<\/span>.<\/span><\/li>\n
                        • D\u00fczensiz Fiiller (Irregular Verbs):<\/b> En zorlay\u0131c\u0131 k\u0131s\u0131md\u0131r. Kural yoktur, ezberlenmesi gerekir. En s\u0131k kullan\u0131lanlar\u0131 bir liste yap\u0131p kelime kartlar\u0131 (flashcards) haz\u0131rlay\u0131n. Bir y\u00fcz\u00fcne fiilin 1. hali (<\/span>go<\/span>), di\u011fer y\u00fcz\u00fcne 2. hali (<\/span>went<\/span>) yaz\u0131larak oynanan oyunlar \u00e7ok etkilidir.<\/span><\/li>\n
                        • Olumsuz (<\/b>didn’t<\/b>) ve Soru (<\/b>Did<\/b>):<\/b> En \u00f6nemli kural \u015fudur: C\u00fcmlede “yard\u0131mc\u0131 asker” olan <\/span>didn’t<\/span> veya <\/span>Did<\/span> varsa, fiil her zaman yal\u0131n (1. halde) kal\u0131r.<\/span>\n
                            \n
                          • I went.<\/span> -> <\/span>I didn’t go.<\/span><\/li>\n
                          • Did you go?<\/span> (Did you went? DE\u011e\u0130L!)<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                            <\/span>Comparative Adjectives (Kar\u015f\u0131la\u015ft\u0131rma S\u0131fatlar\u0131) Nas\u0131l \u00d6\u011frenilir?<\/b><\/span><\/h3>\n
                              \n
                            • K\u0131sa S\u0131fatlar:<\/b> Tek heceli s\u0131fatlar\u0131n sonuna <\/span>-er than<\/span> eklenir. <\/span>tall -> taller than<\/span> (daha uzun).<\/span><\/li>\n
                            • Uzun S\u0131fatlar:<\/b> \u0130ki veya daha fazla heceli s\u0131fatlar\u0131n \u00f6n\u00fcne <\/span>more … than<\/span> getirilir. <\/span>beautiful -> more beautiful than<\/span> (daha g\u00fczel).<\/span><\/li>\n
                            • \u0130stisnalar:<\/b> good -> better<\/span> (daha iyi), <\/span>bad -> worse<\/span> (daha k\u00f6t\u00fc) gibi temel istisnalar\u0131 ezberletin.<\/span><\/li>\n<\/ul>\n

                              <\/span>Hikaye Anlat\u0131c\u0131s\u0131 ve Analist Olmaya Do\u011fru<\/b><\/span><\/h2>\n

                              6. s\u0131n\u0131f \u0130ngilizce m\u00fcfredat\u0131<\/b>, \u00f6\u011frenciyi pasif bir kelime \u00f6\u011frenicisinden, aktif bir hikaye anlat\u0131c\u0131s\u0131na ve analizciye d\u00f6n\u00fc\u015ft\u00fcren kritik bir a\u015famad\u0131r. <\/span>Ge\u00e7mi\u015f Zaman<\/b>‘a hakim olmak, onlara ileti\u015fimde yepyeni bir boyut kazand\u0131r\u0131rken, <\/span>kar\u015f\u0131la\u015ft\u0131rma yap\u0131lar\u0131<\/b> da d\u00fc\u015f\u00fcncelerini daha incelikli bir \u015fekilde ifade etme becerisi verir. Bu y\u0131l\u0131n zorluklar\u0131, asl\u0131nda \u00f6\u011frencilerin dil becerilerinde olgunla\u015fmas\u0131n\u0131 sa\u011flayan de\u011ferli basamaklard\u0131r.<\/span><\/p>\n

                              Ebeveyn olarak g\u00f6reviniz, \u00f6zellikle d\u00fczensiz fiillerin ezberlenmesi ve Ge\u00e7mi\u015f Zaman’\u0131n mant\u0131\u011f\u0131n\u0131n oturmas\u0131 gibi zorlu s\u00fcre\u00e7lerde sab\u0131rl\u0131 bir rehber ve motive edici bir destek\u00e7i olmakt\u0131r. Bol tekrar, oyunla\u015ft\u0131r\u0131lm\u0131\u015f pratikler ve ger\u00e7ek hayatla ba\u011flant\u0131 kuran etkinlikler, bu y\u0131l\u0131n konular\u0131n\u0131n kal\u0131c\u0131 hale gelmesini sa\u011flayacakt\u0131r. Unutmay\u0131n, 6. s\u0131n\u0131fta at\u0131lan bu sa\u011flam gramer temeli, \u00e7ocu\u011funuzun ileriki y\u0131llarda ve LGS gibi \u00f6nemli s\u0131navlarda kendine g\u00fcvenen, yetkin bir \u0130ngilizce kullan\u0131c\u0131s\u0131 olmas\u0131n\u0131n anahtar\u0131d\u0131r.<\/span><\/p>\n

                               <\/p>\n","protected":false},"excerpt":{"rendered":"

                              Ortaokulun ikinci y\u0131l\u0131 olan 6. s\u0131n\u0131f, \u0130ngilizce \u00f6\u011freniminde bir devrim niteli\u011fi ta\u015f\u0131r. \u00d6\u011frenciler, 5. s\u0131n\u0131fta ustala\u015ft\u0131klar\u0131 “\u015fimdi” ve “her zaman” kavramlar\u0131ndan s\u0131yr\u0131larak, ilk defa “d\u00fcn” hakk\u0131nda konu\u015fmaya ba\u015flarlar. Bu, dil \u00f6\u011freniminde bir zaman makinesine binmek gibidir; art\u0131k sadece rutinlerini veya o anda olanlar\u0131 de\u011fil, ya\u015fad\u0131klar\u0131 an\u0131lar\u0131, yapt\u0131klar\u0131 tatilleri ve duyduklar\u0131 hikayeleri de anlatabilecekleri yeni bir […]<\/p>\n","protected":false},"author":1,"featured_media":227,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[7,2],"tags":[],"class_list":["post-226","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-dijital-ebeveynlik","category-ingilizce"],"yoast_head":"\n6. S\u0131n\u0131f \u0130ngilizce M\u00fcfredat\u0131 Hakk\u0131nda Bilmeniz Gereken Her \u015eey - \u00c7ocuklar \u0130\u00e7in Online \u0130ngilizce Kursu<\/title>\n<meta name=\"description\" content=\""6. s\u0131n\u0131f \u0130ngilizce konular\u0131 nelerdir?". 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