{"id":307,"date":"2025-06-20T01:58:55","date_gmt":"2025-06-19T22:58:55","guid":{"rendered":"https:\/\/elmadil.com\/blog\/?p=307"},"modified":"2025-06-20T10:20:04","modified_gmt":"2025-06-20T07:20:04","slug":"ortaokul-6-sinif-ingilizce-kursu","status":"publish","type":"post","link":"https:\/\/elmadil.com\/blog\/ortaokul-6-sinif-ingilizce-kursu\/","title":{"rendered":"Ortaokul 6. S\u0131n\u0131f \u0130ngilizce Kursu"},"content":{"rendered":"

Ortaokulun ikinci y\u0131l\u0131 olan 6. s\u0131n\u0131f, \u0130ngilizce \u00f6\u011freniminde bir “zaman yolculu\u011funun” ba\u015flad\u0131\u011f\u0131 b\u00fcy\u00fcl\u00fc bir d\u00f6nemdir. 5. s\u0131n\u0131fta \u00f6\u011frenciler, “her g\u00fcn ne yapt\u0131klar\u0131n\u0131” (Geni\u015f Zaman) ve “\u015fimdi ne yapt\u0131klar\u0131n\u0131” (\u015eimdiki Zaman) anlatma becerisi kazand\u0131lar. Art\u0131k ufukta yepyeni ve heyecan verici bir k\u0131ta var: Ge\u00e7mi\u015f. 6. s\u0131n\u0131f, \u00f6\u011frencilere “d\u00fcn ne yapt\u0131klar\u0131n\u0131”, “ge\u00e7en yaz tatilinde nerelere gittiklerini” veya “okuduklar\u0131 bir hikayede neler oldu\u011funu” anlatma g\u00fcc\u00fc veren Simple Past Tense (Di’li Ge\u00e7mi\u015f Zaman)<\/strong> ile tan\u0131\u015ft\u0131klar\u0131 y\u0131ld\u0131r. Bu, dil \u00f6\u011freniminde dev bir ad\u0131md\u0131r ve beraberinde yeni zorluklar\u0131 da getirir. “was\/were”<\/strong> kullan\u0131m\u0131, fiillerin sonuna eklenen “-ed”<\/strong> tak\u0131s\u0131 ve belki de en \u00e7ok korkulan “d\u00fczensiz fiiller (irregular verbs)”<\/strong> listesi, bu y\u0131l\u0131n temel g\u00fcndemini olu\u015fturur. Bu yeni ve karma\u015f\u0131k yap\u0131, pek \u00e7ok ebeveyn ve \u00f6\u011frencinin zihninde \u015fu sorular\u0131 canland\u0131r\u0131r: “6. s\u0131n\u0131f \u0130ngilizce konular\u0131<\/strong> zor mu?”, “D\u00fczensiz fiiller nas\u0131l ezberlenir?<\/strong><\/a>“, “Okulda \u00f6\u011frenilenler bu \u00f6nemli konu i\u00e7in yeterli mi?”, “6. s\u0131n\u0131f \u0130ngilizce kursu<\/strong><\/a> \u00e7ocu\u011fumun bu engeli a\u015fmas\u0131na nas\u0131l yard\u0131mc\u0131 olabilir?” ve “Bu y\u0131l \u00f6\u011frenilenlerin LGS \u0130ngilizce<\/strong> i\u00e7in \u00f6nemi nedir?”.<\/p>\n

Bu kapsaml\u0131 rehber, 6. s\u0131n\u0131f \u0130ngilizce ser\u00fcveninizde size tam bir yol haritas\u0131 sunmak i\u00e7in haz\u0131rland\u0131. Bu makalede, 6. s\u0131n\u0131f\u0131n neden bu kadar kritik bir y\u0131l oldu\u011funu, m\u00fcfredat\u0131n bel kemi\u011fini olu\u015fturan Ge\u00e7mi\u015f Zaman<\/strong> ve Kar\u015f\u0131la\u015ft\u0131rma S\u0131fatlar\u0131 (Comparatives)<\/strong> gibi konular\u0131 herkesin anlayabilece\u011fi bir dille a\u00e7\u0131klayaca\u011f\u0131z. \u0130deal bir 6. s\u0131n\u0131f \u0130ngilizce kursunun<\/strong> hangi \u00f6zellikleri ta\u015f\u0131mas\u0131 gerekti\u011fini, MEB m\u00fcfredat\u0131yla uyumlu olarak i\u015flenmesi gereken 10 \u00fcnitenin tamam\u0131<\/a>n\u0131<\/strong>; kritik kelimeler, gramer analizleri ve pratik aktivitelerle birlikte detayl\u0131 bir \u015fekilde inceleyece\u011fiz. Amac\u0131m\u0131z, bu \u00f6nemli y\u0131l\u0131 bir zorluklar yuma\u011f\u0131 olmaktan \u00e7\u0131kar\u0131p, \u00e7ocu\u011funuzun \u0130ngilizce’yi bir hikaye anlatma arac\u0131na d\u00f6n\u00fc\u015ft\u00fcrd\u00fc\u011f\u00fc, analitik becerilerini geli\u015ftirdi\u011fi ve gelecekteki s\u0131nav ba\u015far\u0131lar\u0131 i\u00e7in sars\u0131lmaz bir temel olu\u015fturdu\u011fu bir f\u0131rsat y\u0131l\u0131na d\u00f6n\u00fc\u015ft\u00fcrmektir.<\/p>\n

<\/p>\n

\n

5. S\u0131n\u0131ftan 6. S\u0131n\u0131fa – Ge\u00e7mi\u015fe Yolculuk Ba\u015fl\u0131yor<\/strong><\/h2>\n
    \n
  1. s\u0131n\u0131f\u0131n getirdi\u011fi en b\u00fcy\u00fck yenilik, \u00f6\u011frencilere \u0130ngilizce’de yepyeni bir “boyut” kazand\u0131rmas\u0131d\u0131r: Ge\u00e7mi\u015f. Bu, dil becerilerinde somut ve niteliksel bir s\u0131\u00e7ramad\u0131r.<\/li>\n<\/ol>\n

    <\/span>6. S\u0131n\u0131f\u0131 Farkl\u0131 ve Kritik K\u0131lan Nedir?<\/strong><\/span><\/h3>\n
      \n
    1. Hikaye Anlat\u0131c\u0131l\u0131\u011f\u0131n\u0131n Do\u011fu\u015fu (The Simple Past Tense):<\/strong> En temel de\u011fi\u015fiklik budur. \u00d6\u011frenciler, bitmi\u015f ve ge\u00e7mi\u015fte kalm\u0131\u015f eylemleri anlatmay\u0131 \u00f6\u011frenerek birer “hikaye anlat\u0131c\u0131s\u0131” haline gelirler. Bu, onlara ki\u015fisel an\u0131lar\u0131n\u0131, hafta sonu aktivitelerini veya tarihi olaylar\u0131 ifade etme yetene\u011fi kazand\u0131r\u0131r.<\/li>\n
    2. Ge\u00e7mi\u015f Zaman\u0131n \u00dc\u00e7 Temel Zorlu\u011fu:<\/strong>\n
        \n
      • was \/ were<\/code> Kullan\u0131m\u0131:<\/strong> am\/is\/are<\/code> fiilinin ge\u00e7mi\u015f zamandaki kar\u015f\u0131l\u0131\u011f\u0131 olan bu yap\u0131, bir eylem de\u011fil, bir “durum” bildirir (I was tired<\/code> – Yorgundum).<\/li>\n
      • D\u00fczenli Fiiller (Regular Verbs<\/code>):<\/strong> Fiillerin sonuna -d, -ed, -ied<\/code> eklenerek olu\u015fturulan bu yap\u0131, kurala dayal\u0131 oldu\u011fu i\u00e7in \u00f6\u011frenmesi daha kolayd\u0131r (play -> played<\/code>, study -> studied<\/code>).<\/li>\n
      • D\u00fczensiz Fiiller (Irregular Verbs<\/code>):<\/strong> Bu, y\u0131l\u0131n en b\u00fcy\u00fck m\u00fccadelesidir. Bu fiiller bir kurala uymaz, tamamen \u015fekil de\u011fi\u015ftirirler (go -> went<\/code>, see -> saw<\/code>, eat -> ate<\/code>). Bu durum, \u00f6\u011frencilerin ilk defa ciddi ve sistematik bir ezber s\u00fcreciyle y\u00fczle\u015fmelerini gerektirir.<\/li>\n<\/ul>\n<\/li>\n
      • Analitik Becerilerin Geli\u015fimi (Comparative Adjectives):<\/strong> \u00d6\u011frenciler, taller than<\/code> (daha uzun) veya more expensive than<\/code> (daha pahal\u0131) gibi kar\u015f\u0131la\u015ft\u0131rma s\u0131fatlar\u0131<\/strong> ile iki nesneyi, ki\u015fiyi veya durumu birbiriyle k\u0131yaslamay\u0131 \u00f6\u011frenirler. Bu, dili daha analitik ve detayl\u0131 kullanma becerisini geli\u015ftirir.<\/li>\n
      • LGS \u0130\u00e7in Temel \u0130n\u015fas\u0131:<\/strong> LGS \u0130ngilizce sorular\u0131n\u0131n b\u00fcy\u00fck bir k\u0131sm\u0131, okudu\u011funu anlama \u00fczerine kuruludur ve bu metinlerin \u00e7o\u011fu ge\u00e7mi\u015f zamanda yaz\u0131lm\u0131\u015f hikayeler veya anlat\u0131lard\u0131r. 6. s\u0131n\u0131fta Ge\u00e7mi\u015f Zaman’a hakim olmak, LGS ba\u015far\u0131s\u0131 i\u00e7in do\u011frudan bir yat\u0131r\u0131md\u0131r.<\/li>\n<\/ol>\n
        \n

        <\/span>\u0130deal Bir 6. S\u0131n\u0131f \u0130ngilizce Kursu Neler Ba\u015farmal\u0131?<\/strong><\/span><\/h2>\n

        Bu y\u0131l\u0131n getirdi\u011fi yeni ve zorlay\u0131c\u0131 konular, iyi yap\u0131land\u0131r\u0131lm\u0131\u015f bir kursun \u00f6nemini art\u0131r\u0131r. \u0130deal bir 6. s\u0131n\u0131f kursu \u015funlar\u0131 hedeflemelidir:<\/p>\n

        <\/span>Ezberi E\u011flenceye D\u00f6n\u00fc\u015ft\u00fcrmek<\/strong><\/span><\/h3>\n

        \u00d6zellikle d\u00fczensiz fiillerin<\/strong> \u00f6\u011frenimini s\u0131k\u0131c\u0131 listelerden \u00e7\u0131karmal\u0131d\u0131r. Kelime kartlar\u0131 (flashcards) ile oynanan haf\u0131za oyunlar\u0131, fiil tombalas\u0131 (bingo), gruplar halinde hikaye olu\u015fturma yar\u0131\u015fmalar\u0131 gibi oyunla\u015ft\u0131r\u0131lm\u0131\u015f y\u00f6ntemler kullanmal\u0131d\u0131r.<\/p>\n

        <\/span>Ba\u011flamsal ve \u0130leti\u015fimsel Pratik<\/strong><\/span><\/h3>\n

        Ge\u00e7mi\u015f Zaman, sadece bo\u015fluk doldurarak \u00f6\u011frenilmez. Kurs, \u00f6\u011frencilerin kendi ge\u00e7mi\u015f deneyimlerini (ge\u00e7en hafta sonu, ge\u00e7en yaz tatili) anlatt\u0131klar\u0131, tarihi bir olay hakk\u0131nda basit bir sunum yapt\u0131klar\u0131 veya okuduklar\u0131 bir hikayeyi kendi c\u00fcmleleriyle \u00f6zetledikleri ileti\u015fimsel ortamlar yaratmal\u0131d\u0131r.<\/p>\n

        <\/span>Sistematik ve Destekleyici Hata D\u00fczeltme<\/strong><\/span><\/h3>\n

        Bu a\u015famada, \u00f6zellikle did\/didn't<\/code> kullan\u0131m\u0131 ve d\u00fczensiz fiil hatalar\u0131 gibi konularda yap\u0131lan yanl\u0131\u015flar\u0131n, \u00f6\u011frencinin \u00f6zg\u00fcvenini k\u0131rmadan, yap\u0131c\u0131 bir \u015fekilde d\u00fczeltilmesi \u00f6nemlidir. Bu, hatalar\u0131n “fosille\u015fmesini” yani kal\u0131c\u0131 hale gelmesini \u00f6nler.<\/p>\n

        <\/span>Ak\u0131c\u0131 Anlat\u0131m Becerisi Geli\u015ftirme<\/strong><\/span><\/h3>\n

        Kursun nihai amac\u0131, \u00f6\u011frencinin sadece tek tek do\u011fru c\u00fcmleler kurmas\u0131 de\u011fil, bu c\u00fcmleleri birbirine ba\u011flayarak 2-3 c\u00fcmlelik tutarl\u0131 ve ak\u0131c\u0131 bir anlat\u0131 (narrative) olu\u015fturabilmesidir.<\/p>\n

        <\/span>LGS Odakl\u0131 Beceri Geli\u015fimi<\/strong><\/span><\/h3>\n

        Program, \u00f6\u011frencileri LGS format\u0131na al\u0131\u015ft\u0131rmaya ba\u015flamal\u0131d\u0131r. Okuma metinleri ve anlama sorular\u0131, LGS’deki soru tiplerine (ana fikir bulma, detay\u0131 bulma, \u00e7\u0131kar\u0131m yapma) benzerlik g\u00f6stermelidir.<\/p>\n

        \n

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

        \u0130yi bir kurs, MEB m\u00fcfredat\u0131n\u0131 temel alarak, her \u00fcnitenin gramer oda\u011f\u0131n\u0131 bol ve \u00e7e\u015fitli pratikle derinle\u015ftirir.<\/p>\n

        <\/span>\u00dcnite 1 & 2: Life (Ya\u015fam) & Yummy Breakfast (Lezzetli Kahvalt\u0131)<\/strong><\/span><\/h3>\n
          \n
        • Gramer Oda\u011f\u0131:<\/strong> 5. s\u0131n\u0131f\u0131n tekrar\u0131 niteli\u011findedir. Simple Present Tense (Geni\u015f Zaman)<\/strong> ve S\u0131kl\u0131k Zarflar\u0131 (always, usually, often...<\/code>)<\/strong> ile rutinler ve al\u0131\u015fkanl\u0131klar peki\u015ftirilir. some, any, a lot of, how much\/many<\/code> gibi miktar bildiren ifadeler \u00f6\u011fretilir.<\/li>\n
        • Kurstaki Zenginle\u015ftirilmi\u015f Aktiviteler:<\/strong> “\u0130deal Kahvalt\u0131m” posteri haz\u0131rlama ve sunma. “Ne S\u0131kl\u0131kla…?” (How often...?<\/code>) soru-cevap zinciri oyunu. Farkl\u0131 \u00fclkelerin kahvalt\u0131 al\u0131\u015fkanl\u0131klar\u0131 \u00fczerine bir proje haz\u0131rlama.<\/li>\n<\/ul>\n

          <\/span>\u00dcnite 3 & 4: A Day in My City (\u015eehrimde Bir G\u00fcn) & Weather and Emotions (Hava Durumu ve Duygular)<\/strong><\/span><\/h3>\n
            \n
          • Gramer Oda\u011f\u0131:<\/strong> Present Continuous Tense (\u015eimdiki Zaman)<\/strong> tekrar\u0131 ve Comparative Adjectives (Kar\u015f\u0131la\u015ft\u0131rma S\u0131fatlar\u0131)<\/strong>‘na giri\u015f.<\/li>\n
          • Kritik Kal\u0131plar:<\/strong> It is raining now.<\/code>, London is bigger than Ankara.<\/code>, I feel happier on sunny days.<\/code><\/li>\n
          • Kurstaki Zenginle\u015ftirilmi\u015f Aktiviteler:<\/strong> \u0130ki farkl\u0131 \u015fehrin resimlerini kar\u015f\u0131la\u015ft\u0131rarak c\u00fcmleler kurma. Hava durumu ve duygular\u0131 e\u015fle\u015ftirme oyunu. “Hava Durumu Sunucusu” rol canland\u0131rmas\u0131.<\/li>\n<\/ul>\n

            <\/span>\u00dcnite 5: At the Fair (Lunaparkta)<\/strong><\/span><\/h3>\n
              \n
            • Gramer Oda\u011f\u0131:<\/strong> Comparative Adjectives<\/strong>‘in peki\u015ftirilmesi.<\/li>\n
            • Kritik Kal\u0131plar:<\/strong> The roller coaster is more exciting than the carousel.<\/code> (H\u0131z treni atl\u0131kar\u0131ncadan daha heyecan verici.), Which one is faster?<\/code><\/li>\n
            • Kurstaki Zenginle\u015ftirilmi\u015f Aktiviteler:<\/strong> Lunapark oyuncaklar\u0131n\u0131n “heyecan\/korku\/e\u011flence” seviyelerini g\u00f6steren bir grafik haz\u0131rlama ve bu grafi\u011fi kullanarak kar\u015f\u0131la\u015ft\u0131rma c\u00fcmleleri kurma. \u0130ki arkada\u015f\u0131n hangi oyunca\u011fa binecekleri \u00fczerine tart\u0131\u015ft\u0131\u011f\u0131 bir diyalog canland\u0131rma.<\/li>\n<\/ul>\n

              <\/span>\u00dcnite 6: Occupations (Meslekler)<\/strong><\/span><\/h3>\n
                \n
              • Gramer Oda\u011f\u0131:<\/strong> can\/can't<\/code> tekrar\u0131 ve Ge\u00e7mi\u015f Zaman’a haz\u0131rl\u0131k olarak mesleklerin ge\u00e7mi\u015fteki \u00f6neminden bahsetme.<\/li>\n
              • Kurstaki Zenginle\u015ftirilmi\u015f Aktiviteler:<\/strong> “Ge\u00e7mi\u015fte ve G\u00fcn\u00fcm\u00fczde Meslekler” konulu bir sunum. “Ben Kimim?” oyununun meslek versiyonu.<\/li>\n<\/ul>\n

                <\/span>\u00dcnite 7: Holidays (Tatiller)<\/strong><\/span><\/h3>\n
                  \n
                • Gramer Oda\u011f\u0131:<\/strong> Simple Past Tense (Di’li Ge\u00e7mi\u015f Zaman)<\/strong>‘\u0131n en yo\u011fun i\u015flendi\u011fi \u00fcnitedir. D\u00fczenli ve d\u00fczensiz fiillerin olumlu, olumsuz ve soru formlar\u0131 kullan\u0131l\u0131r.<\/li>\n
                • Kritik Fiiller:<\/strong> go-went<\/code>, see-saw<\/code>, have-had<\/code>, eat-ate<\/code>, swim-swam<\/code>, stay-stayed<\/code>, visit-visited<\/code>, like-liked<\/code>.<\/li>\n
                • Kurstaki Zenginle\u015ftirilmi\u015f Aktiviteler:<\/strong> “Hayalimdeki Tatil” yerine “Ge\u00e7en Yaz Tatilim” konulu bir sunum veya “scrapbook” (an\u0131 defteri) haz\u0131rlama. \u00d6\u011frencilerin birbirlerine “Where did you go?”, “What did you do?” gibi sorularla m\u00fclakat yapt\u0131\u011f\u0131 bir aktivite. Ge\u00e7mi\u015f Zaman fiilleriyle oynanan bir tombala (bingo) oyunu.<\/li>\n<\/ul>\n

                  <\/span>\u00dcnite 8: Bookworms (Kitap Kurtlar\u0131)<\/strong><\/span><\/h3>\n
                    \n
                  • Gramer Oda\u011f\u0131:<\/strong> Simple Past Tense<\/strong> peki\u015ftirmesi. Okunan bir kitap veya izlenen bir film hakk\u0131nda konu\u015fma.<\/li>\n
                  • Kritik Kal\u0131plar:<\/strong> I read a book yesterday.<\/code>, The main character was a wizard.<\/code>, It was about...<\/code>, Did you like the story?<\/code><\/li>\n
                  • Kurstaki Zenginle\u015ftirilmi\u015f Aktiviteler:<\/strong> Her \u00f6\u011frencinin okudu\u011fu bir kitab\u0131 basit c\u00fcmlelerle arkada\u015flar\u0131na \u00f6zetlemesi. “Kitap dedektifleri” oyunu: Bir kitab\u0131n sadece ana karakteri ve mekan\u0131 verilerek hangi kitap oldu\u011funun tahmin edilmesi.<\/li>\n<\/ul>\n

                    <\/span>\u00dcnite 9 & 10: Saving the Planet (Gezegeni Kurtarmak) & Democracy (Demokrasi)<\/strong><\/span><\/h3>\n
                      \n
                    • Gramer Oda\u011f\u0131:<\/strong> Tavsiye (should\/shouldn't<\/code>) ve fikir belirtme (I think...<\/code>) yap\u0131lar\u0131n\u0131n tekrar\u0131. Bu \u00fcniteler, daha \u00e7ok kelime bilgisi ve okudu\u011funu anlama becerisine odaklan\u0131r.<\/li>\n
                    • Kurstaki Zenginle\u015ftirilmi\u015f Aktiviteler:<\/strong> “Gezegenimizi Kurtarmak \u0130\u00e7in 10 Alt\u0131n Kural” posteri haz\u0131rlama. S\u0131n\u0131f i\u00e7inde bir konuda (\u00f6rn: “Okulda \u00fcniforma giyilmeli mi?”) oylama yapma ve herkesin fikrini basit c\u00fcmlelerle ifade etmesi.<\/li>\n<\/ul>\n
                      \n

                      Y\u0131l\u0131n En \u00d6nemli Konular\u0131 – Simple Past Tense ve Comparatives<\/strong><\/h2>\n

                      Bu iki konuya hakimiyet, 6. s\u0131n\u0131f\u0131n ba\u015far\u0131s\u0131 demektir.<\/p>\n

                      Simple Past Tense’i Anlama ve Anlatma<\/strong><\/h3>\n
                        \n
                      • was \/ were<\/code>:<\/strong> “olmak” fiilinin ge\u00e7mi\u015fidir. “Durum” bildirir. I was ill.<\/code> (Hastayd\u0131m).<\/li>\n
                      • Eylem Fiilleri:<\/strong>\n
                          \n
                        • D\u00fczenli Fiiller:<\/strong> Sonuna -ed<\/code> gelir. I watched TV.<\/code> (TV izledim).<\/li>\n
                        • D\u00fczensiz Fiiller:<\/strong> Ezber gerektirir. I went to the cinema.<\/code> (Sinemaya gittim).<\/li>\n
                        • Olumsuz ve Soru C\u00fcmlelerinin Alt\u0131n Kural\u0131:<\/strong> C\u00fcmleye didn't<\/code> (olumsuz i\u00e7in) veya Did<\/code> (soru i\u00e7in) girdi\u011finde, fiil her zaman yal\u0131n haline (1. haline) geri d\u00f6ner. Bu kural asla unutulmamal\u0131d\u0131r.\n
                            \n
                          • He saw a lion.<\/code> -> He didn't see a lion.<\/code><\/li>\n
                          • Did he see a lion?<\/code> (Kesinlikle Did he saw...?<\/code> DE\u011e\u0130L!)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                            Comparative Adjectives’i Anlama ve Anlatma<\/strong><\/h3>\n
                              \n
                            • K\u0131sa S\u0131fatlar:<\/strong> Tek heceli veya baz\u0131 iki heceli s\u0131fatlar\u0131n sonuna -er than<\/code> eklenir. fast -> faster than<\/code> (daha h\u0131zl\u0131).<\/li>\n
                            • Uzun S\u0131fatlar:<\/strong> Genellikle iki veya daha fazla heceli s\u0131fatlar\u0131n \u00f6n\u00fcne more ... than<\/code> getirilir. exciting -> more exciting than<\/code> (daha heyecan verici).<\/li>\n
                            • \u0130stisnalar:<\/strong> good -> better<\/code> (daha iyi), bad -> worse<\/code> (daha k\u00f6t\u00fc).<\/li>\n<\/ul>\n
                              \n

                              <\/span>Ebeveynler \u0130\u00e7in Stratejik K\u0131lavuz<\/strong><\/span><\/h2>\n

                              <\/span>D\u00fczensiz Fiil Ezberini Oyunla\u015ft\u0131r\u0131n<\/strong><\/span><\/h3>\n

                              <\/span>Kelime Kartlar\u0131 (Flashcards)<\/strong><\/span><\/h4>\n

                              En klasik ve en etkili y\u00f6ntemdir. Bir y\u00fcz\u00fcne fiilin 1. hali, di\u011ferine 2. hali yaz\u0131l\u0131r.<\/p>\n

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

                              Benzer \u015fekilde de\u011fi\u015fen fiilleri gruplayarak \u00f6\u011fretin (\u00f6rn: sing-sang<\/code>, ring-rang<\/code> \/ buy-bought<\/code>, think-thought<\/code>).<\/p>\n

                              <\/span>Hikaye Olu\u015fturma<\/strong><\/span><\/h4>\n

                              Rastgele 5 d\u00fczensiz fiil kart\u0131 \u00e7ekip bu fiilleri kullanarak komik bir hikaye anlatma oyunu oynay\u0131n.<\/p>\n

                              <\/span>G\u00fcnl\u00fck Hayatta Ge\u00e7mi\u015f Zaman\u0131 Kullan\u0131n<\/strong><\/span><\/h3>\n

                              Ak\u015fam yeme\u011finde, “What did you do at school today?” (Bug\u00fcn okulda ne yapt\u0131n?) sorusunu bir rutin haline getirin. Hafta sonu, “Tell me about Saturday. What did we do?” (Cumartesiyi anlat. Ne yapt\u0131k?) diyerek an\u0131lar\u0131 tazeleyin.<\/p>\n

                              <\/span>Yaz\u0131l\u0131 S\u0131navlara Haz\u0131rl\u0131k<\/strong><\/span><\/h3>\n

                              6. s\u0131n\u0131f yaz\u0131l\u0131lar\u0131 genellikle \u015funlar\u0131 i\u00e7erir: Bir metin okuyup Ge\u00e7mi\u015f Zaman ile ilgili sorular\u0131 cevaplama, parantez i\u00e7indeki fiilleri do\u011fru Ge\u00e7mi\u015f Zaman formuyla bo\u015flu\u011fa yazma, c\u00fcmleleri olumsuz veya soru yapma, kar\u015f\u0131la\u015ft\u0131rma c\u00fcmleleri kurma. Bu formatlara uygun bol bol al\u0131\u015ft\u0131rma yapmak \u00f6nemlidir.<\/p>\n

                              \n

                              <\/span>An\u0131lar\u0131n\u0131 Anlatabilen, D\u00fcnyay\u0131 K\u0131yaslayabilen Bireyler<\/strong><\/span><\/h2>\n

                              Ortaokul 6. s\u0131n\u0131f \u0130ngilizce kursu<\/strong>, bu kritik y\u0131lda \u00f6\u011frencilerin kar\u015f\u0131la\u015ft\u0131\u011f\u0131 Ge\u00e7mi\u015f Zaman ve D\u00fczensiz Fiiller gibi zorluklar\u0131 a\u015fmalar\u0131nda hayati bir rol oynar. Bu, onlara sadece bir gramer kural\u0131n\u0131 \u00f6\u011fretmek de\u011fil, onlara kendi ki\u015fisel tarihlerini, an\u0131lar\u0131n\u0131 ve deneyimlerini \u0130ngilizce olarak ifade etme g\u00fcc\u00fcn\u00fc vermektir. Bu, ayn\u0131 zamanda d\u00fcnyay\u0131 daha analitik bir g\u00f6zle g\u00f6rmelerini ve k\u0131yaslama yaparak daha detayl\u0131 fikirler \u00fcretebilmelerini sa\u011flamakt\u0131r.<\/p>\n

                              \u0130yi yap\u0131land\u0131r\u0131lm\u0131\u015f bir kurs, bu s\u00fcreci bir ezber kabusundan \u00e7\u0131kar\u0131p, e\u011flenceli bir ke\u015fif yolculu\u011funa d\u00f6n\u00fc\u015ft\u00fcr\u00fcr. 6. s\u0131n\u0131fta at\u0131lan bu sa\u011flam temel, \u00f6\u011frencinin sadece o y\u0131lki okul ba\u015far\u0131s\u0131n\u0131 de\u011fil, ayn\u0131 zamanda 7. ve 8. s\u0131n\u0131flarda ve nihayetinde LGS’de ihtiya\u00e7 duyaca\u011f\u0131 okudu\u011funu anlama ve karma\u015f\u0131k yap\u0131lar\u0131 \u00e7\u00f6zme becerisini de do\u011frudan etkiler. Bu, \u00e7ocu\u011funuzun \u0130ngilizce’de bir “anlat\u0131c\u0131” ve “analist” olmaya do\u011fru att\u0131\u011f\u0131 en \u00f6nemli ad\u0131md\u0131r.<\/p>\n","protected":false},"excerpt":{"rendered":"

                              Ortaokulun ikinci y\u0131l\u0131 olan 6. s\u0131n\u0131f, \u0130ngilizce \u00f6\u011freniminde bir “zaman yolculu\u011funun” ba\u015flad\u0131\u011f\u0131 b\u00fcy\u00fcl\u00fc bir d\u00f6nemdir. 5. s\u0131n\u0131fta \u00f6\u011frenciler, “her g\u00fcn ne yapt\u0131klar\u0131n\u0131” (Geni\u015f Zaman) ve “\u015fimdi ne yapt\u0131klar\u0131n\u0131” (\u015eimdiki Zaman) anlatma becerisi kazand\u0131lar. Art\u0131k ufukta yepyeni ve heyecan verici bir k\u0131ta var: Ge\u00e7mi\u015f. 6. s\u0131n\u0131f, \u00f6\u011frencilere “d\u00fcn ne yapt\u0131klar\u0131n\u0131”, “ge\u00e7en yaz tatilinde nerelere gittiklerini” veya […]<\/p>\n","protected":false},"author":1,"featured_media":308,"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-307","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-dil-ogrenme","category-ingilizce"],"yoast_head":"\nOrtaokul 6. 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