{"id":298,"date":"2025-06-20T01:43:46","date_gmt":"2025-06-19T22:43:46","guid":{"rendered":"https:\/\/elmadil.com\/blog\/?p=298"},"modified":"2025-06-20T10:19:32","modified_gmt":"2025-06-20T07:19:32","slug":"ilkokul-4-sinif-ingilizce-kursu","status":"publish","type":"post","link":"https:\/\/elmadil.com\/blog\/ilkokul-4-sinif-ingilizce-kursu\/","title":{"rendered":"\u0130lkokul 4. S\u0131n\u0131f \u0130ngilizce Kursu"},"content":{"rendered":"

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\u0130lkokul 4. s\u0131n\u0131f, \u00e7ocu\u011funuzun \u0130ngilizce ser\u00fcveninde bir d\u00f6n\u00fcm noktas\u0131d\u0131r. 2. ve 3. s\u0131n\u0131fta oyunlar, \u015fark\u0131lar ve ne\u015feli aktivitelerle at\u0131lan temellerin \u00fczerine, art\u0131k daha yap\u0131land\u0131r\u0131lm\u0131\u015f, daha mant\u0131ksal ve daha “akademik” bir kat \u00e7\u0131kma zaman\u0131 gelmi\u015ftir. Bu, pek \u00e7ok \u00f6\u011frencinin ilk defa “\u0130ngilizce zorla\u015fmaya ba\u015flad\u0131” dedi\u011fi, velilerin ise \u00e7ocuklar\u0131n\u0131n bu yeni s\u00fcrece nas\u0131l adapte olaca\u011f\u0131 konusunda endi\u015felenmeye ba\u015flad\u0131\u011f\u0131 bir y\u0131ld\u0131r. Peki, bu de\u011fi\u015fimin merkezinde ne var? Cevap tek ve nettir: Simple Present Tense, yani Geni\u015f Zaman.<\/strong><\/p>\n

\u00c7ocu\u011funuz ilk defa, bir fiilin \u00f6zneye g\u00f6re \u015fekil de\u011fi\u015ftirdi\u011fini (I play<\/code> ama He plays<\/code>), olumsuz c\u00fcmle ve soru yapmak i\u00e7in “g\u00f6r\u00fcnmez yard\u0131mc\u0131lar” (do\/does<\/code>) kullanmas\u0131 gerekti\u011fini ve saatleri s\u00f6yleyerek kendi g\u00fcnl\u00fck rutinini anlatmas\u0131 gerekti\u011fini \u00f6\u011frenir. Bu, somut kelimeleri \u00f6\u011frenmekten, soyut bir dilbilgisi sistemini anlamaya ge\u00e7i\u015f demektir ve bu ge\u00e7i\u015f, her \u00e7ocuk i\u00e7in p\u00fcr\u00fczs\u00fcz olmayabilir. \u0130\u015fte tam bu noktada, iyi yap\u0131land\u0131r\u0131lm\u0131\u015f bir ilkokul 4. s\u0131n\u0131f \u0130ngilizce kursu<\/strong>, bir takviyeden \u00e7ok daha fazlas\u0131, stratejik bir yol arkada\u015f\u0131 haline gelir.<\/p>\n

Bu kapsaml\u0131 rehber, 4. s\u0131n\u0131f \u0130ngilizce m\u00fcfredat\u0131n\u0131n getirdi\u011fi bu yeni zorluklar\u0131 ve f\u0131rsatlar\u0131 anlaman\u0131z i\u00e7in bir pusula g\u00f6revi g\u00f6recektir. Bu makalede, 4. s\u0131n\u0131f\u0131n neden bu kadar kritik bir y\u0131l oldu\u011funu, Geni\u015f Zaman’\u0131n neden bir “engel” gibi g\u00f6r\u00fcnd\u00fc\u011f\u00fcn\u00fc ve bu engelin nas\u0131l bir f\u0131rsata \u00e7evrilebilece\u011fini inceleyece\u011fiz. \u0130deal bir 4. s\u0131n\u0131f \u0130ngilizce kursunun<\/strong> hangi \u00f6zellikleri ta\u015f\u0131mas\u0131 gerekti\u011fini, MEB m\u00fcfredat\u0131yla uyumlu olarak hangi konular\u0131 ve aktiviteleri i\u00e7ermesi gerekti\u011fini detayland\u0131racak ve ebeveynler olarak bu s\u00fcre\u00e7te \u00e7ocuklar\u0131n\u0131za nas\u0131l en etkili deste\u011fi verebilece\u011finize dair pratik bir yol haritas\u0131 sunaca\u011f\u0131z. Amac\u0131m\u0131z, 4. s\u0131n\u0131f\u0131 bir korku t\u00fcneli olmaktan \u00e7\u0131kar\u0131p, \u00e7ocu\u011funuzun \u0130ngilizce’de ger\u00e7ek anlamda c\u00fcmle kurman\u0131n ve kendini ifade etmenin keyfine vard\u0131\u011f\u0131 bir \u00f6zg\u00fcven y\u0131l\u0131na d\u00f6n\u00fc\u015ft\u00fcrmektir.<\/p>\n

<\/p>\n

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4. S\u0131n\u0131f Neden Bir D\u00f6n\u00fcm Noktas\u0131d\u0131r? “Geni\u015f Zaman” Engeli<\/strong><\/h2>\n
    \n
  1. s\u0131n\u0131f \u0130ngilizcesinin neden \u00f6nceki y\u0131llardan daha zorlay\u0131c\u0131 oldu\u011funu anlamak, \u00e7\u00f6z\u00fcm \u00fcretmenin ilk ad\u0131m\u0131d\u0131r. Bu zorluk, \u00e7ocu\u011fun zihinsel geli\u015fiminde \u00f6nemli bir s\u0131\u00e7ramay\u0131 gerektiren yeni gramer konular\u0131ndan kaynaklan\u0131r.<\/li>\n<\/ol>\n

    <\/span>Somuttan Soyuta Ge\u00e7i\u015f<\/strong><\/span><\/h3>\n

    2. ve 3. s\u0131n\u0131fta \u0130ngilizce, b\u00fcy\u00fck \u00f6l\u00e7\u00fcde somut kavramlar \u00fczerine kuruluydu. \u00c7ocuklar, g\u00f6rd\u00fckleri, dokunduklar\u0131 nesneleri isimlendirdiler: apple<\/code>, dog<\/code>, blue car<\/code>. 4. s\u0131n\u0131fta ise Geni\u015f Zaman ile birlikte, “rutin”, “al\u0131\u015fkanl\u0131k”, “genel do\u011fru” gibi soyut kavramlar\u0131 ifade etmeleri beklenir. “Ben her g\u00fcn s\u00fct i\u00e7erim” (I drink milk every day<\/code>) c\u00fcmlesi, sadece “s\u00fct” kelimesini bilmekten \u00e7ok daha karma\u015f\u0131k bir bili\u015fsel i\u015flem gerektirir.<\/p>\n

    Geni\u015f Zaman’\u0131n \u00dc\u00e7 B\u00fcy\u00fck Meydan Okumas\u0131<\/strong><\/h3>\n
      \n
    • “-s” Tak\u0131s\u0131 Kural\u0131:<\/strong> \u0130ngilizcenin en temel ama en \u00e7ok hataya sebep olan kurallar\u0131ndan biri bu y\u0131l \u00f6\u011frenilir. \u00d6\u011frenci, I<\/code>, you<\/code>, we<\/code>, they<\/code> \u00f6zneleriyle fiilin yal\u0131n halde kullan\u0131l\u0131rken; he<\/code>, she<\/code>, it<\/code> \u00f6zneleriyle fiilin sonuna neden -s<\/code> (veya -es<\/code>, -ies<\/code>) eklendi\u011finin mant\u0131\u011f\u0131n\u0131 kavramak zorundad\u0131r. Bu, ezberin \u00f6tesinde bir kural uygulama becerisi gerektirir.<\/li>\n
    • Yard\u0131mc\u0131 Fiiller (do\/does<\/code>):<\/strong> T\u00fcrk\u00e7ede olmayan bir yap\u0131, \u00f6\u011frenciler i\u00e7in en kafa kar\u0131\u015ft\u0131r\u0131c\u0131 olan\u0131d\u0131r. Olumsuz c\u00fcmle kurmak i\u00e7in don't \/ doesn't<\/code>, soru sormak i\u00e7in ise Do \/ Does<\/code> gibi “yard\u0131mc\u0131 fiillerin” araya girmesi, c\u00fcmlenin yap\u0131s\u0131n\u0131 tamamen de\u011fi\u015ftirir. \u00c7ocu\u011fun, “He likes pizza” c\u00fcmlesini “Does he like pizza?” veya “He doesn’t like pizza” formlar\u0131na do\u011fru bir \u015fekilde \u00e7evirebilmesi, bu yeni sisteme adaptasyonunu g\u00f6sterir.<\/li>\n
    • Saatleri S\u00f6yleme (Telling the Time):<\/strong> Geni\u015f Zaman, genellikle g\u00fcnl\u00fck rutinlerle birlikte \u00f6\u011fretildi\u011fi i\u00e7in, saatleri do\u011fru ifade etme becerisi de bu y\u0131l\u0131n temel kazan\u0131mlar\u0131ndand\u0131r. o'clock<\/code>, half past<\/code>, quarter to\/past<\/code> gibi kal\u0131plar\u0131 \u00f6\u011frenmek ve bunlar\u0131 g\u00fcnl\u00fck eylemlerle birle\u015ftirmek (I get up at seven o'clock<\/code>), hem kelime bilgisi hem de yap\u0131sal bir anlay\u0131\u015f gerektirir.<\/li>\n<\/ul>\n

      <\/span>Okul E\u011fitiminin S\u0131n\u0131rlar\u0131 ve Kursun Rol\u00fc<\/strong><\/span><\/h3>\n

      Kalabal\u0131k s\u0131n\u0131flarda, haftada sadece birka\u00e7 saatlik ders s\u00fcresi i\u00e7inde bir \u00f6\u011fretmenin her \u00f6\u011frencinin bu soyut kurallar\u0131 tam olarak anlad\u0131\u011f\u0131ndan ve yeterince pratik yapt\u0131\u011f\u0131ndan emin olmas\u0131 neredeyse imkans\u0131zd\u0131r. \u0130\u015fte iyi bir 4. s\u0131n\u0131f \u0130ngilizce kursu<\/strong>, tam bu noktada devreye girer. Okulda “ne” \u00f6\u011frenildi\u011fi \u00f6\u011fretilirken, kursta “nas\u0131l” kullan\u0131laca\u011f\u0131 \u00fczerine yo\u011funla\u015f\u0131l\u0131r; bol tekrar, oyunla\u015ft\u0131r\u0131lm\u0131\u015f pratik ve bireysel ilgi ile bu kritik gramer konular\u0131n\u0131n kal\u0131c\u0131 olarak \u00f6\u011frenilmesini sa\u011flar.<\/p>\n

      \n

      <\/span>\u0130deal Bir 4. S\u0131n\u0131f \u0130ngilizce Kursunun \u00d6zellikleri<\/strong><\/span><\/h2>\n
        \n
      1. s\u0131n\u0131f \u00f6\u011frencisine y\u00f6nelik bir kurs, 2. veya 3. s\u0131n\u0131f kursundan farkl\u0131 bir dengeye sahip olmal\u0131d\u0131r. E\u011flence hala merkezdedir, ancak art\u0131k daha hedefe y\u00f6nelik ve yap\u0131land\u0131r\u0131lm\u0131\u015ft\u0131r.<\/li>\n<\/ol>\n

        <\/span>Grameri Oyunla\u015ft\u0131rma (Gamifying Grammar)<\/strong><\/span><\/h3>\n

        Geni\u015f Zaman gibi kurallar, asla bir tahtaya yaz\u0131l\u0131p ezberletilmemelidir. Bunun yerine, kurallar\u0131n do\u011fru kullan\u0131lmas\u0131n\u0131 gerektiren oyunlar tasarlanmal\u0131d\u0131r. \u00d6rne\u011fin, bir zar atma oyununda gelen say\u0131ya g\u00f6re I\/You\/He\/She<\/code> gibi bir \u00f6zne se\u00e7ip, karttaki fiille do\u011fru c\u00fcmleyi kuran\u0131n ilerledi\u011fi bir oyun, -s<\/code> tak\u0131s\u0131n\u0131 \u00f6\u011fretmenin en e\u011flenceli yoludur.<\/p>\n

        <\/span>Anlaml\u0131 ve Bol Pratik<\/strong><\/span><\/h3>\n

        Kursun temel amac\u0131, \u00f6\u011frencilere yeni gramer yap\u0131lar\u0131n\u0131 s\u00fcrekli olarak kullanacaklar\u0131 ileti\u015fimsel ortamlar yaratmakt\u0131r. “Arkada\u015f\u0131n\u0131n g\u00fcnl\u00fck rutinini \u00f6\u011fren ve s\u0131n\u0131fa anlat”, “S\u00fcper kahramanlar\u0131n ne yap\u0131p yapamad\u0131\u011f\u0131n\u0131 anlatan bir poster haz\u0131rla” gibi g\u00f6revler, dili anlaml\u0131 bir ama\u00e7 i\u00e7in kullanmalar\u0131n\u0131 sa\u011flar.<\/p>\n

        <\/span>D\u00f6rt Beceri Dengesi<\/strong><\/span><\/h3>\n

        <\/span>Konu\u015fma\/Dinleme<\/strong><\/span><\/h4>\n

        Partnerli \u00e7al\u0131\u015fmalar ve grup oyunlar\u0131 ile diyalog prati\u011fi yap\u0131l\u0131r.<\/p>\n

        <\/span>Okuma<\/strong><\/span><\/h4>\n

        Basit hikayeler, mektuplar veya g\u00fcnl\u00fck rutinleri anlatan k\u0131sa metinler okunur ve anla\u015f\u0131l\u0131r.<\/p>\n

        <\/span>Yazma<\/strong><\/span><\/h4>\n

        \u00d6\u011frenciler, \u00f6\u011frendikleri kal\u0131plar\u0131 kullanarak kendi g\u00fcnl\u00fck rutinleri veya hobileri hakk\u0131nda 4-5 c\u00fcmleden olu\u015fan k\u0131sa paragraflar yazmaya te\u015fvik edilir.<\/p>\n

        <\/span>Okul Ba\u015far\u0131s\u0131n\u0131 Destekleme<\/strong><\/span><\/h3>\n

        \u0130yi bir kurs, \u00f6\u011frencinin okuldaki yaz\u0131l\u0131 s\u0131navlar\u0131nda ba\u015far\u0131l\u0131 olmas\u0131 i\u00e7in gerekli olan kelime ve gramer konular\u0131n\u0131 MEB m\u00fcfredat\u0131na paralel olarak i\u015fler ve peki\u015ftirir. S\u0131nav format\u0131na uygun al\u0131\u015ft\u0131rmalarla \u00f6\u011frencinin s\u0131nav kayg\u0131s\u0131n\u0131 azalt\u0131r.<\/p>\n

        <\/span>Sab\u0131rl\u0131 ve Yetkin \u00d6\u011fretmen<\/strong><\/span><\/h3>\n

        \u00d6\u011fretmen, bu ya\u015f grubunun soyut konular\u0131 anlarken ya\u015fayabilece\u011fi zorluklara kar\u015f\u0131 sab\u0131rl\u0131 olmal\u0131, konuyu farkl\u0131 ve yarat\u0131c\u0131 yollarla anlatabilmeli ve her \u00f6\u011frencinin \u00f6zg\u00fcvenini in\u015fa etmeye odaklanmal\u0131d\u0131r.<\/p>\n

        \n

        4. S\u0131n\u0131f \u0130ngilizce Kursu M\u00fcfredat\u0131 – \u00dcniteler ve Gramer Odaklar\u0131<\/strong><\/h2>\n

        \u0130deal bir kurs, MEB m\u00fcfredat\u0131n\u0131 takip ederken, her \u00fcnitenin gramer oda\u011f\u0131n\u0131 bol pratikle derinle\u015ftirir.<\/p>\n

        <\/span>\u00dcnite 1 & 2: Classroom Rules (S\u0131n\u0131f Kurallar\u0131) & Nationality (Milliyet)<\/strong><\/span><\/h3>\n
          \n
        • Gramer Oda\u011f\u0131:<\/strong> Emir C\u00fcmleleri (Open the door<\/code>), \u0130zin isteme (May I...?<\/code>), \u00dclke\/Milliyet sorma (Where are you from?<\/code>). Bu \u00fcniteler, 3. s\u0131n\u0131f konular\u0131n\u0131n tekrar\u0131 ve peki\u015ftirilmesi niteli\u011findedir.<\/li>\n
        • Kurstaki Aktiviteler:<\/strong> “Simon Says” oyununun daha karma\u015f\u0131k versiyonlar\u0131, s\u0131n\u0131f kurallar\u0131 posteri haz\u0131rlama, d\u00fcnya haritas\u0131 \u00fczerinde \u00fclke bulma ve bayrak \u00e7izme etkinlikleri.<\/li>\n<\/ul>\n

          <\/span>\u00dcnite 3 & 4: Cartoon Characters (\u00c7izgi Film Karakterleri) & Free Time (Bo\u015f Zaman)<\/strong><\/span><\/h3>\n
            \n
          • Gramer Oda\u011f\u0131:<\/strong> Yetenek (can\/can't<\/code>) tekrar\u0131, “like\/love\/dislike + V-ing”<\/strong> yap\u0131s\u0131. “I like playing computer games.” “She dislikes reading a book.”<\/li>\n
          • Kurstaki Aktiviteler:<\/strong> Sevilen \u00e7izgi film karakterlerinin yeteneklerini kar\u015f\u0131la\u015ft\u0131rma, “S\u0131n\u0131f Hobileri” anketi yapma ve sonu\u00e7lar\u0131 basit grafiklerle g\u00f6sterme, “Hobi G\u00fcn\u00fc” d\u00fczenleyerek herkesin sevdi\u011fi bir aktiviteyi canland\u0131rmas\u0131.<\/li>\n<\/ul>\n

            <\/span>\u00dcnite 5: My Day (Benim G\u00fcn\u00fcm)<\/strong><\/span><\/h3>\n
              \n
            • Gramer Oda\u011f\u0131:<\/strong> Simple Present Tense (Geni\u015f Zaman)<\/strong> ve Saatler (Telling the Time)<\/strong>. Bu, y\u0131l\u0131n en \u00f6nemli gramer \u00fcnitesidir.<\/li>\n
            • Kritik Kal\u0131plar:<\/strong> “I get up at seven o’clock.”, “He goes to school at half past eight.”, “What time do you have lunch?”.<\/li>\n
            • Kurstaki Aktiviteler:<\/strong> Her \u00f6\u011frencinin kendi g\u00fcnl\u00fck rutinini anlatan bir “saatli poster” haz\u0131rlamas\u0131, ikili m\u00fclakatlar (“What time do you…?”), fiil kartlar\u0131 ve \u00f6zne zarlar\u0131yla do\u011fru c\u00fcmle kurma yar\u0131\u015fmalar\u0131.<\/li>\n<\/ul>\n

              <\/span>\u00dcnite 6: Fun with Science (Bilimle E\u011flence)<\/strong><\/span><\/h3>\n
                \n
              • Gramer Oda\u011f\u0131:<\/strong> Emir c\u00fcmleleri ile y\u00f6nergeleri takip etme. Basit deney ad\u0131mlar\u0131n\u0131 anlama.<\/li>\n
              • Kurstaki Aktiviteler:<\/strong> S\u0131n\u0131fta \u00e7ok basit ve g\u00fcvenli deneyler yapma (\u00f6rn: suyun kald\u0131rma kuvveti). Deney ad\u0131mlar\u0131n\u0131 i\u00e7eren y\u00f6nergeleri okuyup uygulama, deney sonu\u00e7lar\u0131n\u0131 basit c\u00fcmlelerle raporlama.<\/li>\n<\/ul>\n

                <\/span>\u00dcnite 7: Jobs (Meslekler)<\/strong><\/span><\/h3>\n
                  \n
                • Gramer Oda\u011f\u0131:<\/strong> Geni\u015f Zaman’\u0131n soru (Does he\/she...?<\/code>) ve olumsuz (doesn't<\/code>) formlar\u0131.<\/strong><\/li>\n
                • Kritik Kal\u0131plar:<\/strong> “What does a doctor do?” – “A doctor helps people.”, “Where does a farmer work?” – “A farmer works on a farm.”, “A teacher doesn’t work in a hospital.”<\/li>\n
                • Kurstaki Aktiviteler:<\/strong> “Ben Kimim?” (Who Am I?) meslek tahmin oyunu, meslekler ve \u00e7al\u0131\u015fma yerlerini e\u015fle\u015ftirme kart oyunlar\u0131, “B\u00fcy\u00fcy\u00fcnce Ne Olmak \u0130stersin?” konulu sunumlar.<\/li>\n<\/ul>\n

                  <\/span>\u00dcnite 8, 9, 10: My Clothes (K\u0131yafetlerim), My Friends (Arkada\u015flar\u0131m), Food and Drinks (Yiyecek ve \u0130\u00e7ecekler)<\/strong><\/span><\/h3>\n
                    \n
                  • Gramer Oda\u011f\u0131:<\/strong> Bu \u00fcniteler, y\u0131l boyunca \u00f6\u011frenilen t\u00fcm yap\u0131lar\u0131n (\u00f6zellikle Geni\u015f Zaman ve “like\/don’t like”) farkl\u0131 temalar i\u00e7inde tekrar edilmesi ve peki\u015ftirilmesi i\u00e7in kullan\u0131l\u0131r.<\/li>\n
                  • Kurstaki Aktiviteler:<\/strong> Hava durumuna g\u00f6re “ka\u011f\u0131t bebek giydirme”, en iyi arkada\u015f\u0131n\u0131 tan\u0131tan k\u0131sa bir paragraf yazma, bir kafe ortam\u0131 canland\u0131rarak yiyecek sipari\u015f etme diyaloglar\u0131, “My Favorite Meal” (En Sevdi\u011fim \u00d6\u011f\u00fcn) posteri haz\u0131rlama.<\/li>\n<\/ul>\n
                    \n

                    <\/span>Ebeveynler \u0130\u00e7in Stratejik Destek Rehberi<\/strong><\/span><\/h2>\n

                    \u00c7ocu\u011funuzun 4. s\u0131n\u0131ftaki \u0130ngilizce ba\u015far\u0131s\u0131n\u0131 desteklemek i\u00e7in evde yapabilece\u011finiz \u00e7ok \u015fey var.<\/p>\n

                    “Geni\u015f Zaman”\u0131 Somutla\u015ft\u0131r\u0131n<\/strong><\/h3>\n

                    Bu soyut kural\u0131 \u00e7ocu\u011funuza basit bir hikaye ile anlat\u0131n. \u00d6rne\u011fin: “He, She ve It, \u00e7ok \u00f6zel ve g\u00fc\u00e7l\u00fc olduklar\u0131 i\u00e7in yanlar\u0131na gelen fiillere bir sihirli g\u00fc\u00e7, yani ‘-s’ g\u00fcc\u00fc verirler!” gibi. do\/does<\/code> yard\u0131mc\u0131lar\u0131n\u0131, soru sormak veya “hay\u0131r” demek i\u00e7in \u00e7a\u011fr\u0131lan “yard\u0131mc\u0131 robotlar” olarak tan\u0131tabilirsiniz.<\/p>\n

                    Rutinleri \u0130ngilizce’ye D\u00f6k\u00fcn<\/strong><\/h3>\n

                    Buzdolab\u0131n\u0131n \u00fczerine veya odas\u0131n\u0131n duvar\u0131na, ailenizin g\u00fcnl\u00fck rutinlerini g\u00f6steren bir \u00e7izelge as\u0131n. “Dad goes to work at 8:00.”, “I watch TV at 7:00.”, “We have dinner at 8:30.” gibi.<\/p>\n

                    <\/span>Teknolojiyi Verimli Kullan\u0131n<\/strong><\/span><\/h3>\n

                    Kahoot!, Wordwall, Baamboozle<\/strong> gibi oyunla\u015ft\u0131rma platformlar\u0131, gramer prati\u011fini e\u011flenceli bir yar\u0131\u015fmaya d\u00f6n\u00fc\u015ft\u00fcr\u00fcr. British Council LearnEnglish Kids gibi sitelerde Geni\u015f Zaman ile ilgili interaktif oyunlar bulunur.<\/p>\n

                    <\/span>Okul Yaz\u0131l\u0131lar\u0131na Stres Olmadan Haz\u0131rlan\u0131n<\/strong><\/span><\/h3>\n

                    4. s\u0131n\u0131f yaz\u0131l\u0131lar\u0131 genellikle \u015fu formatlarda olur: Bo\u015fluklar\u0131 fiilin do\u011fru formuyla (play\/plays<\/code>) doldurma, sorular\u0131 do\/does<\/code> ile tamamlama, saatlerle eylemleri e\u015fle\u015ftirme, bir resme bakarak birka\u00e7 c\u00fcmle yazma. Bu formatlara uygun, internetten bulabilece\u011finiz basit al\u0131\u015ft\u0131rma ka\u011f\u0131tlar\u0131 ile pratik yapmak, s\u0131nav kayg\u0131s\u0131n\u0131 azalt\u0131r.<\/p>\n

                    <\/span>Sab\u0131rl\u0131 ve Takdir Edici Olun<\/strong><\/span><\/h3>\n

                    \u00c7ocu\u011funuzun -s<\/code> tak\u0131s\u0131n\u0131 y\u00fczlerce kez unutabilece\u011fini veya do\/does<\/code> kullan\u0131m\u0131n\u0131 kar\u0131\u015ft\u0131rabilece\u011fini kabul edin. Bu son derece normaldir. \u00d6nemli olan, her do\u011fru denemesini takdir etmek ve yanl\u0131\u015flar\u0131n\u0131 “Do\u011frusu ‘He goes’ olacakt\u0131, bir dahaki sefere eminim yapars\u0131n” gibi pozitif bir dille d\u00fczeltmektir.<\/p>\n

                    \n

                    <\/span>Bir Engeli F\u0131rsata, Zorlu\u011fu Ba\u015far\u0131ya D\u00f6n\u00fc\u015ft\u00fcrmek<\/strong><\/span><\/h2>\n

                    \u0130lkokul 4. s\u0131n\u0131f \u0130ngilizce kursu<\/strong>, bu kritik y\u0131lda kar\u015f\u0131la\u015f\u0131lan “Geni\u015f Zaman” engelini, bir korku duvar\u0131 olmaktan \u00e7\u0131kar\u0131p, \u00e7ocu\u011fun \u00fczerinden atlayabilece\u011fi bir f\u0131rsata d\u00f6n\u00fc\u015ft\u00fcrme potansiyeline sahiptir. Bu, \u00e7ocu\u011fun sadece okul derslerinde ba\u015far\u0131l\u0131 olmas\u0131n\u0131 sa\u011flamakla kalmaz, ayn\u0131 zamanda \u0130ngilizce’nin kurallar\u0131 olan, mant\u0131kl\u0131 ve \u00f6\u011frenilebilir bir sistem oldu\u011funu ke\u015ffetmesine yard\u0131mc\u0131 olur.<\/p>\n

                    Do\u011fru bir kurs deste\u011fi ve bilin\u00e7li bir ebeveyn yakla\u015f\u0131m\u0131yla 4. s\u0131n\u0131f, \u0130ngilizce’nin “zorla\u015ft\u0131\u011f\u0131” bir y\u0131l de\u011fil, aksine \u00e7ocu\u011funuzun dili ger\u00e7ek anlamda “kullanmaya” ba\u015flad\u0131\u011f\u0131, kendi hayat\u0131 ve al\u0131\u015fkanl\u0131klar\u0131 hakk\u0131nda anlaml\u0131 c\u00fcmleler kurman\u0131n keyfini ya\u015fad\u0131\u011f\u0131 bir y\u0131l olabilir. Bu d\u00f6nemde at\u0131lacak sa\u011flam ad\u0131mlar, onun ortaokul ve lise hayat\u0131ndaki \u0130ngilizce ser\u00fcveninin \u00e7ok daha kolay, ba\u015far\u0131l\u0131 ve \u00f6zg\u00fcvenli ge\u00e7mesinin en g\u00fc\u00e7l\u00fc teminat\u0131d\u0131r.<\/p>\n","protected":false},"excerpt":{"rendered":"

                      \u0130lkokul 4. s\u0131n\u0131f, \u00e7ocu\u011funuzun \u0130ngilizce ser\u00fcveninde bir d\u00f6n\u00fcm noktas\u0131d\u0131r. 2. ve 3. s\u0131n\u0131fta oyunlar, \u015fark\u0131lar ve ne\u015feli aktivitelerle at\u0131lan temellerin \u00fczerine, art\u0131k daha yap\u0131land\u0131r\u0131lm\u0131\u015f, daha mant\u0131ksal ve daha “akademik” bir kat \u00e7\u0131kma zaman\u0131 gelmi\u015ftir. Bu, pek \u00e7ok \u00f6\u011frencinin ilk defa “\u0130ngilizce zorla\u015fmaya ba\u015flad\u0131” dedi\u011fi, velilerin ise \u00e7ocuklar\u0131n\u0131n bu yeni s\u00fcrece nas\u0131l adapte olaca\u011f\u0131 konusunda […]<\/p>\n","protected":false},"author":1,"featured_media":299,"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-298","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-dil-ogrenme","category-ingilizce"],"yoast_head":"\n\u0130lkokul 4. 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