{"id":231,"date":"2025-06-16T13:03:47","date_gmt":"2025-06-16T10:03:47","guid":{"rendered":"https:\/\/elmadil.com\/blog\/?p=231"},"modified":"2025-06-16T13:04:40","modified_gmt":"2025-06-16T10:04:40","slug":"7-sinif-ingilizce-mufredati-hakkinda-bilmeniz-gereken-her-sey","status":"publish","type":"post","link":"https:\/\/elmadil.com\/blog\/7-sinif-ingilizce-mufredati-hakkinda-bilmeniz-gereken-her-sey\/","title":{"rendered":"7. S\u0131n\u0131f \u0130ngilizce M\u00fcfredat\u0131 Hakk\u0131nda Bilmeniz Gereken Her \u015eey"},"content":{"rendered":"

Ortaokulun kalbi olan 7. s\u0131n\u0131f, \u0130ngilizce \u00f6\u011freniminde bir “ustal\u0131k” ve “haz\u0131rl\u0131k” y\u0131l\u0131d\u0131r. 6. s\u0131n\u0131fta ge\u00e7mi\u015fe yap\u0131lan yolculu\u011fun ard\u0131ndan, 7. s\u0131n\u0131f \u00f6\u011frencileri art\u0131k bu becerilerini derinle\u015ftirir, daha karma\u015f\u0131k kar\u015f\u0131la\u015ft\u0131rmalar yapar ve ilk defa gelecek hakk\u0131nda konu\u015fmaya ba\u015flarlar. Bu y\u0131l, ilkokulda at\u0131lan temellerin ve 6. s\u0131n\u0131fta in\u015fa edilen yap\u0131lar\u0131n adeta bir “sa\u011flamas\u0131n\u0131n” yap\u0131ld\u0131\u011f\u0131, LGS’de ba\u015far\u0131 i\u00e7in gerekli olan akademik dil becerilerinin kazan\u0131ld\u0131\u011f\u0131 kritik bir e\u015fiktir.<\/span><\/p>\n

Bu a\u015famada pek \u00e7ok \u00f6\u011frenci ve velinin akl\u0131nda benzer sorular olu\u015fur: <\/span>“7. s\u0131n\u0131f \u0130ngilizce m\u00fcfredat\u0131 hangi konular\u0131 kaps\u0131yor?<\/a>“, “Ge\u00e7mi\u015f Zaman ve yeni konular nas\u0131l birle\u015fiyor?”, “Superlative (en \u00fcst\u00fcnl\u00fck) ne demek?”, “Gelecek Zaman (‘will’) nas\u0131l kullan\u0131l\u0131r?”, “7. s\u0131n\u0131f \u0130ngilizce yaz\u0131l\u0131lar\u0131 LGS’ye ne kadar benziyor?”<\/b> ve en \u00f6nemlisi <\/span>“LGS \u0130ngilizce haz\u0131rl\u0131\u011f\u0131na bu y\u0131l nas\u0131l ba\u015flamal\u0131y\u0131z?”<\/b><\/p>\n

Bu kapsaml\u0131 rehber, 7. s\u0131n\u0131f \u0130ngilizce m\u00fcfredat\u0131n\u0131n t\u00fcm detaylar\u0131n\u0131, stratejik \u00f6nemini ve zorluklar\u0131n\u0131 ayd\u0131nlatmak \u00fczere tasarland\u0131. Bu makalede, y\u0131l boyunca i\u015flenecek olan <\/span>10 \u00fcnitenin tamam\u0131n\u0131<\/b>; hedef kelime da\u011farc\u0131\u011f\u0131, kritik gramer yap\u0131lar\u0131 ve LGS odakl\u0131 kazan\u0131mlar\u0131yla birlikte tek tek analiz edece\u011fiz. M\u00fcfredat\u0131n temel ta\u015flar\u0131 olan <\/span>Ge\u00e7mi\u015f Zaman’da ustala\u015fma, Kar\u015f\u0131la\u015ft\u0131rma S\u0131fatlar\u0131n\u0131n bir \u00fcst seviyesi olan Superlative yap\u0131lar\u0131<\/b> ve <\/span>Gelecek Zaman (‘will’)<\/b> konular\u0131n\u0131 herkesin anlayabilece\u011fi \u015fekilde a\u00e7\u0131klayaca\u011f\u0131z. Ayr\u0131ca, \u00f6\u011frencilerin bu zorlu ama bir o kadar da verimli y\u0131l\u0131 ba\u015far\u0131yla tamamlamalar\u0131 i\u00e7in <\/span>etkili \u00e7al\u0131\u015fma y\u00f6ntemleri<\/a> ve yaz\u0131l\u0131lara haz\u0131rl\u0131k stratejileri<\/a><\/b> sunaca\u011f\u0131z. Amac\u0131m\u0131z, 7. s\u0131n\u0131f\u0131 bir stres kayna\u011f\u0131 olarak de\u011fil, \u00f6\u011frencilerin \u0130ngilizceye hakimiyetlerini kan\u0131tlad\u0131klar\u0131 ve gelecekteki b\u00fcy\u00fck s\u0131navlara emin ad\u0131mlarla y\u00fcr\u00fcd\u00fckleri bir \u00f6zg\u00fcven y\u0131l\u0131na d\u00f6n\u00fc\u015ft\u00fcrmektir.<\/span><\/p>\n\n

6. S\u0131n\u0131ftan 7. S\u0131n\u0131fa – Ustal\u0131\u011fa ve Stratejik D\u00fc\u015f\u00fcnceye Ge\u00e7i\u015f<\/b><\/h2>\n

7. s\u0131n\u0131f\u0131n getirdi\u011fi yenilikleri anlamak i\u00e7in, 6. s\u0131n\u0131f\u0131n kazan\u0131mlar\u0131n\u0131 bir temel olarak g\u00f6rmek gerekir. 6. s\u0131n\u0131fta \u00f6\u011frenciler, Simple Past Tense (Ge\u00e7mi\u015f Zaman) ile an\u0131lar\u0131n\u0131 anlatmay\u0131 ve Comparative Adjectives (Kar\u015f\u0131la\u015ft\u0131rma S\u0131fatlar\u0131) ile iki \u015feyi k\u0131yaslamay\u0131 \u00f6\u011frendiler. 7. s\u0131n\u0131f, bu becerileri al\u0131r, parlat\u0131r ve \u00fczerine yepyeni katmanlar ekler.<\/span><\/p>\n

<\/span>7. S\u0131n\u0131f\u0131 Farkl\u0131 ve Kritik K\u0131lan Nedir?<\/b><\/span><\/h3>\n
    \n
  1. Ge\u00e7mi\u015f Zamanda Ustal\u0131k (Past Tense Mastery):<\/b> Art\u0131k sadece “d\u00fcn ne yapt\u0131n?” sorusuna cevap vermekle kalmaz, \u00fcnl\u00fc birinin biyografisini okuyup anlama, tarihi olaylar hakk\u0131nda konu\u015fma gibi daha karma\u015f\u0131k anlat\u0131larda Ge\u00e7mi\u015f Zaman’\u0131 ak\u0131c\u0131 bir \u015fekilde kullanma becerisi hedeflenir. <\/span>“was\/were”<\/b> ve <\/span>“did”<\/b> aras\u0131ndaki fark\u0131n net bir \u015fekilde oturmas\u0131 beklenir.<\/span><\/li>\n
  2. Kar\u015f\u0131la\u015ft\u0131rman\u0131n Zirvesi: Superlatives (\u00dcst\u00fcnl\u00fck S\u0131fatlar\u0131):<\/b> \u00d6\u011frenciler, art\u0131k sadece “Ali, Veli’den daha uzun” demekle kalmaz, “Ali, s\u0131n\u0131f\u0131n en uzunudur” (<\/span>Ali is the tallest in the class<\/span>) demeyi de \u00f6\u011frenirler. Bu, <\/span>the …-est<\/span> ve <\/span>the most …<\/span> yap\u0131lar\u0131n\u0131n \u00f6\u011frenilmesi anlam\u0131na gelir ve analitik dil kullan\u0131m\u0131nda yeni bir seviyedir.<\/span><\/li>\n
  3. Gelece\u011fe \u0130lk Bak\u0131\u015f: Future Tense (‘will’):<\/b> \u00d6\u011frenciler ilk kez gelecek hakk\u0131nda konu\u015fmay\u0131 \u00f6\u011frenirler. Tahminler (<\/span>I think it will rain<\/span>), anl\u0131k kararlar (<\/span>I will help you<\/span>) ve s\u00f6zler i\u00e7in <\/span>“will”<\/b> yap\u0131s\u0131 m\u00fcfredat\u0131n \u00f6nemli bir par\u00e7as\u0131n\u0131 olu\u015fturur.<\/span><\/li>\n
  4. Daha Derin Okuma ve Anlama (Reading Comprehension):<\/b> Okuma metinleri belirgin \u015fekilde uzar ve karma\u015f\u0131kla\u015f\u0131r. \u00d6\u011frencilerden sadece metinde a\u00e7\u0131k\u00e7a yazan bilgiyi de\u011fil, ayn\u0131 zamanda metinden \u00e7\u0131kar\u0131m yapmalar\u0131n\u0131, ana fikri bulmalar\u0131n\u0131 ve detaylar\u0131 anlamalar\u0131n\u0131 bekleyen <\/span>LGS tarz\u0131 okudu\u011funu anlama sorular\u0131<\/b> bu y\u0131l a\u011f\u0131rl\u0131k kazan\u0131r.<\/span><\/li>\n
  5. Yap\u0131land\u0131r\u0131lm\u0131\u015f Paragraf Yazma (Paragraph Writing):<\/b> Yazma becerisi, belirli bir konu hakk\u0131nda (\u00f6rne\u011fin; hayaller, bir tatil an\u0131s\u0131) giri\u015f, geli\u015fme ve sonu\u00e7 mant\u0131\u011f\u0131na sahip k\u0131sa paragraflar yazma seviyesine y\u00fckselir.<\/span><\/li>\n<\/ol>\n

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

    MEB 7. s\u0131n\u0131f \u0130ngilizce m\u00fcfredat\u0131, her biri belirli bir tema ve gramer oda\u011f\u0131na sahip 10 \u00fcniteden olu\u015fmaktad\u0131r.<\/span><\/p>\n

    <\/span>\u00dcnite 1: Appearance and Personality (D\u0131\u015f G\u00f6r\u00fcn\u00fc\u015f ve Ki\u015filik)<\/b><\/span><\/h3>\n
      \n
    • Ana Hedef:<\/b> \u0130nsanlar\u0131n fiziksel g\u00f6r\u00fcn\u00fcmlerini ve ki\u015filik \u00f6zelliklerini tarif etmek, bu \u00f6zellikleri kullanarak kar\u015f\u0131la\u015ft\u0131rmalar yapmak.<\/span><\/li>\n
    • Hedef Kelimeler:<\/b> Appearance:<\/b> tall, short, slim, plump, well-built, blonde, dark, curly, straight, wavy hair, blue\/green\/brown eyes. <\/span>Personality:<\/b> generous, honest, stubborn, shy, outgoing, friendly, punctual, clumsy, selfish.<\/span><\/li>\n
    • Hedef Gramer ve Kal\u0131plar:<\/b> Comparatives & Superlatives.<\/b> “She is more outgoing than her sister.” (O, k\u0131z karde\u015finden daha d\u0131\u015fa d\u00f6n\u00fckt\u00fcr.) “He is the most generous person I know.” (O, tan\u0131d\u0131\u011f\u0131m en c\u00f6mert ki\u015fidir.) “What does he look like?” “What is she like?”<\/span><\/li>\n
    • LGS Odakl\u0131 \u0130pu\u00e7lar\u0131:<\/b> Bu \u00fcnitenin kelimeleri, LGS’de \u00e7\u0131kan ve bir ki\u015fiyi tarif eden paragraflar\u0131 anlamak i\u00e7in hayati \u00f6nem ta\u015f\u0131r. \u00d6zellikle z\u0131t anlaml\u0131 s\u0131fatlara (shy-outgoing, generous-selfish) hakim olmak gerekir.<\/span><\/li>\n<\/ul>\n

      <\/span>\u00dcnite 2: Biographies (Biyografiler)<\/b><\/span><\/h3>\n
        \n
      • Ana Hedef:<\/b> \u00dcnl\u00fc ki\u015filerin hayat hikayelerini okumak, anlamak ve ge\u00e7mi\u015fteki olaylar\u0131 kronolojik olarak anlatmak.<\/span><\/li>\n
      • Hedef Kelimeler:<\/b> be born, grow up, get married, have children, move, study, work, die, famous, successful, award, invent, discover.<\/span><\/li>\n
      • Hedef Gramer ve Kal\u0131plar:<\/b> Simple Past Tense’in yo\u011fun kullan\u0131m\u0131.<\/b> “When was he born?” “Where did she grow up?” “He was born in 1985.” “She studied at university and became a doctor.” “He didn’t invent the telephone.”<\/span><\/li>\n
      • LGS Odakl\u0131 \u0130pu\u00e7lar\u0131:<\/b> LGS’de s\u0131k\u00e7a bir ki\u015finin hayat\u0131n\u0131 anlatan bir metin verilir ve bu metne g\u00f6re sorular sorulur (Ne zaman do\u011fdu? Ne icat etti? vb.). Tarihleri ve olay s\u0131ralamas\u0131n\u0131 takip etme becerisi bu \u00fcnite ile geli\u015fir.<\/span><\/li>\n<\/ul>\n

        <\/span>\u00dcnite 3: Sports (Sporlar)<\/b><\/span><\/h3>\n
          \n
        • Ana Hedef:<\/b> Farkl\u0131 spor dallar\u0131, spor malzemeleri ve spor yap\u0131lan yerler hakk\u0131nda konu\u015fmak.<\/span><\/li>\n
        • Hedef Kelimeler:<\/b> Individual\/Team Sports:<\/b> archery, cycling, jogging, skating, skiing, swimming, football, basketball. <\/span>Equipment:<\/b> helmet, racket, ball, trainers. <\/span>Frequency:<\/b> once\/twice a week\/month.<\/span><\/li>\n
        • Hedef Gramer ve Kal\u0131plar:<\/b> Simple Present Tense ve s\u0131kl\u0131k zarflar\u0131n\u0131n tekrar\u0131. “How often do you go jogging?” “I go jogging twice a week.” “What do you need for tennis?” “You need a racket and a ball.”<\/span><\/li>\n
        • LGS Odakl\u0131 \u0130pu\u00e7lar\u0131:<\/b> Bu \u00fcnite, bir ki\u015finin spor al\u0131\u015fkanl\u0131klar\u0131n\u0131 anlatan diyalog veya metinleri anlama becerisini \u00f6l\u00e7en sorular i\u00e7in temel olu\u015fturur.<\/span><\/li>\n<\/ul>\n

          <\/span>\u00dcnite 4: Wild Animals (Vah\u015fi Hayvanlar)<\/b><\/span><\/h3>\n
            \n
          • Ana Hedef:<\/b> Vah\u015fi hayvanlar\u0131, ya\u015fam alanlar\u0131n\u0131 (habitat) tan\u0131mak ve onlar\u0131 korumak i\u00e7in tavsiyelerde bulunmak.<\/span><\/li>\n
          • Hedef Kelimeler:<\/b> Wild animal, lion, tiger, elephant, giraffe, snake, eagle, dolphin, habitat, desert, jungle, ocean, hunt, protect, endangered.<\/span><\/li>\n
          • Hedef Gramer ve Kal\u0131plar:<\/b> “should\/shouldn’t” (tavsiye).<\/b> “We should protect endangered animals.” “People shouldn’t hunt tigers.” <\/span>Simple Past Tense<\/b> (Hayvanlar hakk\u0131nda bilgi verirken). “Dinosaurs lived millions of years ago.”<\/span><\/li>\n
          • LGS Odakl\u0131 \u0130pu\u00e7lar\u0131:<\/b> Bu \u00fcnitedeki “should\/shouldn’t” yap\u0131s\u0131, LGS’de durum c\u00fcmleleri verilerek “Bu durumda ne yap\u0131lmal\u0131\/yap\u0131lmamal\u0131?” tarz\u0131 sorularda s\u0131k\u00e7a \u00e7\u0131kar.<\/span><\/li>\n<\/ul>\n

            <\/span>\u00dcnite 5: Television (Televizyon)<\/b><\/span><\/h3>\n
              \n
            • Ana Hedef:<\/b> Televizyon program\u0131 t\u00fcrlerini \u00f6\u011frenmek, tercihler hakk\u0131nda konu\u015fmak ve programlar hakk\u0131nda fikir belirtmek.<\/span><\/li>\n
            • Hedef Kelimeler:<\/b> TV programme, news, documentary, quiz show, sitcom, soap opera, series, discussion, prefer, watch.<\/span><\/li>\n
            • Hedef Gramer ve Kal\u0131plar:<\/b> “prefer” (tercih etmek).<\/b> “I prefer watching documentaries to quiz shows.” (Belgesel izlemeyi bilgi yar\u0131\u015fmalar\u0131na tercih ederim.) “Which one do you prefer?”<\/span><\/li>\n
            • LGS Odakl\u0131 \u0130pu\u00e7lar\u0131:<\/b> Tercih bildiren tablolar veya diyaloglar verilerek kimin neyi sevdi\u011fi\/tercih etti\u011fi \u00fczerine kurulu sorular LGS’de yayg\u0131nd\u0131r. “prefer” yap\u0131s\u0131na hakim olmak \u00f6nemlidir.<\/span><\/li>\n<\/ul>\n

              <\/span>\u00dcnite 6: Celebrations (Kutlamalar)<\/b><\/span><\/h3>\n
                \n
              • Ana Hedef:<\/b> Farkl\u0131 kutlamalar (do\u011fum g\u00fcn\u00fc, mezuniyet, d\u00fc\u011f\u00fcn) hakk\u0131nda konu\u015fmak, davetiyeleri anlamak ve yazmak, teklif ve mazeret ifadelerini kullanmak.<\/span><\/li>\n
              • Hedef Kelimeler:<\/b> Celebration, birthday party, wedding, graduation party, guest, host, gift\/present, invitation card, accept, refuse, excuse.<\/span><\/li>\n
              • Hedef Gramer ve Kal\u0131plar:<\/b> Teklif\/Davet: “Would you like to come to my party?” “Shall we buy a gift?” Kabul\/Red: “Yes, I’d love to.” “I’m sorry, I can’t. I must study.”<\/span><\/li>\n
              • LGS Odakl\u0131 \u0130pu\u00e7lar\u0131:<\/b> Davetiye kart\u0131 okuma ve anlama, LGS’nin klasik soru tiplerindendir. Bir davetiyedeki yer, zaman, tarih gibi detaylar\u0131 bulma becerisi bu \u00fcnitede kazan\u0131l\u0131r.<\/span><\/li>\n<\/ul>\n

                <\/span>\u00dcnite 7: Dreams (Hayaller)<\/b><\/span><\/h3>\n
                  \n
                • Ana Hedef:<\/b> Gelecekle ilgili tahminlerde ve planlarda bulunmak. Bu \u00fcnite, <\/span>Future Tense<\/b>‘in temelidir.<\/span><\/li>\n
                • Hedef Kelimeler:<\/b> Dream, future, predict, hope, guess, travel, live, be, work, famous, rich, probably, perhaps.<\/span><\/li>\n
                • Hedef Gramer ve Kal\u0131plar:<\/b> Simple Future Tense (‘will’).<\/b> “What will you be in the future?” “I think I will be a doctor.” “Perhaps, people will live on Mars.” “She won’t be a famous singer.”<\/span><\/li>\n
                • LGS Odakl\u0131 \u0130pu\u00e7lar\u0131:<\/b> Gelecekle ilgili tahminleri i\u00e7eren k\u0131sa metinler veya diyaloglar \u00fczerinden \u00e7\u0131kar\u0131m yapma sorular\u0131 gelebilir. “will” ve “won’t” yap\u0131lar\u0131n\u0131n anlam\u0131n\u0131 bilmek kritiktir.<\/span><\/li>\n<\/ul>\n

                  <\/span>\u00dcnite 8: Public Buildings (Kamu Binalar\u0131)<\/b><\/span><\/h3>\n
                    \n
                  • Ana Hedef:<\/b> \u015eehirdeki kamu binalar\u0131n\u0131 ve bu binalara neden gidildi\u011fini ifade etmek.<\/span><\/li>\n
                  • Hedef Kelimeler:<\/b> Public building, city hall, police station, fire station, hospital, pharmacy, bank, post office, art gallery, library, to buy, to see, to report, to get.<\/span><\/li>\n
                  • Hedef Gramer ve Kal\u0131plar:<\/b> Ama\u00e7 bildiren “to + V1” yap\u0131s\u0131.<\/b> “Why do you go to the bakery?” “To buy some bread.” (Ekmek almak i\u00e7in.) “She went to the post office to send a letter.” (Mektup g\u00f6ndermek i\u00e7in postaneye gitti.)<\/span><\/li>\n
                  • LGS Odakl\u0131 \u0130pu\u00e7lar\u0131:<\/b> “Neden oraya gidiyorsun?” sorusuna ama\u00e7 bildirerek cevap verme, LGS diyalog sorular\u0131nda s\u0131k\u00e7a test edilen bir beceridir.<\/span><\/li>\n<\/ul>\n

                    <\/span>\u00dcnite 9: Environment (\u00c7evre)<\/b><\/span><\/h3>\n
                      \n
                    • Ana Hedef:<\/b> \u00c7evre sorunlar\u0131 hakk\u0131nda konu\u015fmak ve zorunluluklar\u0131 “must\/mustn’t” ile ifade etmek.<\/span><\/li>\n
                    • Hedef Kelimeler:<\/b> Environment, pollution, global warming, waste, rubbish, recycle, save energy\/water, plant trees, protect, must, mustn’t.<\/span><\/li>\n
                    • Hedef Gramer ve Kal\u0131plar:<\/b> Zorunluluk (must\/mustn’t).<\/b> “We must save the environment.” (\u00c7evreyi korumal\u0131y\u0131z – zorunluluk). “We mustn’t pollute the rivers.” (Nehirleri kirletmemeliyiz – yasak).<\/span><\/li>\n
                    • LGS Odakl\u0131 \u0130pu\u00e7lar\u0131:<\/b> “should” (tavsiye) ve “must” (zorunluluk) aras\u0131ndaki anlam fark\u0131, LGS’de test edilebilir. Kurallar\u0131 veya uyar\u0131 levhalar\u0131n\u0131 anlama sorular\u0131 bu \u00fcniteyle ilgilidir.<\/span><\/li>\n<\/ul>\n

                      <\/span>\u00dcnite 10: Planets (Gezegenler)<\/b><\/span><\/h3>\n
                        \n
                      • Ana Hedef:<\/b> G\u00fcne\u015f sistemindeki gezegenleri tan\u0131mak ve onlar\u0131 “Superlative” yap\u0131s\u0131n\u0131 kullanarak kar\u015f\u0131la\u015ft\u0131rmak.<\/span><\/li>\n
                      • Hedef Kelimeler:<\/b> Planet, sun, solar system, Earth, Mars, Jupiter, Saturn, Mercury, Venus, Neptune, Uranus, big, small, hot, cold, close, far.<\/span><\/li>\n
                      • Hedef Gramer ve Kal\u0131plar:<\/b> Superlative Adjectives peki\u015ftirmesi.<\/b> “Jupiter is the biggest planet.” “Mercury is the closest planet to the Sun.” “What is the hottest planet?”<\/span><\/li>\n
                      • LGS Odakl\u0131 \u0130pu\u00e7lar\u0131:<\/b> Bilgilendirici bir metin (infographic, tablo, k\u0131sa paragraf) \u00fczerinden en b\u00fcy\u00fck, en k\u00fc\u00e7\u00fck, en s\u0131cak gibi bilgileri bulmay\u0131 gerektiren sorular bu \u00fcnitenin kazan\u0131mlar\u0131yla do\u011frudan ili\u015fkilidir.<\/span><\/li>\n<\/ul>\n

                        <\/span>7. S\u0131n\u0131f Gramerinin Temel Ta\u015flar\u0131: Past, Superlatives, Future<\/b><\/span><\/h2>\n

                        Bu \u00fc\u00e7 gramer yap\u0131s\u0131, 7. s\u0131n\u0131f\u0131n temelini olu\u015fturur ve velilerin de anlamas\u0131 \u00f6nemlidir.<\/span><\/p>\n

                        <\/span> Simple Past Tense (Ge\u00e7mi\u015f Zaman) Ustal\u0131\u011f\u0131<\/b><\/span><\/h3>\n
                          \n
                        • was\/were<\/b> vs. <\/b>did<\/b>:<\/b> \u00c7ocu\u011funuza \u015fu \u015fekilde basit\u00e7e anlat\u0131n: C\u00fcmlenin ana fiili “olmak” ise (yorgundum, okuldayd\u0131k gibi) <\/span>was\/were<\/span> kullan\u0131l\u0131r. Ama c\u00fcmlede bir “eylem” varsa (gittim, g\u00f6rd\u00fcm, oynad\u0131m gibi) soru ve olumsuzda yard\u0131mc\u0131 olarak <\/span>did<\/span> kullan\u0131l\u0131r.<\/span>\n
                            \n
                          • I was tired.<\/span> (Yorgundum.) – Durum<\/span><\/li>\n
                          • Did you play football?<\/span> (Futbol oynad\u0131n m\u0131?) – Eylem<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                            <\/span> Superlative Adjectives (\u00dcst\u00fcnl\u00fck S\u0131fatlar\u0131)<\/b><\/span><\/h3>\n
                              \n
                            • Kural 1 (K\u0131sa S\u0131fatlar):<\/b> the + S\u0131fat-est<\/span>. \u00d6rn: <\/span>tall -> the tallest<\/span> (en uzun).<\/span><\/li>\n
                            • Kural 2 (Uzun S\u0131fatlar):<\/b> the most + S\u0131fat<\/span>. \u00d6rn: <\/span>beautiful -> the most beautiful<\/span> (en g\u00fczel).<\/span><\/li>\n
                            • Kural 3 (\u0130stisnalar):<\/b> good -> the best<\/span> (en iyi), <\/span>bad -> the worst<\/span> (en k\u00f6t\u00fc).<\/span><\/li>\n
                            • Kar\u015f\u0131la\u015ft\u0131rma (Comparative) ile fark\u0131: Comparative iki \u015feyi k\u0131yaslar (<\/span>taller than<\/span>), Superlative ise bir \u015feyi grubun geri kalan\u0131yla k\u0131yaslar (<\/span>the tallest<\/span>).<\/span><\/li>\n<\/ul>\n

                              Simple Future Tense (‘will’ – Gelecek Zaman)<\/b><\/h3>\n
                                \n
                              • Kullan\u0131m:<\/b> Gelecekle ilgili tahminler, anl\u0131k verilen kararlar, s\u00f6zler.<\/span><\/li>\n
                              • Yap\u0131:<\/b> \u00c7ok basittir. \u00d6zne ne olursa olsun <\/span>will + fiilin yal\u0131n hali<\/span> kullan\u0131l\u0131r.<\/span>\n
                                  \n
                                • Olumlu: <\/span>I will go.<\/span> (Gidece\u011fim.)<\/span><\/li>\n
                                • Olumsuz: <\/span>I will not go.<\/span> veya <\/span>I won’t go.<\/span><\/li>\n
                                • Soru: <\/span>Will you go?<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                  LGS’ye Giden Yolda 7. S\u0131n\u0131f – Stratejik Yaz\u0131l\u0131 Haz\u0131rl\u0131\u011f\u0131<\/b><\/h2>\n

                                  7. s\u0131n\u0131f, LGS haz\u0131rl\u0131\u011f\u0131n\u0131n gayri resmi ba\u015flang\u0131c\u0131d\u0131r. Yaz\u0131l\u0131 s\u0131navlar da bu ciddiyeti yans\u0131t\u0131r.<\/span><\/p>\n

                                  <\/span>7. S\u0131n\u0131f Yaz\u0131l\u0131lar\u0131nda Beklenen Soru Tipleri<\/b><\/span><\/h3>\n
                                    \n
                                  • Okudu\u011funu Anlama Paragraf\u0131:<\/b> Bir metin verilir ve metinle ilgili <\/span>Wh-<\/span> sorular\u0131 (What, When, Where, Who, Why), do\u011fru\/yanl\u0131\u015f veya \u00e7oktan se\u00e7meli sorular sorulur.<\/span><\/li>\n
                                  • Diyalog Tamamlama:<\/b> Kar\u015f\u0131l\u0131kl\u0131 bir konu\u015fmadaki bo\u015flu\u011fu en uygun ifadeyle doldurma.<\/span><\/li>\n
                                  • Durum C\u00fcmlesi ve Uygun \u0130fade:<\/b> Bir durum anlat\u0131l\u0131r ve bu durumda ne s\u00f6ylenmesi gerekti\u011fi sorulur (teklif, mazeret, tavsiye vb.).<\/span><\/li>\n
                                  • G\u00f6rsel Okuma:<\/b> Bir tabloyu, grafi\u011fi veya davetiyeyi okuyup ilgili sorular\u0131 cevaplama.<\/span><\/li>\n
                                  • Gramer Odakl\u0131 Bo\u015fluk Doldurma:<\/b> C\u00fcmledeki bo\u015flu\u011fa fiilin do\u011fru zaman\u0131n\u0131 (<\/span>go\/goes\/went\/will go<\/span>) veya do\u011fru s\u0131fat formunu (<\/span>tall\/taller\/the tallest<\/span>) yerle\u015ftirme.<\/span><\/li>\n<\/ul>\n

                                    <\/span>Etkili \u00c7al\u0131\u015fma Stratejileri<\/b><\/span><\/h3>\n

                                    Kelime Defteri Tutmak:<\/b> \u00d6\u011frenilen yeni kelimeleri, e\u015f ve z\u0131t anlaml\u0131lar\u0131yla birlikte bir deftere yazmak.<\/span><\/p>\n

                                    D\u00fczenli Okuma:<\/b> Sadece ders kitab\u0131yla s\u0131n\u0131rl\u0131 kalmay\u0131p, seviyesine uygun basit \u0130ngilizce hikaye kitaplar\u0131 veya makaleler okumak.<\/span><\/p>\n

                                    Bol Soru \u00c7\u00f6z\u00fcm\u00fc:<\/b> MEB’in yay\u0131nlad\u0131\u011f\u0131 \u00f6rnek sorular, EBA testleri ve kaliteli yard\u0131mc\u0131 kaynaklardan bol bol test \u00e7\u00f6zmek.<\/span><\/p>\n

                                    Zaman Y\u00f6netimi:<\/b> Deneme s\u0131navlar\u0131n\u0131 s\u00fcre tutarak \u00e7\u00f6zmek, s\u0131nav an\u0131ndaki zaman y\u00f6netimi becerisini geli\u015ftirir.<\/span><\/p>\n

                                    <\/span>LGS \u00d6ncesi En Kritik Viraj<\/b><\/span><\/h3>\n

                                    7. s\u0131n\u0131f \u0130ngilizce m\u00fcfredat\u0131, \u00f6\u011frencileri basit ileti\u015fim kuran bireyler olmaktan \u00e7\u0131kar\u0131p, dili farkl\u0131 zamanlarda ve karma\u015f\u0131k yap\u0131larda kullanabilen, okudu\u011funu anlayan ve analiz edebilen yetkin kullan\u0131c\u0131lara d\u00f6n\u00fc\u015ft\u00fcrmeyi hedefler. Bu y\u0131l \u00f6\u011frenilen her gramer yap\u0131s\u0131, her kelime, 8. s\u0131n\u0131fta yap\u0131lacak olan b\u00fcy\u00fck LGS haz\u0131rl\u0131\u011f\u0131 i\u00e7in birer tu\u011fla g\u00f6revi g\u00f6r\u00fcr. Bu y\u0131l ne kadar sa\u011flam bir temel at\u0131l\u0131rsa, 8. s\u0131n\u0131f o kadar stressiz ve ba\u015far\u0131l\u0131 ge\u00e7er.<\/span><\/p>\n

                                    Ebeveyn olarak g\u00f6reviniz, bu akademik ciddiyetin fark\u0131nda olarak \u00e7ocu\u011funuza planl\u0131 ve d\u00fczenli \u00e7al\u0131\u015fma al\u0131\u015fkanl\u0131\u011f\u0131 kazand\u0131rmas\u0131nda destek olmak, onu motive etmek ve LGS’nin bir son de\u011fil, iyi bir liseye giden yolda bir ara\u00e7 oldu\u011funu hat\u0131rlatmakt\u0131r. Unutmay\u0131n, 7. s\u0131n\u0131fta kazan\u0131lan dil becerileri ve \u00e7al\u0131\u015fma disiplini, sadece \u0130ngilizce ba\u015far\u0131s\u0131n\u0131 de\u011fil, \u00e7ocu\u011funuzun t\u00fcm akademik gelece\u011fini ayd\u0131nlatacak bir me\u015faledir.<\/span><\/p>\n

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

                                    Ortaokulun kalbi olan 7. s\u0131n\u0131f, \u0130ngilizce \u00f6\u011freniminde bir “ustal\u0131k” ve “haz\u0131rl\u0131k” y\u0131l\u0131d\u0131r. 6. s\u0131n\u0131fta ge\u00e7mi\u015fe yap\u0131lan yolculu\u011fun ard\u0131ndan, 7. s\u0131n\u0131f \u00f6\u011frencileri art\u0131k bu becerilerini derinle\u015ftirir, daha karma\u015f\u0131k kar\u015f\u0131la\u015ft\u0131rmalar yapar ve ilk defa gelecek hakk\u0131nda konu\u015fmaya ba\u015flarlar. Bu y\u0131l, ilkokulda at\u0131lan temellerin ve 6. s\u0131n\u0131fta in\u015fa edilen yap\u0131lar\u0131n adeta bir “sa\u011flamas\u0131n\u0131n” yap\u0131ld\u0131\u011f\u0131, LGS’de ba\u015far\u0131 i\u00e7in gerekli […]<\/p>\n","protected":false},"author":1,"featured_media":232,"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-231","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-dijital-ebeveynlik","category-ingilizce"],"yoast_head":"\n7. 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