{"id":289,"date":"2025-06-19T11:49:15","date_gmt":"2025-06-19T08:49:15","guid":{"rendered":"https:\/\/elmadil.com\/blog\/?p=289"},"modified":"2025-06-19T12:36:24","modified_gmt":"2025-06-19T09:36:24","slug":"ilkokul-3-sinif-ingilizce-kursu","status":"publish","type":"post","link":"https:\/\/elmadil.com\/blog\/ilkokul-3-sinif-ingilizce-kursu\/","title":{"rendered":"\u0130lkokul 3. S\u0131n\u0131f \u0130ngilizce Kursu"},"content":{"rendered":"

\u0130lkokul 3. s\u0131n\u0131f, bir \u00f6\u011frencinin e\u011fitim hayat\u0131nda bir d\u00f6n\u00fcm noktas\u0131d\u0131r. Art\u0131k okulun en k\u00fc\u00e7\u00fckleri de\u011fillerdir; okuma yazma becerileri peki\u015fmi\u015f, anlama ve mant\u0131k kurma yetenekleri geli\u015fmi\u015ftir. Bu geli\u015fim, \u0130ngilizce \u00f6\u011frenme ser\u00fcvenlerinde de yepyeni bir sayfa a\u00e7ar. 2. s\u0131n\u0131fta \u015fark\u0131lar, oyunlar ve renklerle at\u0131lan ne\u015feli temellerin ard\u0131ndan 3. s\u0131n\u0131f, bu tek tek kelimeleri birle\u015ftirip anlaml\u0131 c\u00fcmleler kurarak ger\u00e7ek ileti\u015fimin kap\u0131lar\u0131n\u0131 aralama zaman\u0131d\u0131r. “Cat”, “apple”, “ball” gibi kelimeler art\u0131k “I have got a cat”, “I like apples”, “Where is the ball?” gibi i\u015flevsel c\u00fcmlelere d\u00f6n\u00fc\u015f\u00fcr. Bu kritik ge\u00e7i\u015f d\u00f6neminde pek \u00e7ok ebeveyn, okulda verilen \u0130ngilizce e\u011fitiminin yeterli olup olmad\u0131\u011f\u0131n\u0131 sorgular ve bir \u0130lkokul 3. S\u0131n\u0131f \u0130ngilizce Kursu<\/strong><\/a>‘nun faydalar\u0131n\u0131 ara\u015ft\u0131rmaya ba\u015flar. Zihinlerdeki temel sorular \u015funlard\u0131r: “3. s\u0131n\u0131f \u0130ngilizce kursu gerekli mi?<\/strong><\/a>“, “Okul derslerine ek olarak bir kurs \u00e7ocu\u011fuma a\u011f\u0131r gelir mi?”, “\u00c7ocu\u011fum \u0130ngilizce’de zorlan\u0131yor, kurs faydal\u0131 olur mu?<\/a><\/strong>“, “\u0130deal bir 3. s\u0131n\u0131f kursu hangi konular\u0131 i\u00e7ermeli ve nas\u0131l bir y\u00f6ntem izlemeli?”.<\/p>\n

Bu kapsaml\u0131 rehber, 3. s\u0131n\u0131f \u00f6\u011frencilerinin ve velilerinin t\u00fcm bu sorular\u0131na \u0131\u015f\u0131k tutmak amac\u0131yla haz\u0131rland\u0131. Bu makalede, 8-9 ya\u015f grubunun dil \u00f6\u011frenimindeki bili\u015fsel ve duygusal profilini inceleyecek, ideal bir \u0130ngilizce kursunun sahip olmas\u0131 gereken pedagojik \u00f6zellikleri masaya yat\u0131raca\u011f\u0131z. MEB m\u00fcfredat\u0131yla uyumlu olarak, y\u0131l boyunca i\u015flenmesi gereken temel konular\u0131, kelimeleri ve c\u00fcmle kal\u0131plar\u0131n\u0131<\/strong> detayland\u0131racak, bu \u00f6\u011frenme s\u00fcrecini evde nas\u0131l keyifli ve verimli bir \u015fekilde destekleyebilece\u011finize dair pratik ipu\u00e7lar\u0131 sunaca\u011f\u0131z. Amac\u0131m\u0131z, 3. s\u0131n\u0131f \u0130ngilizce kursu karar\u0131n\u0131 bir endi\u015fe kayna\u011f\u0131 olmaktan \u00e7\u0131kar\u0131p, \u00e7ocu\u011funuzun kendine g\u00fcvenen, \u0130ngilizce c\u00fcmle kurabilen ve bu dilden keyif alan bir birey olmas\u0131n\u0131 sa\u011flayacak stratejik bir ad\u0131ma d\u00f6n\u00fc\u015ft\u00fcrmektir.<\/p>\n

<\/p>\n

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3. S\u0131n\u0131f \u00d6\u011frencisinin Profili – Neden Bu Ya\u015f Bu Kadar \u00d6nemli?<\/strong><\/h2>\n

Bir 3. s\u0131n\u0131f \u00f6\u011frencisi (genellikle 8-9 ya\u015f), 1. veya 2. s\u0131n\u0131ftaki bir \u00e7ocuktan bili\u015fsel ve sosyal olarak olduk\u00e7a farkl\u0131d\u0131r. Etkili bir kurs program\u0131 tasarlamak i\u00e7in bu ya\u015f grubunun \u00f6zelliklerini anlamak esast\u0131r.<\/p>\n

1. Bili\u015fsel Geli\u015fim: Soyut D\u00fc\u015f\u00fcncenin \u015eafa\u011f\u0131<\/strong> Bu ya\u015ftaki \u00e7ocuklar, Piaget’nin geli\u015fim basamaklar\u0131na g\u00f6re art\u0131k “somut i\u015flemler d\u00f6nemi”ndedir. Bu \u015fu anlama gelir:<\/p>\n

    \n
  • Mant\u0131ksal D\u00fc\u015f\u00fcnme:<\/strong> Olaylar aras\u0131nda mant\u0131ksal ba\u011flant\u0131lar kurabilirler. Bu, basit gramer kurallar\u0131n\u0131 ve c\u00fcmle yap\u0131lar\u0131n\u0131 anlamalar\u0131 i\u00e7in m\u00fckemmel bir temel olu\u015fturur. “He” \u00f6znesinden sonra neden “has got” geldi\u011fini mant\u0131ksal bir kural olarak kavrayabilirler.<\/li>\n
  • Kategorizasyon:<\/strong> Nesneleri ve kavramlar\u0131 (hayvanlar, yiyecekler, oyuncaklar gibi) grupland\u0131rabilirler. Bu, kelime \u00f6\u011frenimini daha organize ve kal\u0131c\u0131 hale getirir.<\/li>\n
  • Artan Odaklanma S\u00fcresi:<\/strong> 2. s\u0131n\u0131ftaki bir \u00e7ocu\u011fa g\u00f6re dikkatlerini daha uzun s\u00fcre bir aktiviteye verebilirler. Bu, daha yap\u0131land\u0131r\u0131lm\u0131\u015f ama yine de oyun temelli aktivitelere olanak tan\u0131r.<\/li>\n<\/ul>\n

    2. Dil Geli\u015fimi: \u00dcretim Ba\u015fl\u0131yor<\/strong> 3. s\u0131n\u0131f, dil ediniminde bir “taklit\u00e7i” olmaktan \u00e7\u0131k\u0131p bir “\u00fcretici” olmaya do\u011fru at\u0131lan ilk ciddi ad\u0131md\u0131r.<\/p>\n

      \n
    • C\u00fcmle Yap\u0131s\u0131 Fark\u0131ndal\u0131\u011f\u0131:<\/strong> Ana dillerindeki okuma yazma becerileri sayesinde “c\u00fcmle” kavram\u0131na a\u015finad\u0131rlar. Bu fark\u0131ndal\u0131k, \u0130ngilizce’de basit c\u00fcmle yap\u0131lar\u0131n\u0131 (\u00d6zne + Fiil + Nesne<\/code>) daha kolay \u00f6\u011frenmelerini sa\u011flar.<\/li>\n
    • Bilin\u00e7li \u00d6\u011frenme:<\/strong> Art\u0131k sadece duyarak de\u011fil, g\u00f6rd\u00fckleri ve okuduklar\u0131 kal\u0131plar\u0131 bilin\u00e7li olarak taklit ederek de \u00f6\u011frenirler. Basit bir bo\u015fluk doldurma veya kelimeleri do\u011fru s\u0131raya koyma etkinli\u011fi onlar i\u00e7in anlaml\u0131d\u0131r.<\/li>\n<\/ul>\n

      3. Sosyal ve Duygusal Geli\u015fim: \u00d6zg\u00fcvenin \u0130n\u015fas\u0131<\/strong> Bu d\u00f6nemde akran ili\u015fkileri ve “ba\u015far\u0131l\u0131 olma” hissi b\u00fcy\u00fck \u00f6nem kazan\u0131r.<\/p>\n

        \n
      • “\u0130ngilizce Korkusu” Riski:<\/strong> Okuldaki kalabal\u0131k s\u0131n\u0131flarda yeterince s\u00f6z hakk\u0131 bulamayan veya hata yapmaktan \u00e7ekinen \u00e7ocuklar i\u00e7in \u0130ngilizce, bir korku kayna\u011f\u0131 haline gelebilir. Destekleyici bir kurs ortam\u0131, bu korkuyu k\u0131rmak ve \u00e7ocu\u011fa kendini ifade etme cesareti vermek i\u00e7in kritik bir rol oynar.<\/li>\n
      • Ba\u015far\u0131 ve Motivasyon:<\/strong> Kursta k\u00fc\u00e7\u00fck gruplar i\u00e7inde basit c\u00fcmleler kurabildi\u011fini ve anla\u015f\u0131ld\u0131\u011f\u0131n\u0131 g\u00f6ren bir \u00e7ocu\u011fun \u00f6zg\u00fcveni artar. Bu ba\u015far\u0131 hissi, okul derslerindeki motivasyonunu da do\u011frudan etkiler.<\/li>\n<\/ul>\n

        Sonu\u00e7:<\/strong> 3. s\u0131n\u0131f, \u00e7ocu\u011fun hem bili\u015fsel olarak basit kurallar\u0131 anlayabilecek olgunlu\u011fa eri\u015fti\u011fi hem de duygusal olarak ba\u015far\u0131ya ve pozitif peki\u015ftirmeye en \u00e7ok ihtiya\u00e7 duydu\u011fu bir “k\u00f6pr\u00fc” y\u0131l\u0131d\u0131r. Bu k\u00f6pr\u00fcy\u00fc sa\u011flam kurmak, 4. ve 5. s\u0131n\u0131flarda kar\u015f\u0131la\u015faca\u011f\u0131 daha karma\u015f\u0131k konular i\u00e7in en iyi haz\u0131rl\u0131kt\u0131r.<\/p>\n

        \n

        <\/span>\u0130deal Bir 3. S\u0131n\u0131f \u0130ngilizce Kursunun Olmazsa Olmazlar\u0131<\/strong><\/span><\/h2>\n

        Piyasada say\u0131s\u0131z kurs se\u00e7ene\u011fi varken, \u00e7ocu\u011funuz i\u00e7in en do\u011fru program\u0131 se\u00e7mek hayati \u00f6nem ta\u015f\u0131r. \u0130deal bir 3. s\u0131n\u0131f \u0130ngilizce kursu, a\u015fa\u011f\u0131daki \u00f6zellikleri bar\u0131nd\u0131rmal\u0131d\u0131r:<\/p>\n

          \n
        • Dengeli ve \u0130leti\u015fimsel Yakla\u015f\u0131m:<\/strong> Kurs, sadece oyun oynamaktan veya sadece gramer anlatmaktan ibaret olmamal\u0131d\u0131r. \u0130leti\u015fimsel Yakla\u015f\u0131m (Communicative Approach)<\/strong> temelinde, dilin bir ileti\u015fim arac\u0131 oldu\u011fu vurgulanmal\u0131d\u0131r. \u00d6\u011frenilen her kelime ve yap\u0131, anlaml\u0131 bir g\u00f6rev veya oyun i\u00e7inde kullan\u0131lmal\u0131d\u0131r. Ama\u00e7, \u00e7ocuklar\u0131n birbirleriyle ve \u00f6\u011fretmenleriyle basit diyaloglar kurmas\u0131n\u0131 sa\u011flamakt\u0131r.<\/li>\n
        • G\u00f6rev Tabanl\u0131 \u00d6\u011frenme (Task-Based Learning):<\/strong> \u00d6\u011frencilere “Hayalindeki evi \u00e7iz ve odalar\u0131 tan\u0131t” veya “En sevdi\u011fin hayvan\u0131 anlatan bir poster yap” gibi somut g\u00f6revler verilir. Bu g\u00f6revi tamamlama s\u00fcrecinde, ihtiya\u00e7 duyduklar\u0131 kelimeleri ve c\u00fcmle kal\u0131plar\u0131n\u0131 do\u011fal bir \u015fekilde kullan\u0131rlar.<\/li>\n
        • D\u00f6rt Becerinin B\u00fct\u00fcnle\u015fik Geli\u015fimi:<\/strong>\n
            \n
          • Dinleme (Listening):<\/strong> \u015eark\u0131lar, tekerlemeler, k\u0131sa hikayeler ve diyaloglarla geli\u015ftirilir.<\/li>\n
          • Konu\u015fma (Speaking):<\/strong> \u0130kili \u00e7al\u0131\u015fmalar, grup oyunlar\u0131 ve sunumlarla pratik edilir.<\/li>\n
          • Okuma (Reading):<\/strong> Seviyeye uygun, bol resimli basit hikaye kitaplar\u0131 okunur.<\/li>\n
          • Yazma (Writing):<\/strong> Kelimeleri ve c\u00fcmleleri kopyalama, bo\u015fluk doldurma, resimlerin alt\u0131na basit c\u00fcmleler yazma gibi etkinliklerle desteklenir.<\/li>\n<\/ul>\n<\/li>\n
          • MEB M\u00fcfredat\u0131yla Uyum ve Zenginle\u015ftirme:<\/strong> \u0130yi bir kurs, okulda i\u015flenen 3. s\u0131n\u0131f \u0130ngilizce konular\u0131n\u0131<\/strong> takip ederek \u00f6\u011frencinin okul ba\u015far\u0131s\u0131n\u0131 desteklemelidir. Ancak bununla yetinmemeli; daha fazla pratik, daha \u00e7e\u015fitli materyaller ve daha fazla konu\u015fma f\u0131rsat\u0131 sunarak okul e\u011fitiminin \u00f6tesine ge\u00e7melidir.<\/li>\n
          • Nitelikli ve Deneyimli \u00d6\u011fretmen:<\/strong> Bu ya\u015f grubunun \u00f6\u011fretmeni, sadece \u0130ngilizce’ye hakim de\u011fil, ayn\u0131 zamanda \u00e7ocuk psikolojisinden ve ilkokul pedagojisinden anlayan, sab\u0131rl\u0131, enerjik ve yarat\u0131c\u0131 bir e\u011fitimci olmal\u0131d\u0131r.<\/li>\n
          • K\u00fc\u00e7\u00fck ve Homojen S\u0131n\u0131flar:<\/strong> S\u0131n\u0131f mevcudunun az olmas\u0131 (maksimum 10-12 \u00f6\u011frenci), her \u00e7ocu\u011fun derse aktif kat\u0131l\u0131m\u0131n\u0131 ve bol bol konu\u015fma prati\u011fi yapmas\u0131n\u0131 sa\u011flar.<\/li>\n<\/ul>\n
            \n

            3. S\u0131n\u0131f \u0130ngilizce Kursu M\u00fcfredat\u0131 – Konular, Kelimeler ve C\u00fcmle Kal\u0131plar\u0131<\/strong><\/h2>\n

            \u0130deal bir kurs, MEB m\u00fcfredat\u0131n\u0131 temel al\u0131r ve onu zenginle\u015ftirir. \u0130\u015fte 3. s\u0131n\u0131fta i\u015flenmesi gereken temel temalar ve kazan\u0131mlar:<\/p>\n

            <\/span>Selamla\u015fma ve Tan\u0131\u015fma (Greetings & My Family)<\/strong><\/span><\/h3>\n
              \n
            • Hedef Kazan\u0131mlar:<\/strong> Selamla\u015fma, hat\u0131r sorma, kendini ve aile \u00fcyelerini tan\u0131tma.<\/li>\n
            • Temel Kelimeler:<\/strong> Good morning\/afternoon\/evening, how are you?, I’m fine\/great\/so-so, mother, father, sister, brother, grandmother, grandfather.<\/li>\n
            • Odaklan\u0131lan C\u00fcmle Kal\u0131plar\u0131:<\/strong> “What’s your name?”, “My name is…”, “How are you?”, “This is my mother.”, “Who is this?”.<\/li>\n
            • \u00d6rnek Aktiviteler:<\/strong> Kuklalarla aile bireylerini tan\u0131\u015ft\u0131rma, aile a\u011fac\u0131 \u00e7izme ve sunma, “Finger Family” \u015fark\u0131s\u0131.<\/li>\n<\/ul>\n

              <\/span>Duygular ve Sevdi\u011fim \u0130nsanlar (Feelings & People I Love)<\/strong><\/span><\/h3>\n
                \n
              • Hedef Kazan\u0131mlar:<\/strong> Temel duygular\u0131 ifade etme, insanlar\u0131n fiziksel \u00f6zelliklerini basit s\u0131fatlarla tan\u0131mlama, sahiplik bildirme.<\/li>\n
              • Temel Kelimeler:<\/strong> Happy, sad, angry, tired, sleepy, hungry. Tall, short, young, old, beautiful, handsome.<\/li>\n
              • Odaklan\u0131lan C\u00fcmle Kal\u0131plar\u0131:<\/strong> have got \/ has got<\/code>. “How do you feel?” – “I feel happy.”, “My father is tall.”, “I have got a sister.”, “She has got blue eyes.”<\/li>\n
              • \u00d6rnek Aktiviteler:<\/strong> Duygu kartlar\u0131yla “sessiz sinema” oynama, aile bireylerini veya arkada\u015flar\u0131 basit c\u00fcmlelerle tarif etme.<\/li>\n<\/ul>\n

                <\/span>Oyuncaklar, Oyunlar ve Yetenekler (Toys, Games & Abilities)<\/strong><\/span><\/h3>\n
                  \n
                • Hedef Kazan\u0131mlar:<\/strong> Oyuncaklar\u0131 isimlendirme, say\u0131lar\u0131n\u0131 belirtme, basit yetenekleri ifade etme.<\/li>\n
                • Temel Kelimeler:<\/strong> Doll, car, ball, teddy bear, kite, bike, game, can, can’t, run, jump, swim, fly.<\/li>\n
                • Odaklan\u0131lan C\u00fcmle Kal\u0131plar\u0131:<\/strong> can \/ can't<\/code>. “I have got five cars.”, “How many dolls?”, “I can run.”, “A bird can fly, but a dog can’t fly.”<\/li>\n
                • \u00d6rnek Aktiviteler:<\/strong> “Ben Kimim?” oyunu (bir hayvan\u0131n veya ki\u015finin yeteneklerini anlatarak kim oldu\u011funu tahmin etme), oyuncaklar\u0131 sayma ve gruplama.<\/li>\n<\/ul>\n

                  <\/span>Evim ve \u015eehrim (My House & In My City)<\/strong><\/span><\/h3>\n
                    \n
                  • Hedef Kazan\u0131mlar:<\/strong> Evin b\u00f6l\u00fcmlerini ve \u015fehirdeki temel yerleri tan\u0131ma, bir \u015feyin nerede oldu\u011funu sorma ve s\u00f6yleme.<\/li>\n
                  • Temel Kelimeler:<\/strong> Kitchen, living room, bedroom, bathroom. School, hospital, park, zoo, shop, bakery. In, on, under, next to, between.<\/li>\n
                  • Odaklan\u0131lan C\u00fcmle Kal\u0131plar\u0131:<\/strong> Where is...?<\/code>. “Where is the cat?” – “It is under the table.”, “The park is next to the school.”<\/li>\n
                  • \u00d6rnek Aktiviteler:<\/strong> Kendi hayalindeki evi veya \u015fehri \u00e7izip tan\u0131tma, bir nesneyi saklay\u0131p yerini sorma oyunu (Treasure Hunt).<\/li>\n<\/ul>\n

                    <\/span>Ula\u015f\u0131m ve Hava Durumu (Transportation & Weather)<\/strong><\/span><\/h3>\n
                      \n
                    • Hedef Kazan\u0131mlar:<\/strong> Ula\u015f\u0131m ara\u00e7lar\u0131n\u0131 tan\u0131ma, hava durumunu basit ifadelerle belirtme.<\/li>\n
                    • Temel Kelimeler:<\/strong> Car, bus, plane, train, ship, bike. Sunny, rainy, windy, snowy, cloudy, hot, cold.<\/li>\n
                    • Odaklan\u0131lan C\u00fcmle Kal\u0131plar\u0131:<\/strong> “I go to school by bus.”, “What’s the weather like today?” – “It’s sunny and hot.”<\/li>\n
                    • \u00d6rnek Aktiviteler:<\/strong> Hava durumu raporu sunma canland\u0131rmas\u0131, ula\u015f\u0131m ara\u00e7lar\u0131n\u0131 sesleriyle e\u015fle\u015ftirme, “The Wheels on the Bus” \u015fark\u0131s\u0131.<\/li>\n<\/ul>\n

                      <\/span>Do\u011fa ve Hayvanlar (Nature & Animals)<\/strong><\/span><\/h3>\n
                        \n
                      • Hedef Kazan\u0131mlar:<\/strong> Do\u011fadaki temel varl\u0131klar\u0131 ve hayvanlar\u0131 tan\u0131ma, onlar\u0131n yetenekleri ve \u00f6zellikleri hakk\u0131nda konu\u015fma.<\/li>\n
                      • Temel Kelimeler:<\/strong> Flower, tree, mountain, sea, lion, elephant, monkey, snake. (can\/can’t tekrar\u0131).<\/li>\n
                      • Odaklan\u0131lan C\u00fcmle Kal\u0131plar\u0131:<\/strong> “A monkey can climb trees.”, “An elephant is big.”<\/li>\n
                      • \u00d6rnek Aktiviteler:<\/strong> Hayvanlar\u0131n hareketlerini taklit etme (TPR), belgesel izleyip basit \u00e7\u0131kar\u0131mlar yapma, do\u011fa y\u00fcr\u00fcy\u00fc\u015f\u00fc ve g\u00f6r\u00fclenleri isimlendirme.<\/li>\n<\/ul>\n
                        \n

                        <\/span>Ebeveynler \u0130\u00e7in Pratik Destek ve Kurs Se\u00e7im Rehberi<\/strong><\/span><\/h2>\n

                        Kursun etkisini en \u00fcst d\u00fczeye \u00e7\u0131karmak ve \u00f6\u011frenmeyi kal\u0131c\u0131 k\u0131lmak i\u00e7in evde sunaca\u011f\u0131n\u0131z destek \u00e7ok \u00f6nemlidir.<\/p>\n

                        <\/span>Evde \u0130ngilizceyi Canl\u0131 Tutma Yollar\u0131<\/strong><\/span><\/h3>\n

                        Oyun ve Projeler:<\/strong> Kursta \u00f6\u011frenilen oyunlar\u0131 evde ailece oynay\u0131n. \u00dcnite konular\u0131yla ilgili basit projeler yap\u0131n (\u00d6rn: “My House” \u00fcnitesi i\u00e7in ayakkab\u0131 kutusundan bir ev maketi yap\u0131p odalar\u0131 isimlendirmek).<\/p>\n

                        Dijital Kaynaklar\u0131 Ak\u0131ll\u0131ca Kullanmak:<\/strong> British Council LearnEnglish Kids, PBS Kids, Kahoot!, Quizlet<\/strong> gibi g\u00fcvenilir ve ya\u015f\u0131na uygun web siteleri ve uygulamalar, e\u011flenceli pratik imkan\u0131 sunar.<\/p>\n

                        \u0130ngilizce Okuma Al\u0131\u015fkanl\u0131\u011f\u0131:<\/strong> Seviyesine uygun (Level 1, Level 2) bol resimli \u0130ngilizce hikaye kitaplar\u0131ndan olu\u015fan bir “\u0130ngilizce Kitapl\u0131\u011f\u0131” olu\u015fturun. Her ak\u015fam 5-10 dakika birlikte okuyun.<\/p>\n

                        Rutinler Olu\u015fturun:<\/strong> Her sabah hava durumunu sormak (“What’s the weather like?”), yemekte neyi sevip sevmedi\u011fini konu\u015fmak (“I like pasta.”) gibi k\u00fc\u00e7\u00fck rutinler, dili hayat\u0131n do\u011fal bir par\u00e7as\u0131 haline getirir.<\/p>\n

                        Merak\u0131n\u0131 Takip Edin:<\/strong> E\u011fer dinozorlar\u0131 seviyorsa, dinozorlarla ilgili basit \u0130ngilizce bir belgesel izleyin veya kitap al\u0131n. Onun ilgi alanlar\u0131 \u00fczerinden gitmek, en g\u00fc\u00e7l\u00fc motivasyon kayna\u011f\u0131d\u0131r.<\/p>\n

                        <\/span>Do\u011fru Kursu Se\u00e7erken Nelere Dikkat Etmelisiniz?<\/strong><\/span><\/h3>\n
                          \n
                        • Deneme Dersi Talep Edin:<\/strong> \u00c7ocu\u011funuzun \u00f6\u011fretmenle ve s\u0131n\u0131f ortam\u0131yla olan kimyas\u0131n\u0131 g\u00f6rmek i\u00e7in en iyi yoldur.<\/li>\n
                        • Materyalleri ve Program\u0131 \u0130nceleyin:<\/strong> Kullan\u0131lan kitaplar ve materyaller renkli, ilgi \u00e7ekici ve modern mi? Ders program\u0131 oyun, aktivite ve yap\u0131land\u0131r\u0131lm\u0131\u015f pratik aras\u0131nda dengeli mi?<\/li>\n
                        • \u00d6\u011fretmenin Deneyimini Sorgulay\u0131n:<\/strong> \u00d6\u011fretmenin bu ya\u015f grubuyla \u00e7al\u0131\u015fma deneyimi ve pedagojik formasyonu hakk\u0131nda bilgi al\u0131n.<\/li>\n
                        • Fiziksel Ortam\u0131 ve S\u0131n\u0131f Mevcudunu De\u011ferlendirin:<\/strong> S\u0131n\u0131f g\u00fcvenli, ayd\u0131nl\u0131k ve ferah m\u0131? S\u0131n\u0131f mevcudu, bireysel ilgi i\u00e7in uygun mu?<\/li>\n
                        • Referanslar ve Veli Yorumlar\u0131:<\/strong> Mevcut veya eski velilerin yorumlar\u0131, kurs hakk\u0131nda en d\u00fcr\u00fcst bilgiyi verir.<\/li>\n<\/ul>\n
                          \n

                          <\/span>Gelece\u011fe Sa\u011flam Bir K\u00f6pr\u00fc Kurmak<\/strong><\/span><\/h2>\n

                          \u0130lkokul 3. s\u0131n\u0131f \u0130ngilizce kursu<\/strong>, okulda at\u0131lan temelleri sa\u011flamla\u015ft\u0131ran, \u00e7ocu\u011fun kelimelerle c\u00fcmleler aras\u0131nda g\u00fcvenli bir k\u00f6pr\u00fc kurmas\u0131n\u0131 sa\u011flayan stratejik bir destektir. Bu, \u00e7ocu\u011fa sadece akademik bir avantaj sa\u011flamakla kalmaz, ayn\u0131 zamanda dil \u00f6\u011frenimine kar\u015f\u0131 duydu\u011fu potansiyel korku ve endi\u015feleri ortadan kald\u0131rarak ona \u00f6m\u00fcr boyu s\u00fcrecek bir \u00f6zg\u00fcven ve merak a\u015f\u0131lar.<\/p>\n","protected":false},"excerpt":{"rendered":"

                          \u0130lkokul 3. s\u0131n\u0131f, bir \u00f6\u011frencinin e\u011fitim hayat\u0131nda bir d\u00f6n\u00fcm noktas\u0131d\u0131r. Art\u0131k okulun en k\u00fc\u00e7\u00fckleri de\u011fillerdir; okuma yazma becerileri peki\u015fmi\u015f, anlama ve mant\u0131k kurma yetenekleri geli\u015fmi\u015ftir. Bu geli\u015fim, \u0130ngilizce \u00f6\u011frenme ser\u00fcvenlerinde de yepyeni bir sayfa a\u00e7ar. 2. s\u0131n\u0131fta \u015fark\u0131lar, oyunlar ve renklerle at\u0131lan ne\u015feli temellerin ard\u0131ndan 3. s\u0131n\u0131f, bu tek tek kelimeleri birle\u015ftirip anlaml\u0131 c\u00fcmleler kurarak […]<\/p>\n","protected":false},"author":1,"featured_media":290,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[8,2],"tags":[],"class_list":["post-289","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-dil-ogrenme","category-ingilizce"],"yoast_head":"\n\u0130lkokul 3. 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